>S^* ^homas of ^i^illano'v, 'l^illanova^ '^a, This Yclume was presented by Date Case, Shelf, ViLLANOVA College VILLANOVA, PENNSYLVANIA LIBRARY Class L 111 .A3 19 0 3^,. V . 1 Accession P7393 r » < . i ^ - ■ - • ’■!< \.: [ Whole Number S41 REPORT OF THE Commissioner of Education THE YEAR 1903. SSSKSSS. Volume 1, /VASHINGTON: GOVERNMENT PRINTING OFFICE. 1905. TiBRSRYT5FB5DCSTSSr U S. OEWOMPtf Of EDUCATION 400MARYLANDAVeFn]E &.W. WASHINGTON. D.C. 20202 . THE UNITED ST.iTES BUREAU OF EDUCATION, Created as a Department March 2, 1867. Made an Office of the Interior Department July 1, 1869. COMMISSIONERS. Henry Barnard, LL. D., March IJt-^ 1867, to March 15., 1870. John Eaton, Ph. D., LL. D., March 16, 1870. to August 5, 1886. Nathaniel H. R. Dawson, L. H. D., August 6, 1886., to Segiieuiber 'S.., 1889. William T. Harris, Ph. D., LL. D., Septeniher 1889, to date. u I \\\ tup: COMMISSIONER’S INTKODCCTION. Pa^e. P'iin»llment in schools nn7 The new era — its problems and their solution . 1057 Progress of coeducation in colleges and universities . 1063 Special policies growing out of the coeducation movement . 1067 Women in graduate and professional departments . 1071 Segregation at Chicago University (condensed from statement by President W. R. Harper) - 1073 Status of foreign universities with respect to the admission of women . 1075 Literature of coeducation . 1075 Chapter XXL— The Catholic Parochial Schools of the United States. By Rev. Morgan M. Sheedy. Parochial schools maintained by voluntary contributions . 1079 Origin of the parochial school . 1080 The idea of the church . 1081 Cardinal Gibbons’s view . 1081 Growth of parochial schools . 1083 The bishops’ pastoral letter . 1083 Church favors popular education . . 1084 A growing demand for the religious element in education . 1085 Facts and figures of parochial schools . 1088 Perfecting the parochial system . 1091 School management . 1091 Weekly and monthly reports . 1092 Regulations . 1093 Course of study . 1093 Outline of parochial school work . 1094 Diocesan superintendents . 1096 Teachers of the parochial schools . 1096 Catholic teachers’ institutes . 1098 Institute programme . 1098 School publications . 1099 Educational results . 1099 Chapter XXII.— The State Normal Schools of the United States. By Eliphalet Oram Lyte. Prefatory note . 1103 Introductory . 1104 Origin of normal schools in the United States . 1104 The first normal school . 1108 General object . 1110 Examinations- and certificates . 1111 Schools of practice . 1112 Typical courses of study . 1114 Control of State normal schools . 1132 Maintenance of State normal schools . 1135 City training schools . 1135 Private normal schools . 1136 Chapter XXIII.— Exhibit of the Bureau of Education at the Louisiana Purchase Exposition. Items composing the Bureau’s exhibit . 1137 Universities and colleges — their religious control . 1138 Institutions and students . 1139 Sex of students . .< . 1141 Income . 1142 Endowments . 1143 Benefactions . 1143 Development of American college courses— subjects offered at periods named . 1145 Colleges of agriculture and the mechanic arts . 1151 Professional education in the United States . 1154 Education of teachers in the United States . 1155 Secondary education in the United States . 1157 VIII CONTENTS, Page. Commercial education in the United States . 1158 Public school-teachers . 1161 Relative school enrollment in various countries . 1162 I’ublic schools of the United States— enrollment, average attendance, and length of term . 1163 Amount of schooling received by each individual— public school income and expenditure - 1165 Public school property . 1167 City public schools . . . t . 1168 Kindergartens— private schools . 1169 Education of the colored race . 1170 Education in Alaska . 1171 The Bureau of Education . 1173 Education in the United States of America— progress in twenty-five years . 1174 Sex of teachers in the public schools of the United States . 1175 Estimated number of pupils in the several grades ( f the public schools in the United States in 1902 . 1176 Ages of children in the public schools in 1900 . 1176 Graduates of public normal schools . 1177 Amount expended for every fl,000 of true value of property by the largest city in each of 36 Slates . 1178 Progress of public and private higher education in the United States in twenty years . 1178 Federal aid to colleges of agriculture and mechanic arts . 1179 Government reindeer in Alaska . 1179 Elementary school course, approved by committee of fifteen . 1180 Libraries . 1181 Secondary school course, approved by committee of ten . 1183 Chapter XXIV.— List of Educational Periodicals in the United States. Periodicals arranged by States . 1185 Arranged by subjects . 1187 Chapter XXV.— Educational Directory. Chief State school officers . 1189 List of city superintendents . 1190 Pre.sidents of colleges for men and of coeducational colleges of liberal arts . 1201 Presidents of colleges for women . 1207 I’residents of schools of technology . 1209 Principals of public normal schools . 1210 Principals of private normal schools . 1214 REPORT OF THE COMMISSIONER OF EDUCATION. Department of the Interior, Bureau of Education, Washington) ^ D. Deceinher 7, 190Ii.. Sir: I have the honor to submit herewith the Annual Report of this Office for the year ending June 30, 1903. The enrollment in schools and colleges, public and private, during the year 1902-3 was 17,539,478, the same being an increase of 79,478 pupils over the previous year. Of this number there were enrolled in public institutions supported by taxation and funds belonging to States and municipalities 16,127,739 pupils as against 16,041,016, the number reported for the previous year. Besides the enrollment in schools and colleges, as given above, there were pupils enrolled in special institu¬ tions more or less educational in their character, and more or less of a practical business character, as follows: Enrolhiierit in special schools in the United States in 1902-8. (Jrnde. Number of pupils. Public. Private. Total. City evening schools . 229, 213 229, 213 137, 979 34, 422 11,932 4,363 13, 270 28, Ill 13, 935 2, 233 1,750 15, 000 105, 932 50, 000 Business schools . 137, 979 Reform schools . 34, 422 11,409 4, 363 12,714 28,411 13, 935 2, 233 1, 750 Schools for deaf . 523 Schools for blind . Schools for feeble-minded . 556 Government Indian schools . Indian schools (Five Civilized Tribes) . Schools in Alaska supported by Government . * . Schools in Alaska supported bv incorporated municipalities . Orphan asylums and other benevolent institutions (estimated) . Private kindergartens. . . . . 15, 000 105, 932 50,000 Miscellaneous (including schools of music, oratory, elocution, cookery, and various special arts) (estimated) . Total for United States . 338, 450 309, 990 648, 440 Adding the enrollment of these special schools (648,440) to the total of schools giving general education, we have a grand total of 18,187,918. IX Table I. — Common school statistics of the United States. X EDUCATION REPORT, 1903. CO i P?i3 = H Si r'iSii i isis §Wi iip i i 4.8 16.1 69.0 10.1 1 s = "S - 122, 392 317, ‘204 1 1 Ills iiW Sl|i 8 u 4.2 15.4 68.5 11.9 i i :-;5s.-.PS5 s s SgS - K 2 I V25,838 306, 080 X ^ i; I~ u-t -r SiSI mm s'lp i I 1 4.2 15.4 69.6 10.8 I i i3i-''S "S sp s i r-T 15 i'i I s’Si iiii ssP 1 s oT i 4.2 17.2 68.0 10.6 1898-99. (•74,178,966 (•21,090, 070 15,176,219 •20. 46 71.96 10, 328, 396 68.1 143.0 1,477,016,244 70.0 97.3 131,207 283,065 rssii $9, 007, 887 $35,341,064 $144, 897, 878 $14, 090, 384 cc I i -t CO 1897-98. (^72, 792, 617 (•20,782,210 15, 103, 874 •20. 75 72.68 10, 356, 458 68.6 143.0 1,480,466, 644 71.2 98.0 CO ^ T}< i-< 'X fii|! I iii- Mil ii§ I 1 s I i s 4.7 17.6 67.8 9.9 1889-90. h 62, 622, 250 18, 543, 201 12, 722, 581 20. 32 68.61 8, 153, 635 64.1 134.7 1, 098, 232, 725 59.2 86.3 125,525 238, 397 363,922 34.5 224, 526 $342, 531, 791 mm mm mm $143, 194, 806 5.4 18.4 67.9 8.3 1879-80. ?>50, 155, 783 ?(15,065, 767 9, 867, 505 19.67 65. 50 6, 144, 143 62.3 130.3 800, 719, 970 53.1 81.1 122, 795 163, 798 IS ; iis r i ig's ii i 1869-70. b 38, 558, 371 b 12, 055, 443 6,871,522 17.82 57.00 4, 077, 347 59.3 132.2 539, 053, 423 44.7 78.4 77, 529 122, 986 §5 i iii i" ; isi Hi 1.— General statistics. Total population . Persons 5 to 18 years of age . Pupils enrolled (duplicates excluded) . Per cent of total population enrolled . Per cent of persons 5 to 18 years of age enrolled. Average daily attendance . Relation of same to enrollment (per cent) . Average length of school term (davs) . Total number of days attended by all pupils. . . Average number of days attended by each person 5 to 18 . .' . Average number attended by each pupil en¬ rolled . .‘ . Male teachers . Female teachers . Whole number of teachers . Per cent of male teachers . Average monthly wages of male teachers I> CO CO CO 00 r^'^r-T iC 05 CO dZ S IC lO (M i-i o . -CO CO 05 lO ic 00 05 I> iO 05 lO CO 05 05 CO c4 CO O lO 00 M ^ 0) 0) a:;:: lO O iC CO 00 I> CO 05 05 ^ ICOIC CO ^ 05 o o 05* ^* CO ^ O 00 oo' lO CO 00 c4 ^ ^ H ^ o3 r? R .tf rrt Pi _g O t> t>‘ oi ^ d (dS f- ft ' 'H ' rd QJ ft OC 03 'd tH fH d o o 3^ 6 [ ft Cj O (73 ro ^ ^ ^ 0 ^ 03 O 'd -M CUM 3 S y (D ■+-> >. Wm '41 0) 3m tUDT3 ft Q> (uS ft 1=1 HP a rO INTRODUCTION^ XII EDUCATION REPOET, 1903. (General items of statistics for the country as a whole may be seen in the table preceding (Table 1). In it is given a comparative summary ( f items of attendance of pupils, number of teachers, receipts and expendi¬ tures, showing the increase from decade to decade for more than thirty years in what are called the common schools, including under this designation schools of the elementary and secondary grades support d from public funds. The per cent of the total population enrolled in the common schools the past year is 20.04, the same being not quite 71 per cent of the enti’ e number of persons from 5 to 18 years of age. The average number in daily attendance during the sessions of the schools has risen from about 4 millions in 1869-70 to something over 11 millions in the past year. The attendance has increased in regularity during the past thirty years; that is to say, the number in average attendance has approxi¬ mated more closely to the number enrolled. In 1869-70 the average attendance was only 59.3 per cent, while the past year it has been 69.2 per cent. As I have pointed out in my previous reports, the increase in average attendance and the increase in the length of the school term is due to the growth of villages and cities. A continually growing quota of the population lives in large villages and cities, and holds its schools open for a larger number of days each year. On page 1168 of this Report a copy of one of the wall charts in the exhibit of the Bureau of Education at the world’s fair in St. Louis presents the relation between the city population and the rural popu¬ lation, and the relative per cent of school enrollment and attendance in the two regions. The population in the cities is 33 per cent of the whole, while the country population is 67 per cent. The school enroll¬ ment in the country, however, amounts to 74 per cent of the whole enrollment; but the rural schools have very short sessions, running from 50 days up to 70 or 80 days in sparsely settled districts. The existence of a railroad in a rural district builds up villages about the railway stations; the village school holds a school session from 140 to 200 days in the year, and thus raises the average of the length of the school session in the rural district. The past year showed a remarkable increase in the length of the school term. While in 1880 the schools were in session for only 130.3 days, the past year they were in session for 147.2 days, while each pupil enrolled attended on an average nearly 102 days. The normal length of the school session in villages and cities is 9 or 10 months of 20 days each, vacation days being excluded; but public holidays that fall within the school year, for example, Washington’s Birthday and Memorial Day, are included in the school year, which amounts in cities to 200 days and in the majority of villages to 180 days. THE COMMISSIOHEK S INTRODUCTION. XIII The number of women teachers has risen to 332,252 out of a total of 449,287 teachers in the common schools of the United States. While the percentage of male teachers in 1880 was nearly 43 per cent, the past year it had fallen to 26 per cent. The average salary of teachers shows some increase over the previous year, the salary of male teachers reaching $50 a month (less 2 cents), while the average salary of women teachers had risen to $40.51. The aggregate of school propert}^ arose to the sum of $643,903,228, the increase over the previous year being nearly $43,000,000. The amount of money for the support of schools derived from local taxa¬ tion — that is to say, from municipal and count}^ taxation — has steadily increased, owing chiefl}^ to the incorporation of large villages into cities and the provision for the support of schools out of the municipal tax fund. The entire expenditure had reached the sum of $251 ,457,625, the same being $3.15 for each inhabitant, an increase of sixteen cents per capita. Of this expenditure 18i per cent was devoted to the pur¬ chase of sites and buildings, 62^ per cent, to the salaries of teachers and superintendents, and 19 per cent to miscellaneous expenses, such as janitor hire, fuel, apparatus, text-books, etc. The expenditure per day for each pupil was nearly 10 cents for the support of teachers and 15i cents for all purposes. KD lb 08 - 11 XIV EDUCATION REPOET, 1903. S 2 p ;g ^ o « Cj 3j x 'r^ be ■-c: lli^l O-C so. :j- Z, 'Z'^ tills t2 ^ ^ s 'o .2.5-^'s'O '2^5’i i SrS G 0:2; .^00 G -9 r' S3 IK ^ ^ o3 Li =6 |g:i|g S «2 ^p5a'C 'G G ~ I Ills 5 o3 S'-^'^ t > G! ^ . G^ ~ C i:;G cu fO 33 S idSg * ?3.. ft^ c2'G 0 ^ c3 G 2 _ .0 0 0 _?; 0 I^-gOO X O^G'g bio x. 0-2 a G a G.=> 0 "G C 5.. 33l 2- S, o* -o ^ -g G e G" •^•o1|i sia^g ^ SS3^S ODO'S^ • • °§g&:i O *g3 Sq a* o) S ^ S ^ 73 C3 CD j- +- c ^ ;p> cS O -.^ cfj oU O 'O.p.G G 3 * P X 1.^ c3 f ' S'S i O : O H X'? rG ei ^.1 o G o a 3 XQ CD 33 G g ^W'o a'p ^ >OH G B o a; o .G 5 IZ g'C.22 p. ^.2 o G-^ ^i^OOQO Qj 02 .:x 0) .ti ^ £ to o G =? CD CD^ • 'S S s^ X C tH g > rt bo ■3 .^^.G ^ .^2 G G a 'G o S 2-30 a. G , m ■-^G x'.3 . i^Sbia-3.2^ oJCDoS'l^Gt-ip > 2i"^'g'§ ^ (H ft O ^ o3 I iC Oi -o CO t-H iC o a> rH 01 CO 1-1 l> ^ 05 GO (N oT rH o' »0 rH (M O O O tJH O O 04 TfH ,-H 05 O t> CO TtH 00 O 04 CO CO CO co" go" l> uo of "S 02 ' "CJ > bJO-S^ C c3 g Pnts a 0 05 CO ict^ CO GO r-H 05 GO !-• CO 00 rf t^ CO CO 00 i-T 04 ^ 05 05 t-H C'4 C^ CO CO Tf< CO I> GO •05 CO 00 I> 1^ 1> C^ O CO CO O CO 05 CO lO lO 05 VO ^ 05 O GO CO 05 CO C4 01 CO" o" f-n" T^r CO lO CO lO 05 C4 CO 00 CO Tf 05 00 o lo" VO CO o" CO CO 05 CO CO ^ 00 -X fc 05 -M 05 04 CO O X CO ^ “ r4 X 05 < icT VO CO ic" CO CO I> c . . _ l'^ CO 05 iC VO iC IC CS X X of x"tJ^^I^'’05'' X CO (04 I> CO vO (M rH VO X CO (04" CO VO 55-|; _p o^, G C G G3 ^ ,G g; ^ G >75 G ^ I Gft-a otg a 0> O X (D ?^o B ® Bg3 III »-ie' ft.G ft's' cB G .G 'S'g B B §1 s 0 •g)" .2 tD'd S3 ^ "S-G ^'g o o S 2 - a ^3 2 5*8 <^5 QJ X R GGl 3^ G3 -2 2'Sa 2^ ft ^g"^ “"g (D-G M '-7 G -G g =1 ^ ^ 5 <— c O q^ X cS.SlS 9 o Si, -tf d M SP 22 i ^"3 ;g g'-g o o p S •p32 SB *^'03 S G 2 S 73^3 G G 03 . 'G 3 § -2 c be >. £ •-' 2 a G X S S >0) 8 a G 2 G & G G73 O Sag'S' GgS,l2-S C3 ^ ^ _ . C g d ^ 238^12 G O'»r-(..o3a;i _ .GGO’G 2 g O G-g ^ g-jH^ ^ '^2'3t33aG^^‘^x Sg=«Ss3®S'S ” Gft .cdGgS>=3GG _ GB’'~'g_-“''GG ^ ^ G o G a a .33 o 3 tuOG •G go; g2 a S3 o2 bjc DJ 2 g2 p ft • ho _ , . .G? sr; '.^f S a 2 2 'G 2 L ! G a 5 Bs2 ;'g.-h32g 2'^g!‘“ ■G G G 3 'G 2 O) — (J5 OOGo-''P3oGGco ■ G 73 ^ G cS -G P » G CD *7 ^ ^ B X > G s CO B; - — W " G « 73 X O) 'GG.OCD^PftBGGop- ggsass^-aacG G .2 o G G O 2 SHpoS'pxO^Oxa o ftx g hc3'3 ^2p3 a I'^l^sl'glasl ciGG(H(jQGtD-u^33 ^,G!HCDa G733'' Go(DS30Gaj.^Gp;o 2Ss3- ^IgGog-g^ 3 U m .G iR 'G .G H Q'+^ G ^ '33 ftg^a 0.0 ■' ’OS3 •" G 5 o G (-. ’ft.2 " G.t' ■TCiS ftG G G G.2 g’2'5 O'G'O ■ft O GO 2 2 G O O g G B’2 G s O hCG^^ o a ftgG-^ O g.g G x-|-2 gS a : ^'b^o ^.ai 2 2 i .2 .^>2 2* S ^ 2 2 2 2 G 3 2 .3 2 a g"-g og33gBS 2 H G 2 2 ^ 2 S ^ ^ ” a G « '§ I ^ < C3 O G I Table 11.— Number of pupils and students of all grades in both public and private schools and colleges., Continued. XV THE commissioner’s INTRODUCTION. Per cent of the total pop¬ ulation enrolled in each grade. Total. 21.95 19.48 22. 29 22.54 23. 41 22. 39 High¬ er. 31 0.32 rJHOOrHOr- CO 04 Od CO CO o o o o o Sec¬ ond¬ ary. 30 0. 97 CO Cl CO 01 rfi t— lC lO ox 0\ 1-i O d rH* r-H Ele¬ men¬ tary. 05 « 20. 66 18.01 1 21.49 21.80 21.83 20. 78 Per cent of public pupils. High¬ er. ao « 40.58 IC tO CO 00 CO CO CO rH 00 d id d d CO CO CO o Sec¬ ond¬ ary. r- « CO GO 79. 35 57.55 61.42 85.35 76.92 Ele¬ men¬ tary. CO 93. 37 CO rH O 00 CO CTJ 05 . — The same, taking into account onlg the schooling furnished bg public ele- rnentarg and secondarg schools. 1870. 1880. 1890. 1895. 1896. 1897. 1898. 1899. 1900. 1901. «1902. « 1903. The United States... 2.91 3. 45 3.85 4.35 4.43 4.53 4.63 4.55 4. 66 4.57 4.65 4. 67 North Atlantic division. . . 4.43 4.84 4.99 5. 51 5. 64 5. 78 5. 88 5. 85 5. 91 5. 88 5. 93 6.00 South Atlantic division . . . .80 1.90 2. 42 2. 73 2. 74 2. 79 3.05 2. 83 2. 95 3.10 3.20 3. 18 South Central division. . . . .80 1.57 2.20 2. 53 2. 59 2.75 2.76 2.81 2. 91 2.74 2. 84 2.85 North Central division. . . . 3.71 4.19 4.67 5. 26 5. 35 5. 40 5. 51 5. 41 5. 57 5. 40 5. 49 5.43 Western division . 2. 77 3.57 3.98 5.04 5. 12 5. 36 5.34 4.96 4.99 5. 01 5. 17 5. 54 "Subject to correction. It seems that the past year shows a rate of instruction which, if continued for the twelve years of the legal school age, would give an average of 934 days to each inhabitant. Estimates given in my Report for 1901 make the average amount of schooling to each individual of the population at a number of dates commencing with the 3^ear 1800, as follows: 1800 1840 18o0 1800 Days. .. 82 1870., .. 208 1880 . , .. 420 1890.. .. 484 1908 . Days. 672 792 892 1, o;m La/os relating to agrleultural and mechanical land-grant colleges. — • Chaptei* II (page 39-226) contains the laws of 32 States and Territories governing the agricultural and mechanical land-grant colleges estab¬ lished under the acts of Congress approved July 2, 1862, and August 30, 1890. The laws governing such institutions in the other 16 States and Territories were given in Chapter I of the Report for 1902. This chapter completes the collection. An examination of the legislation shows that the levying of a fixed tax on the assessed valuation of the taxable property of the State for THE commissioner’s INTRODUCTION. XXI the permanent .support of these institutions has been adopted b\^ a number of the States and Territories. Thus, California, Colorado, and North Dakota each levy a tax of one-fifth of a mill on every dollar of the assessed valuation of taxable property; Arizona, three-fifths of a mill; Indiana and Michigan, one-tenth of a mill; Minnesota, twenty-three one-hundredths of a mill; Ohio, one-tenth of a mill unless otherwise provided by the legislature; New Mexico, forty one-hundredths of a mill, and Nebraska, 1 mill. Kentucky levies an annual tax of one- twentieth of a mill on each dollar of the assessed valuation of property in the State belonging to white inhabitants; Alabama grants one-sixth of the net proceeds of the fertilizer tax, and South Carolina grants the entire proceeds of such fertilizer tax, but requires the institution to enfoi'ce the fertilizer law. Alissouri grants the proceeds of the col¬ lateral inheritance tax to an amount not to exceed the equivalent of a tax rate of one-tenth of a mill on every dollar of the assessed valuation of the taxable property, and provides that if the proceeds in any one year are not sufficient to provide such amount the balance shall be paid out of the first money thus received in the following year; of the entire amount collected one-fifth is for the support of the Ali.ssouri school of mines and metallurgy. Wisconsin provides for an annual State tax amounting to $337,500; Oregon, $25,0t)0. In Oklahoma the amounts are fixed by each legislature. Maine has a fixed appropria¬ tion of $20,000 per annum. North Carolina $10,000, and Vermont $6,000. In the case of Michigan, which provides a tax rate of one- tenth of a mill, it is stipulated that the amount to be raised in any one year shall not exceed the sum 'of $100,000. The lev3dng of a permanent tax for the support of these institu¬ tions relieves them of the necessity of making constant appeals to sometimes unfriendly legislatures for the means for current sup¬ port. However, in some of the States mentioned above the tax rate was fixed long ago, and in the meantime the institutions have grown so rapidly in the number of students and expanded their scope of instruction so largely that the growth in the income from the tax rate has not kept pace with the increase in expenditures rendered necessary for the proper maintenance of the work. The State of California, for instance, has during the past few years granted the sum of $100, ()()() annuall}^ for the current support of its university in addition to the regular tax, and has granted .special appropriations for buildings. In .some cases special taxes are levied for a limited period for certain specified objects, especially where large sums are needed for new buildings. The legislation shows also that in a number of the newer States funds are raised for the erection of buildings by means of bond Issues, the payment of both principal and interest on such bonds to be made out of the income derived from the lease of the lands granted to the XXII EDUCATION REPORT, 1903. iiLstitutions by the General Government or from the interest derived from the proceeds of the sales of such lands. With respect to the compensation of the members of the boards of trustees or governing bodies it may be stated that generally the laws provide for the payment only of actual and necessary expenses incurred in attending the meetings of such boards. Of course there are a num¬ ber of exceptions, as, for instance, the following: Arizona allows $5 per day and 10 cents per mile for each mile traveled, mileage being limited to one pa3unent for each session and compensation to $150 in anv one 3^ear; Arkansas, $2.50 per day and actual necessary expenses; Georgia, $4 per day and actual fare to and from meetings; Iowa, $4 per day not to exceed thirt3^ days in any one 3"ear and mileage, but building committees may receive pay for sixty days; Maine and W3^oming allow actual traveling expenses; North Dakota, $3 per day and mileage at 5 cents per mile; Oklahoma, $5 per day, not to exceed twelve days in an3^ one 3" ear, and mileage at 5 cents per mile; South Dakota allows $5 per day, with special compensation to members from the Black Hills region for meetings east of the Missouri River; Utah, $4 per da3" and 10 cents per mile for one way only; West Virginia, $4 per day and actual expenses. In quite a number of cases the laws are silent on the subject. The number of members on the boards of trustees or regents varies in the different States, as well as the manner of their selection. In the great majority of States the trustees or regents are appointed 133" the governor by and with the advice and consent of the senate. In three States — Illinois, Nebraska, and Nevada — they are elected 133^ popular vote; in several others by vote of the State legislatures, and in a few cases, as in Vermont, Delaware, South Carolina, and Maryland, part of the board is self-perpetuating, while the other part is subject to appointment or election. Generally the entire management of the institutions is committed to the governing ])od3" especialW designated for the purpose. There are, however, a few exceptions. In South Dakota the management of the agricultural college is committed to the Regents of Education, a body of five members, which has exclusive control of all the educational institutions maintained by the State. In Montana the management is committed to the State board of education, which, however, delegates immediate supervision to a local committee of five members. In Min¬ nesota the State board of control has full authority in all financial matters, including the construction of buildings, but the board of regents retains control of the general educational policy as well as the number of teachers to be employed and the salaries to be paid. Kducation in Grad Britain and Ireland. — Chapter III (pp. 227- 271) presents brief conspectuses of public elemental^ education in THE COMMISSIOHER’s INTRODUCTION. XXIII Great Britain and Ireland, with detailed accounts of important current events and a statistical review showing the progress since 1870. As regards England interest centers in the changes in the local administration of schools effected by the law of 1902, which has been put into operation during the year under review. The former school boards closed up their work as rapidly as circumstances permitted, and the county councils, which have become the local authorities for education, have been developing their plans for the approval of the central ‘‘board of education.” The councils, like the former school boards, are the agents for the distribution of the Government grant for schools and are empowered to raise whatever additional funds ma}^ be needed for the support of the schools by local taxes. These taxes, which under the law of 1870 could only be applied to public schools, are now applied equally to church schools, which remain substantially under private management. It will be remembered that the protest against the use of local taxes, except under public control, was so strong that the original draft of the law of 1902 was modified to the extent of establishing a slight measure of public control over the church schools. The opposition to the support of sectarian schools by local taxes, which it was supposed would subside as soon as the law was reall}^ in operation, has been steadily increasing. In England this opposition has taken the form of “passive resistance,” i. e., refusal on the part of the Nonconformists to pay the portion of the school tax which would go to the support of religious instruction in the church schools. This resistance is not occasional and sporadic, but an organized move¬ ment extending throughout the country. Since the chapter here considered was in print statements have been made in Parliament showing that no less than 18,000 summonses have already been issued against persons refusing for “conscience’ sake” to pa}^ the tax for religious instruction, and that the number of cases in which final notice has been given amounted to 80,000. In Wales the opposition has taken a more threatening form, the majority of the county councils of this principality having absolutely refused to appropriate local taxes to sectarian schools. Under these circumstances it is generally predicted that the law of 1902 will be speedil}^ amended in some important particulars. Apart from the question of sectarian schools the law presents many favorable aspects which are specially noted in the chapter before us. The church schools, which educate about 42 per cent of the children, are placed on a much better footing by their improved financial con¬ dition; whereas formerly they depended upon voluntary contributions for about one-third of their expenditures, they now have the certainty and securit}^ of the local tax. Further, by bringing secondary educa- XXIV EDUCATION REPORT, J903. tion within the sphere of (foverniiient supervision the law promises to efi'ect the nuich-needed coordination of elementary and secondary schools, which have hitherto Avorked without reference to each other. The local councils have been extremely active and in general very judicious and liberal in their efforts to carry out the provisions of the hiw. Out of 333 councils 243 had submitted schemes for the approval of the Government before the end of the year. It still remains to be seen, howe\^er, whether the county councils acting through educa¬ tional committees of their own formation can efficiently maintain the schools after the schemes are formulated. The task would be com¬ parative! a^ easy in small districts. The peculiar difficulties that are likely to arise in the larger towns with the children distributed in two distinct classes of schools — i. e., private or church schools and public or council schools — are set forth in a citation from the Schoolmaster presented in Chapter III. page 158. The most noteworth}^ eA^ent of the A^ear in the history of education in England was the passage of a new law for London. In its final form the hiAv does little more than extend the general law of 1902 to the metropolis; but in its original form the bill departed much further from the principle of popular control for tax-supported schools than the general law had done. Its provisions were condemned, not only by the liberals and nonconformists, but also b}" a great body of con¬ servatives and churchmen who had gauged the spirit of the city much better than the Government leaders. To the scathing criticisms of the measure by members of Parliament and the press were added public demonstrations of ominous character, and under the accumu¬ lated pressure the Government hastily withdrew or modified the most objectionable features of the bill. The Parliamentary history of the measure, which is given quite fully in Chapter III, is therefore of special interest as affording an insight both into the educational status of London and also into the interaction of Government and local policies in this great city. The most objectionable feature of the original bill was embodied in clause 2, Avhich deprived the city council of all independent action in forming its educational committee by giving the borough councils of London a controlling voice in the matter. This clause was dropped under pressure. Opposition then centered in clause 3, Avhich provided that the borough councils should be made the managers of the public schools of their respective districts; that they should have the right to determine the curriculum of these schools, to appoint and dismiss the teachers, and to determine the sites upon which additional schools should be erected. This endeavor to deprive the council of the authority Avhich was nominally imposed upon it was also defeated, and the bill as passed left the London county council the supreme local authoi-ity for the schools of the metropolis. The force and drift THE commissioner’s INTRODUCTION. XXV of pul>lic opinion in this contest for civic rights will be seen com¬ paring the original draft of the bill with its final form, both of which are given in Chapter III. The retrospective Tables I to X (pp. 169-175) show the progress of elementary education in England since the passage of the law of 1870. The school accommodation, which at that date was adequate for 8.8 per cent of the population, is now sufficient for 20^ per cent. The enrollment has increased from 1,693,059 pupils, or 7.6 per cent of the population, to 5,881,278, or 18 per cent of the population. The average attendance, which in 1870 was 68 per cent of the enrollment, reached in 1902 the ratio of 81.1. Only denominational (or voluntary) schools existed in 1870; by 1872 the board (or public) schools created by the law of 1870 had made appreciable advance, enrolling 8,726 chil¬ dren, or 0.7 per cent of the total enrollment. The steady increase of the public schools will be seen by reference to Table 1 (p. 247). They comprised in 1902 nearly half the total enrollment (48 per cent). The steadily increasing expenditui'e for elementary education (Table III, p. 170) is an impressing feature of the history. Local taxes (rates), which supplied $355,920 (i^71,184) in 1871, afforded in 1902 a total of $31,218,460 (i^6, 243,692). The State expenditure, which in 1871 amounted to $4,637,620 (1^927,524), had risen in 1902 to $49,947,020 (£9,989,404). These particulars indicate the magnitude of the school work which has developed in England during three decades, and which by its upward pressure has forced new legislation to meet the popular aspirations and industrial demands which are the natural out¬ come of the increased intelligence of the masses. The comparative statistics of education in Scotland (Table 1, p. 175) show also great development in that division of the Kingdom since 1872, the year of the passage of the Scotch education law. School accommodation and the average attendance upon schools have both tripled in the three decades that have since elapsed, while the popula¬ tion has only increased by about one-third. The progress in Scotland as in England has brought about a demand for the reorganization and extension of public education, and a measure to this effect is pending. In both divisions of the Kingdom the most urgent need appears to be that of increased provision for secondar}^ and technical education for the industrial classes. In Ireland, where the same problem is pressing, a corps of special inspectors has been recently employed to investigate the existing secondary schools. The conclusions of this body as summed up in the chapter reviewed (pp. 187-188) indicate very clearly the present conditions of the problem in that island. The brief survey of higher education given in Chapter III (pp. 180- 184) shows that the university problem in Ireland is still a subject of serious disturbance. During the year reviewed, the senate of Trinity College, Dublin, voted in favor of the admission of women, and the XXVI EDUCATION REPOKT, 1903. proposition having received the sanction of the King announcement was made March 31, 1903, that the scheme for their admission had come into force. All lectures, examinations, and degrees in arts and in the medical school are thrown open, and all prizes except fellowship and scholarship, the women students paving the same fees as men students. Interesting particulars respecting the university colleges recently established in several English cities are also presented in the review of higher education by citations from the latest official report of the Gov¬ ernment inspectors. Attention is further called to a movement under the auspices of Lord Rosebery to establish in London a technological institute of high character. A pledge of $2,500,'000 with the promise of additional funds has been made for this institution, conditional upon an annual appropriation of $100,000 from the London County Council for the maintenance of the work. The council has given assurance that this appropriation will be made when lands, buildings, and equip¬ ments of the value promised shall have been actuall}^ provided. Chapter III closes with a brief summary of legislation respecting the employment of children in Great Britain and Ireland. The vjork of the school hoard for London. — Chapter IV (pp. 273-292) presents a survey of the work of the school board for London, which is virtually brought to a close by the new law considered in the pre¬ vious chapter. The particulars emphasized in the survey are the magnitude of the work; the elevated character of the first school board, elected in 1870; the systematic and comprehensive scheme of work which was developed; the enduring influence of the standard set up by the first board, and the vigor and liberal spirit in which the work has ever since been continued. Interesting details with respect to the election and constitution of the original board are quoted in Chapter IV from a report by Lord Reay, the chairman of the present board. In particular, he notes that in 1870 London, with all its concentrated wealth, was less advanced with respect to school provision than any other part of England. According to the investigations at once undertaken by the school board, accommodation was required for at least 200,000 children within the metropolitan area for whom no school places could be found. The first board not only had to make up this deficiency, but to keep pace with the rapidly increasing population. Doctor Macnamara, M. P., long a member of the London board, thus sums up the early policies of this great educational body: The first two boards laid down the main line of policy on broad and progressive e2,000,000 productive funds, 7 are included in the same list. It is noticeable further that while there were few additions to the number of coeducational colleges and universities in the decade 1890- 1900, there was during that period a marvelous expansion in the State universities of the West which, as already observed, admit both men and women (see p. 1066). Chapter XX shows also the bearing of statistics on several questions that have recently excited much discussion. For example, it appears tliat the increase in the number of men in the undergraduate depart¬ ments of colleges and universities during the period 1893-1902 was much greater in the coeducational institutions than in those for men only, the ratios of increase being, respectively, 38.6 per cent and 22 per cent (see p. 1066). From this showing there would seem to be little ground for the opinion sometimes expressed that men students are generally opposed to the presence of women in the college classes. It is also frequently asserted that a segregation of students by sex is taking place in coeducational institutions through the students’ THE commissioner’s INTRODUCTION. LVII choice of studies. It is true that in the case of the few institutions which give the scholastic classification of their students there is found to be an excess of women students in certain courses of study and of men students in othei's; but it is equally evident that the choice is determined not by sex, but b}^ the practical consideration of careers that may be followed after graduation. This view is emphasized also by the fact that of the two most largely attended special courses of study organized in universities, pedagogy shows 67 per cent of women, against 33 per cent of men students, and commercial courses 49 per cent of women, against 51 per cent of men. On the whole, it does not appear from the data presented that the sejmration of men and women students through their respective choice of studies is so decided as to greatly alfect the organization of the typical college courses or to be a disturbing influence even in the arrangement of special courses. There are, moreover, indications that the tendency to early specializa¬ tion in the college course is giving way to the demand for a more unified course of general education while, at the same time, the careers open to educated women are increasing; these two movements must tend to equalize the proportion of men and women in the culture studies as distinguished from those of immediate utilit^v The admission of women to the same professional schools as men rests upon diflerent grounds from their admission to general courses of study, and the opposition to this action has not only been much more extreme, but at times there has been a manifest disposition to hinder the opening of separate professional schools for women. For this reason, as stated in the chapter, “professional training for women, whether offered in separate schools or in the same schools with men, is an index of the growth of liberal sentiments in our country rather than, like coeducation in colleges, the outcome of democratic im¬ pulses.” All orders of professional training are now open to women, and the number availing themselves of the provision increases. They form, however, only a very small percentage of the whole body of professional students; in medicine, for example, which was the first profession to which women aspired, and which leads all others in the number of women students, they form only 3i per cent of the total student body (see p. 1072). The policy of coeducation derives, also, new force from its steady advance in Europe as the old feudal forms of society pass away. From statistics given in Chapter XX it appears that there are at present 86 universities in Europe to which women are freely admitted, and 26 universities in which they are admitted by special permission to certain lectures and, in some cases also, to examinations. The Catholic parochial schools of the United States. — In Chapter XXI, pp. 1079-1101, Kev. Morgan M. Sheedy, rector of St. John’s Pro-Cathedral, Altoona, Pa., treats of the development of the system LVllI EDUCATION REPORT, 1903. of Catholic parochial schools in this country, their character, methods, and aims. These schools, like all schools under priv^ate control, are maintained by voluntary contributions without any aid from public funds, at an estimated annual cost of from $20,000,000 to $25,000,000. A private educational system that has reached the proportions indicated by an expenditure of thismao-nitudenwbe expected to have developed, to a greater or less extent, methods in school administration, instruc¬ tion, and management peculiar to itself, a study of which should afford useful suggestions, and perhaps contribute toward the solution of questions now engaging the attention of school officials and teachers. The writer gives the reasons for his conviction that the Catholic school system is a permanent feature of American education; its suc¬ cess, in the face of many obstacles, and in competition with the gener¬ ously supported public schools, he rightly attributes largely to the devotion and self-sacrifice of the thousands of men and women, for the most part members of the teaching orders of the church, who have consecrated their lives to the service in which they are engaged. ‘‘The parochial school teacher devotes his whole life to teaching,” and thereby stands in a different relation to his work from one who takes up teaching as a temporary makeshift. The child’s future wel¬ fare is stated to be the first and great consideration of the Catholic teacher; moreover, increasing care is taken, as is the case with the public schools, that no teacher is employed who is not duly qualified as regards scholarship and professional attainments. In most dioceses there are teachers’ examining boards, and in all the novitiates of the religious teaching communities normal schools exist, though many of these do not as yet have a model or practice school connected with them. A great advance is noted in the matter of parochial school l)uildings and material equipment. Where formerly a plain and modest struc¬ ture or the basement of a church served for a schoolhouse in the large towns and cities, a substantial, perhaps imposing, school edifice is now frequently to be met with. The Catholic school authorities fully appreciate the importance of healthful and attractive buildings, Mr. Sheedy says, with approved hygienic and sanitary arrangements. The management of the school rests ultimately with the rector of the parish. He is aided by a committee of competent laymen, who visit the schools at least once a week and supervise the instruction; once a month, usually, they meet in conference with the rector. The larger schools, of 800 pupils and over, have generally a supervising principal. Specimens of weekly and monthly reports are given, and of school regulations; also the daily programme of exercises of a typical school of eight grades (pp. 1092-1094). The course of study of the third and eighth grades is given in detail, showing the topics covered in the different branches (pp. 1094-1095). Special attention is given to United States history, and a spirit of patriotism is inculcated. THE commissioner’s INTRODUCTION. LIX Some of the dioceses have a diocesan superintendent, a priest well versed in educational matters and set apart by the bishop especially for this work. He is relieved of other duties and devotes his whole time to supervision of the schools. He makes regular visits, holds exami¬ nations, and makes an annual report. In the opinion of Mr. Sheedy, this official has been a powerful factor in the recent great progress made by the parochial schools. According to the most available sources of information these schools now enroll 967,518 pupils; to this num¬ ber should be added 14,127 in boys’ secondary schools, 20,874 in girls’ secondary schools, and 4,010 receiving higher education, making a total of 1,006,529. A computation is made showing that the proportion of the Cathouc population enrolled in the Catholic schools and colleges of the differ¬ ent grades ranges from one-third to one-half the proportion of the total population enrolled in the schools or colleges of corresponding grades in the country at large. The Catholic schools have not as yet, in the opinion of Mr. Sheedy, succeeded in gathering in their full quota of pupils. To what extent this is due to Catholic children attending pub¬ lic or other non-Catholic schools, and to what extent to their not attend¬ ing any school at all, can not be ascertained. It is the aim of the Catholic authorities to strengthen their high schools for boys and take other steps to institute a ^‘thoroughly coordinated system of Catholic schools, embracing parochial school, high school, college, and univer¬ sity, with an enrollment including practically the whole of the Catholic school population.” Education in Alaska. — Chapter XLV (pp. 2365-2384) reports the condition and number of reindeer in Alaska for the year ending 1903. The following Table 1 shows the increase from 1892, the first year that a regular herd of reindeer was established in Alaska, down to 1904." There were nine successful importations of deer from Siberia, bring¬ ing an aggregate of 1,280 in all. It will be seen that (in October) in 1892 the number surviving from the first importation was 143, and in 1904 the number reported in all the herds was 8,189. The matter of the introduction of reindeer had been brought to my attention in the fall of 1890 b}^ Doctor Jackson on his return from his annual visit to Alaska. He reported that year an increased mortality among the natives due to starvation. The white hunters had driven away the game or destroyed it, especially the caribou and the walrus. The white fishermen had taken with nets the salmon from the rivers. The food of the population was diminishing from year to year, and it threatened with extinction the tribes of Eskimos and Indians, who numbered some 40,000 in the whole Territory of Alaska. Doctor Jackson mentioned that Captain Healy believed that reindeer ought to a At the time this report goes to press 1 have received the figures for the year 1904 as well as for the year 1903. LX EDUCATION EEPORT, 1903. be imported from Siberia and introduced among the Alaska nativeSo I followed up the subject and ascertained what was then new to me, the fact that the natives of eastern Siberia kept large droves of rein¬ deer, which furnished subsistence to those people even to a greater extent than was the case in Lapland. Captain Healj’s idea struck me favorably. I saw in it the possibility of elevating the natives of Alaska from the status of hunters and fishermen to the status of herds¬ men. The entire country of Alaska, excepting the river valleys and the southern coast region, bore in large quantities the kind of moss that furnishes the best food for the reindeer. I accordingly placed in the estimates for the 3"ear 1891 a request for an appropriation on the part of Congress of a sum for the purchase of reindeer. The appro¬ priation, however, was not granted b^^ Congress for that year. As I grew more interested in the plan it occurred to me that it would be possible to obtain money from benevolent persons who were in the habit of making donations for the Alaska cause from year to 3^ear, and 1 urged on Doctor flackson to appeal to the friends of missionary edu¬ cation for a preliminary ^^um, so that we could begin the experiment at once. The call was generousl}" met, and the sum of $2,116 was contrib¬ uted for the purchase of reindeer.^* « Doctor Jackson made an appeal in the Mail and Express, of New York City; the Boston Trans¬ cript; the Philadelphia Ledger; the Chicago Inter Ocean; and the Washington Evening Star, as well as in a number of leading religious newspapers of the several denominations, for contributions to this object. The response was prompt and generous, and 12,146 were received. The list of contribu¬ tors was as follows: 1891. May lb. Miss H. S. Benson, Philadelphia . S200. 00 John N. Brown, Providence, R. I . 200.00 Jane N. Grew, Boston . 30. 00 Mary P. Gardner, New York . 10. 50 Sarah B. Reynolds, Kingston, N. Y . . . 10.00 Mrs. H. B. Otis, Roxbury, Mass . 10.00 M. A. and S. H. Foster, Portsmouth, N. H . 10.00 June 10. Boston Transcript, from various persons . . . . 289. 00 E. G. Read, Somerville, N. J . 10.00 Effe V. V. Knox, New York . 10. 00 Mrs. N. Williamson, Brunswick, N. J . 10.00 E. E. B., 140 Lanvale street, Baltimore, Md . 1.00 Helen B. French, Beloit, Wis . 10.00 Mary Ellen Smith, Philadelphia, Pa . 10.00 Judge E. R. Hoar, Concord, Mass . 10.00 C. H. Barstow, Crow Agency, Mont . 15.00 M. E. D., per Boston Transcript . 1.00 A. F. Allyn, CheLsea, Mass . 1.00 R. P. Wainwright, Asheville, N. C . 10. 00 M. A. Haven and Annie W. Davis, Portsmouth, N. H . 10.00 Mary Hemenway, Boston, Mass . 100.00 The Mail and Express . 500. 00 Mrs. William Thaw . 50.00 Five children in one family, one reindeer each . 50. 00 Mrs. F. L. Achey . 20. 00 M.E. P . 50.00 The young ladies of Rye Seminary, Rye, N. Y . 50. 00 Mary L. Parsons . 20.00 Y. P. S. C. E., Reformed Church, Mount Vernon . 13. 65 Three ladies of East Orange, N. J . . . , ^ . . . . . 12. 00 THE COMMISSIONER S INTRODUCTION LXI Captain Healy, of the revenue cutter Bear^ who, through the courtesy of the Treasury Department, had for many ^^ears taken Doctor Jackson out on his annual trip to Alaska, in the summer of 1891 passed through Bering Straits and visited the northern coast of Siberia for 400 miles, more or less, making landings at various places and completing a preliminary purchase of 16 reindeer. It had been 1891. June 10. G. K. Harronn . . . Mr. and Mrs. H. G. Ludlow . Mrs. R. C. Crane . Mrs. Edwin G. Benedict . Mrs. M. C. Cobb . . . E. M. Chadwick . Augusta Moore . Rev. Wm. T. Doubleday . E. M. Eames . Chas. H. Wells . A. R. Slingushard . Mr. and Mrs. Janies M. Ham . Mrs. Robert I. Brown . . William Rust . . Mrs. Levi S. Gates . . Bethlehem Chapel Mission School . . Mrs. Richard L. Allen . . Miss M. I. Allen . E. Holman . C. and family, East Orange, N. J . J. Van Santwood . James F. E. Little . Frederick W. Stoneback . J. H. Charles . V. Thompson . W. T. Bliss . Howard Wilson . G. H. Fleming . W. S. Quigley . J. Lantz . From friends . Mrs. L. E. Hastings . A. E. Barnes . Amelia J. Burt . W. A. Deering . L. F. Golding . J. A. Hennessy . R. H. Stoddard . . . William R. Worrall . H. W. Dourmett . Betty Deming (a child) . . . John Deming (a child) . Anonymous . Little Lights Society . Mrs. Edmund T. Lukens . W. S . Cuttenden Hull, A . Mrs. Clinton B. Fisk . W.U.A . Thomas Harrington . E . June 18. Mrs. Debbie H. Parker, Charlottesville, Ind Gen. E. Whittlesey, Washington, D. C . 1892. Feb. 1. Miss Mary Burroughs, Philadelphia, Pa _ 11. A. D. Simpson, Christiansburg, Va. . Total . . ED 1903 - $10. 00 20. 00 10. 00 10. 00 10. 00 10. GO 10.00 10.00 10. 00 10. 00 10. 00 20. 00 10. 00 10.00 10. 00 10. 00 10. 00 10.00 10. 00 10. 00 5. 00 5. 00 5.00 5. 00 6. 00 5. 00 5.00 5. 00 5. 00 5.00 2. 00 1.20 1.00 1.00 5. 00 5. 00 5. 00 6. 00 5. 00 5. 05 10. 00 10. 00 10. 00 5. 00 5. 00 5. 00 10. 00 10. 00 20.00 10.00 10. CO 5. 00 10. 00 5.00 10. 00 •V .2, 146.40 LXII EDUCATION REPORT, 1903. currentlj^ reported, first, that the reindeer could not be purchased from the natives, and, secondly, that if purchased they could not sur¬ vive a sea voyag'e, and the first 16 reindeer purchased in 1891 were in the way of an experiment to ascertain the truth of these rumors. The reindeer were purchased by barter, and were burned loose on one of the Aleutian islands, having survived the trip in good condition. There was no attempt made to herd and keep in our possession the 16 deer thus purchased, but the following 3^ear the remaining portion of the sum ($2,116) contributed for the purchase of deer was used to complete the purchase of a herd of 171 deer, which were secured in the summer of 1892 and placed at Teller Station, near Cape Prince of AAles, under regular herdsmen obtained from Siberia, and a number of native apprentices were placed with this herd in order that their instruction as herders and teamsters might begin. The steady increase of the deer from year to year for thirteen years (shown in Table 1) proves the final success of the experiment. Table 1. — Increase from 1892 to 1904. Y ear. Imported from Siberia. Total in herd. Year. Imported from Siberia. Total in herd. 1892 . 171 143 1900 . 29 2,692 1893 . 124 323 1901 . 200 3, 464 1894 . 120 492 1902 . 30 4,795 1895 . 123 743 1903 . 6,282 1896 . 1,000 1904 . 8,189 1897 1,132 1898 . 161 1,733 Total . 1,280 1899 . 1 322 1 2,394 Table 2 shows the increase b}" fawns surviving at the close of each year. The fawns are born in the spring and naturall}^ there is some mortality, but Table 2 shows how great the success has been in increas¬ ing the herd. The number brought over from the previous year, added to the number of fawns surviving, makes up the total of the herd for the year, and it will be seen that the twelve years of increase give 10,267 as the number of fawns that have been born in Alaska from the original importations and their descendants. For eight or nine years the importations were small from Siberia, and the increase by fawns seemed slow enough, but from year to 3^ear (as is shown in the second column of Table 2) the quota has become more numerous, and in 1901 the number of fawns born in the spring and surviving numbered more than 1,000. The subsequent years the surviving fawns numbered 1,654 in 1902, 1,877 in 1903, and 2,284 in 1904. The smallest per cent of increase for an}^ year was 32 per cent, and the largest per cent of increase was 56. It is perfectl^^ safe to predict from the inspection of the annual per cent of increase the doubling of the herd every three years. At this rate in 1907 there should be upward of 16,000 in the herd; by 1910, 32,000, and b}^ 1916 the number should exceed 100,000 deer. THE commissioner’s INTRODUCTION. LXIII The capacity of the immense Territory of Alaska, containing upward of 600,000 square miles, of which more than three-fourths are moss¬ bearing pastures, has been estimated as equal to the support of ten millions of reindeer, comparing the size of the moss-bearing pastures of Alaska with those of Finland and Lapland. Table 2. — Increase of fawns, 1893 to 1904. 1893. 1894. 1895. 1896. 1897. 1898. 1899. 1900 1901. 1902. 1903. 1904. Balance from previous year. Fawns surviv¬ ing. Per cent of in¬ crease of herds by fawns. 143 79 55 323 145 44 492 276 56 743 357 49 1,000 466 46 1,132 625 55 1,733 638 37 2, 394 756 32 2, 692 1,110 41 3, 464 1,654 48 4,795 1,877 40 6, 282 2, 284 36 Total fawns surviving 10, 267 The apprentice contract, by which the natives enter upon the work as assistants of the herders, obliges those herders and natives to whom deer have been granted in payment of wages, or managers at the school stations who have obtained the loans of small herds for a stated period of time, to use only male reindeer for the requirements of food and to preserve in the herd all of the female reindeer. Table 8 shows the loss to the herd from year to year either by butchering, or death by accident or disease. 1892 1893 1894 1895 1896 1897 1898 Table 3. — Number of reindeer sold, butchered, or died, 1893 to 1904. . 28 1899 . 23 1900 . 96 1901 . 148 1902 . 100 1903 «334 1904 . 185 299 487 538 353 290 377 Table 4 shows the sex of the old deer in the herds and also of the fawns born in 1904. This table gives the needed evidence that the female deer are more numerous than the male deer and that there is a large stock of male deer remaining in each herd. A certain number of the male deer are trained to harness, and each apprentice is required to learn the art of using the reindeer in harness, as well as the art of herd¬ ing. There are 10 stations named in Table 4, and it is seen that 8 of the stations have each an aggregate of more than 1,000 deer, and that 8 other stations have very nearly 1,000. (' Two hundred and forty-six of these deer were killed in the relief expedition to the whalers at Point Barrow. LXIV EDUCATION REPORT, 1903. . Table 4. — Shou'ing sex of reindeer in herds, J904. station. Adults. Fawns, 1904. Total at Male. Female. Total. Male. Female. Total. station. Barry w . 598 Kotzpbut* . 482 112 120 232 714 Wales . ... . 402 717 1,119 117 198 171 369 1,488 212 Gambell . 60 87 65 Teller . 225 469 694 192 187 379 1,073 924 Golofnin . 257 382 639 285 Unalakleet . 297 403 700 145 157 139 284 984 Eaton . 249 388 637 140 297 934 Nulato . 150 66 216 Bethel.. . 280 459 739 1 152 155 307 1,046 Total . 1,770 2,905 5,307 i 956 912 2, 284 8, 189 In order systematically and judiciously to distribute the reindeer among the Alaskan natives and prepare them for ownership, promis¬ ing young men are selected by the local school-teachers and encouraged to become apprentices for a period of live years in learning the care and management of the reindeer. The 3"oung men so selected are fed and clothed for the live years at the expense either of the Government or of some local society engaged in the education and civilization of the Eskimo, to which a herd of reindeer has been loaned. They are also placed in training under Lapp or Finn teachers, provided b}^ the Government, who are skilled in all branches of reindeer management. If, after two years, the apprentice shows a desire to continue his training, and an aptitude for the same, as an encouragement during the third 3^ear he is loaned 2 female deer which, with their annual increase b}^ fawns, he ma}" call his own. This is also repeated at the close of the fourth and fifth 3^ear of the apprenticeship, when his herd should have increased to 14. If at the close of the live 3^ears’ apprenticeship the 3mung man has l)een faithful and developed skill in the management of the reindeer, he is further loaned a sufficient number of deer which, added to the 6 loaned him during his apprenticeship and the offspring of the same, will altogether make a herd of 50. With the loan of these 50 deer the 3mung Eskimo makes a start at self-support. In order, however, to form and strengthen in him the reindeer habit, he remains for twenty years under the careful supervision of the reindeer superintendent in his locality. During these twenty 3"ears, for the support of his famil3^, he is allowed, upon the written permission of the superintendent, to sell his surplus males. If dur¬ ing the twenty 3^ears he should become dissipated or neglect his herd, it is forfeited to the United States. At the end of the twenty 3^ears’ probation, if he has done well, the 50 reindeer loaned him and all their increase are to become his private property. These Eskimo herders in turn are required to take and themselves train other apprentices, and in time a large number of the natives will have a comfortable support from the reindeer. LXV THE commissioner’s INTRODUCTION. Table 5 g'ives a list of the reindeer stations and the number of Gov¬ ernment deer loaned and the date when due or when returned. Table 5. — Reindeer loaned. station. Wales (Congregational) . Golofnin Bay (Swedish Lutheran) . Tanana (Episcopal) . Nils Klemetsen . Barrow (Presbyterian) . Gambell, St. Lawrence Island (Presbyterian) Teller (Norwegian Lutheran) . Nulato (Roman Catholic) . Bethel (Moravian) . Nils Person Sara . Carmel (Moravian) . Per M. Spein . Kotzebue (Friends) . Alfred S. Nilima . Unalaklik (Swedish Lutheran) . Ole O. Bahr . Number loaned. When loaned. When due. 118 August, 1894 . Gift. 50 January 16, 1896 . Returned. 50 . do . Do. 100 July 1, 1902 . July 30, 1907. 100 September, 1898 . Returned. 70 July, 1900 . June 30,1905. 100 September 1, 1900 . August 31 , 1905. 100 March, 1901 . March, 1906. 88 February 26, 1901 . February, 1C 06. 100 July, 1901 . June 30,1906. 88 February 28, 1901 . February, 1906. 100 July, 1901 . June, 1906. 95 September 2, 1901 . September 30, 1906. 99 July, 1901 . June 30, 1906. 100 July 1,1903 . June 30, 1908. 100 July 1,1901 . June 30, 1906. Table 6 shows the number belonging to the Government. In the first column is the number loaned (in the possession of parties), but due to the Government upon the expiration of the terms for which they have severally been loaned: The second column shows the number of deer in the herds and under the direct control of the Government. There are 2,321 owned by the Government, and 3,564 owned by the educational societies and apprentices and herders who are teachers. Table 6. — Deer belonging to the Government. 1 Station. Number loaned. Number under direct control. Total. Barrow . 95 95 Kotzebue . 194 194 Wales . 160 160 Gambell . 70 70 Teller . 100 408 508 Golofnin . 100 21 121 Unalaklik . 100 412 512 Eaton . 100 63 163 Nulato . 100 100 Bethel . 183 22 210 Carmel . 188 188 Total . : . 1,140 1,181 2, 321 Table 7 shows in the third column the number owned by the appren¬ tices and herders. Table 7. — Oivnership of reindeer. Station. Barrow . Wainw right. Hope . Kotzebue . . . Wales . Gambell .... Teller . Golofnin . . . . Unalaklik... Eaton . Nulato . Bethe' . Total. Govern¬ ment. Station. Appren¬ tices and herders. Total. 95 29 119 243 1 220 220 135 135 194 144 a 376 714 160 939 389 1,488 70 84 58 212 508 214 351 1,073 121 370 433 924 612 472 984 163 126 645 934 100 116 216 398 282 366 1,046 2,321 2, 304 3,664 8, 189 Eleven of these are sled deer owned by white miners. LXVI EDUCATION REPORT, 1903. On pages 2369-2371 the tables show, station by station, the names of the apprentices and the number of deer which they have acquired in accordance with the rules above given. The summary on page 2371 shows that there are 68 Eskimos owning in the aggregate 2,841 deer, but there are 61 apprentices that have not yet acquired the ownership of deer under the rules. The apprentice must show by his persistence and good judgment, continued for years, that he can be intrusted with deer. The lirst teachers for the Eskimo apprentices were natives of Siberia, but as they were very little advanced in civilization above the Eskimos it was considered advisable to send to Norway for skilled Lapland herders for the reindeer. There being no public fund avail¬ able to meet the expense of sending an agent to Norway to select and secure these herders, recourse was again had by the general agent of education. Doctor Jackson, to the private benefaction of friends of the enter})rise, and ^1,000 were secured.^* How can the natives of Alaska be made valuable helpers and assist¬ ants in the development of the country by white men now there engaged |n mining, and in doing so provide, a good support for them¬ selves and families? Any successful method of accomplishing such desirable results must keep clearly in view the aim to prepare the natives to become a help to the immigrants who come from the States for the purpose of con¬ ducting mining operations. There are two things which the native may be taught to do which will enable him to help the immigrant: First, he may be taught how to create a suppl}^ of cheap food and clothing suitable to the arctic climate; second, he may be taught how to supply a cheap transportation by means of reindeer. It is known that in the river valleys certain garden vegetables may be produced in large quantities, even up to the Arctic Circle and for 50 miles beyond it. The experience of the past twelve years has proved that he can also become skillful in raising reindeer for food. With the gradual dis¬ appearance of the caribou and moose in sections of Alaska, and the difficulty and expense of bringing beef and mutton from the States to the inland mining camps, it is of great importance that the Eskimo be trained to raise reindeer with which to supply the immigrant miner with fresh meat. The Eskimo has always been skillful in driving dogs, and now, under instruction, he is proving equally skillful in driving reindeer, and upon various occasions, when the opportunity has offered, has invariably demonstrated his ability to successfully transport with rein¬ deer mails, freight, and passengers between mining camps. a The contributors to this fund were Mrs. William Thaw, of Pittsburg, $350; Mrs. Elliott F. Shep¬ ard, New York, $250; Miss Mary L. Kennedy, New York, $200; Mr. John Nicholas Brown, Providence, K. I., $100; Mr. H. O. Houghton, Boston, $50, and Mrs. Helen Sinclair Robinson, of the Hawaiian Islands, $50; making in all, $1,000. THE commissioner’s INTRODUCTION. LX VII When the native has thus become useful to the white man by sup¬ plying the markets with fish and fresh meat, and when lie has become herdsman and teamster with reindeer, he has not only assisted the white man in solving the problem of turning to the use of civilization the vast territory of Alaska, but he has also solved his own problem. If useful to the white man as a self-respecting and industrious citizen, he has become a permanent stay and prop to civilization, and his future is provided for. The reindeer will prove equally important to the white man who may seek a home or engage in business in subarctic Alaska. In the development of the rich mineral resources of that region the miner will find the reindeer and the Eskimo herder and teamster the connecting link between himself and the resources of nature — for his comfort and for his profit. The ordinary white man is unwilling to undergo the drudgery of herding in that rigorous climate, and unwilling to work for the small compensation that is paid for such services. He can do better. His directive ability can be more profitably emplo3^ed as merchant and manager of transportation, in employing and directing the trained Eskimo herders and teamsters. With the increase of domestic reindeer in Alaska it will become possible for white men to own large herds, but the men that will do the herding and teaming will always be Eskimos, Laplanders, and Finlanders. Thus the Eskimo, trained as herder or teamster, will prove valuable to the white man, and the white man in turn, as director and employer, will be valuable to the native. As the reindeer is the only draft animal in arctic regions that is able to secure its own food while on a journey, the question of cheapness and speed will bring it into universal use. They will carry passengers, mails, and freight between the mining camps and the trunk railways that will yet penetrate Alaska. Now, the object of the reindeer enterprise is to convert the nomadic tribes of fishers and hunters in northwestern and central Alaska into raisers of reindeer; to change their occupation from the precarious pursuits of hunting wild animals and of taking fish from the waters of inland rivers to that of herders and teamsters; to elevate a people who in their wild, uncivilized state are the prey of unscrupulous, transient immigrants into a self-supporting race, not enemies, but friendly allies and auxiliaries of the white man. Young Eskimo men are selected and placed in these schools for a period of five years under skillful Finn or Lapp instructors, who drill them in the business. The apprentice during his five years of training is supported and clothed either by the Government, the mission sta¬ tion, or a herder, according as he is employed by one or the other of LXYIIl EDUCATION EEPORT, 1903. these parties. In addition to food and elotliing-, he is allowed the loan of two female deer per year, upon which he may place his mark, and consider the herd as his private property, subject to Government control with reference to slaughter and sale. After the close of the second year of apprenticeship these deer are retained in the general herd under the care of an experienced Lapp or Finn and under the supervision of the mission station with which the herder is connected. This general supervision extends for twenty years. This extended period of tutelage is to create in the i^oung Eskimos thrift and the rein¬ deer habit — to teach them to preserve and accumulate their herds, to keep them in groups for self-protection, encouragement, and emulation, and to exercise a paternal oversight over them in their new civilization. If, however, during this period of twent}^ years the herder indulges in a protracted season of intemperance, abandons or otherwise fails to care for the herd, the Government is at liberty to dispossess him of its loan and the increase thereof and reloans the same to other parties who may give evidence of making a better use of the loan. This works no injustice to the individual herder, as the herder during the live 3^ears of his apprenticeship has had from the Government or mis- sionaiy station regular food and substantial clothing, far better than he would have had if he had remained awa^^ from the herd. The same is true after the years of his apprenticeship are ended — he will con¬ tinue to receive food and clothing from his herd instead of the Govern¬ ment. When an apprentice becomes a herder he is expected to secure the support of himself and family by the sale of surplus male deer to butchers and miners, and expected to train some other apprentice. In most cases this subapprentice is some member of the herder’s family. The reindeer are held b3" their owners subject to the conditions of a written agreement with the United States, which prevents the slaughter of the female deer for meat and the sale of female deer to an}" other party than the Government, and insui-es the instruction of apprentices in the arts of training and breaking the deer to harness. Surplus male deer are allowed to be sold to miners or others for meat or transportation purposes. Xurnher vf apprentices^ viili their iioldhigs. Station. When estab¬ lished. i Total deer, 1904. Number of ap¬ pren¬ tices. N umber of deer owned by ap¬ prentices. Teller . . 1892 1,073 5 351 Wale.s . . 1894 1,488 9 389 Golofnin . 1896 924 9 310 Unalakleet . 1897 984 5 292 Harrow . 1898 698 10 474 Gambell . 1900 212 4 58 Bethel . . 1901 546 2 21 Carmel . 1901 500 2 20 Kotzebue . ». 1901 714 6 219 Nnin.tn . . 1901 216 3 Eaton . 1902 934 10 645 Total . 8.189 65 2,779 THE COMMISSIONEE’s INTRODUCTIOIT. LXIX Neio Teindeer stations established. — In view of the failure of the annual mail and food supply to reach Barrow in the fall of 1908, it was decided to establish an additional reindeer station at the southern edge of the summer ice fields on the arctic coast, and Wainwright Inlet was selected. Three Eskimo herders at Point Barrow, with a total of 220 reindeer, have been sent to stock the new station. Building material was also forwarded for a new reindeer station to be established in the neigh¬ borhood of Hope (Kivilenya River), midway between Bering Strait and Point Barrow. Two apprentices, with 135 deer, have been sent to open this station. With the rapid increase of the herds arrangements have been con¬ summated for the establishment of two additional central stations — the one at Betties, in the interior of Alaska, north of the Arctic Circle, on the Ko3mkuk, the great northern tributary of the Yukon River, 720 miles to the eastward of Nome, and the other at Copper Center, about 106 miles north of Valdez, on Prince William Sound. Libraries in the United States. — The subject of libraries will be found treated at considerable length in Chapter XVIII (pp. 759-1017). The statistics were collected in the latter part of the 3^ear 1903. They show that there are in the United States 6,869 public, society, and school libraries having each 1,000 or more volumes, the same being an increase of 1,486 in the number of libraries since 1900. The 6,869 libraries have an aggregate of 54,419,002 volumes, an increase of 9,827,151 volumes, or 22 per cent, since 1900. The North Atlantic division of States has 3,006 of the 6,869 public, society, and school libraries of the United States, and 27,805,980 of the 54,414,002 bound volumes, also 5,281,714 of the 9,314,913 unbound pamphlets reported. The number of libraries supported by public taxation or appropria¬ tions is 3,148. Statistics of libraries have been collected b3^ this Ofiice in the years 1875, 1885, 1891, 1896, 1900, and 1903. Table 11 (on page 775) is his¬ torical, showing the number of libraries and the number of inhabitants per library for each of the 3^ear8 mentioned. In 1875 each library supplied an average of 21,432 persons, while in 1903 there was a library to every 11,632 persons, showing that the number of libraries had increased twice as rapidl3^ as the population. Table 12 (page 776) is also historical, showing the aggregate number of volumes and the number to each 100 persons in the years mentioned. The increase in volumes in twenty-eight years, considered in relation to the growth in population, has been at even a greater rate than the increase in number of libraries. In 1875 the libraries had 11,487,778 volumes, or 26 to the 100 persons of the population, while in 1903, thirt3^-three years later, there were 54,419,002 volumes, or 68 to the 100 LXX EDUCATION EEPORT, 1903. persons. While the population increased 83 per cent in twenty-eight years, the number of ])ooks accessible to the people increased 374 per cent. The stimulus given to library development by the benefactions of Mr. Andrew Carnegie is recognized in this rapid increase by every one interested in the subject. There are in the United States nearly a thousand libraries which owe their existence in the main or in some part to the gifts of Mr. Carnegie." Xormal schools (Chapter XXXVI, pp. 1753-1811). — The number of students pursuing teachers’ training courses in the several classes of institutions for the year 1902-3 was 88,003. This was a decrease of 0.143 from the number reported for the preceding 3"ear, although there was an increase of 23 in the number of institutions reporting. In all public institutions there were 58,837 normal students, 49,175 of these being in public normal schools. In all private institutions there were 29,166 normal students, 14,939 of these being in private normal schools. Private universities and colleges alone show an increase in the enrollment of normal students over the preceding year. The follow¬ ing table shows the number and classes of institutions otfering profes¬ sional instruction to teachers and the number of normal students in each class for the last four years: i 1889-90. 1902-3. 1 Schools. In¬ struct¬ ors. Normal stu¬ dents. Normal gradu¬ ates. Schools. In¬ struct¬ ors. Normal stu¬ dents. Normal gradu¬ ates. Public normal schools . 135 1,182 274 26, 917 7,897 4,413 824 177 2, 597 790 49, 175 14, 939 8, 782 1,145 Private normal schools . 43 109 Total . 178 1,456 34, 814 5, 237 286 3,387 64,114 9,927 a From the Library Journal for January, 1905, page 23, I copy the following table: State or Territory. Number of towns with Carnegie libraries. Number of Carnegie libraries. State or Territory. Number of towns with Carnegie libraries. Number of Carnegie libraries. Alabama . 5 5 Nevada . 1 1 Arizona . 3 3 New Hanipsliire 9 9 California . 30 35 New .Terse V 16 18 Colorado . 11 11 New IVex'ieo 2 2 Connecticut . 1 1 New York . . 39 119 District of Columtjia . 1 7 North Carolina . 4 4 Florida . 3 3 ' North Dakot.i ,5 5 Georgia . 8 9 Ohio . . 52 63 Idaho . 3 3 Oklahoma. . 5 5 Illinois . 53 53 Oregon . 2 2 Indiana . 45 45 Pennsylvania . 34 70 Indian Territory . 2 2 South Carolina . 2 2 Iowa . 51 52 South Dakota 9 9 Kansas . 12 12 Texas .... . ... 19 19 Kentucky . 10 10 Tennessee . 5 5 Louisiana . 2 5 Utah . 1 1 Maine . 11 11 V erm on t 2 2 Maryland . 3 3 Virginia _ 3 3 Massachusetts . 21 21 Washington . 9 9 Michigan . 29 34 West Virginia 2 2 Minnesota . 28 28 Wiseonsin 33 33 Mis.souri . 15 25 Wyoming . 4 4 MnntfiTiH 7 Nebraska . 7 7 779 THE commissioner’s INTRODUCTION. Public appropriations to public normal schools for fourteen years. LXXI Y ear. For sup¬ port. For build¬ ings. Year. For sup¬ port. For build¬ ings. 1889-90 . .. $1,312,419 1, 285, 700 1, 567, 082 1,452,914 1, 996, 271 1, 917, 375 2, 187, 875 $900, 533 409, 916 394, 635 816, 826 1, 583, 399 1,003,933 1,124,834 1896-97 . $2, 426, 185 2, 566, 132 2, 510, 934 2, 769, 003 3, 068, 485 3, 228, 090 3, 582, 168 $743, 333 417, 866 560, 896 718, 507 709, 217 906, 301 1,268,742 1890-91 1897-98 . 1891-92 . 1898-99 . 1892-93 . 1899-1900 . 1893-94 . 1900-1901 . 1894-95 . 1901-2 . 1895-96 . . . 1902-3 . Teachers in the United States, 1902-3. Teaching in — i Male. Female. Total. State school systems « . Private elementary schools b . 117,035 j 10, 939 4, 013 1,251 332, 252 43, 755 5, 433 2, 180 449, 287 54, 694 9, 446 Private high schools and academies . . Public normal schools . . 3, 431 1, 289 Private normal schools . 661 628 Universities and colleges . 14, 611 2, 159 1,863 141 16 770 Colleges for women . 675 2, 538 1,599 4,123 5, 126 3, 111 Schools of technology . 1,458 4, 123 2, 153 Independent professional schools c . . Citv evening schools . 2,973 1, 132 Pnsiness schools .... .... . 1,979 210 Reform schools . 434 ’644 Schools for defectives . 614 1,503 1,333 2,117 2, 275 795 Government Indian schools . 942 Indian schools (Five Civilized Tribes) b . 318 477 Schools in Alaska b . 29 44 73 Orphan asylums b . 600 600 Private kindergariens b . 4,337 2,000 4,337 2,500 Schools of art, music, etc. b . 500 Grand total . . 161,511 403, 244 564, 755 « Ii:icluding public high schools, b Estimated or partly estimated. c Under universities and colleges are included 4,921 professors and instructors in professional departments. Secondary schools (Chapter XXXVII, pp. 1813-2137). — The aggre¬ gate enrollment in the schools and colleges of the United States for the scholastic year ending June, 1903, was 17,539,478. In the elemen¬ tary schools, public and private, the enrollment was 16,511,024. Of this number the public common schools had 15,417,148, while the esti¬ mated number in private elementary schools was 1,093,876. The first eight grades of the common school course in most of the States are known as the elementary grades, and the grades in private schools generally correspond to these. The grades from 9 to 12, inclusive, in most of the State school systems are known as the secondary or high school grades. Private high schools, academies, seminaries, and col¬ lege preparatoiy schools maintain practically the same grades. The total enrollment in the secondary or high school grades for the year mentioned was 776,635, or 4.43 per cent of the aggregate, 17,539,478. LXXII EDUCATION EEPOET, 1903. Students receiving secondary instruction in public and private high scIlooIs and academies and in preparatory departments of colleges and other institidions. 1901-2. 1902-3. Per cent of increase or decrease. Putjlic. Pri¬ vate. Total. Public. Pri¬ vate. Total. Public. Pri¬ vate. Total. I f)66, 124 168, 636 '734, 760 608, 412 168, 223 776, 635 7.47 «0.24 5.70 North Atlantic Division.... 184, 800 53, 279 238, 079 198,843 51, 751 250, 594 7.60 « 2. 87 5.26 Sontli Atlantic Division _ 30, 953 25, 589 56, 542 32,879 24, 255 57, 134 6.22 oo. 21 1.05 .South Central Division . 43, 060 30, 567 73, 627 48,573 30, 504 79, 077 12. 80 oO. 21 7.40 North Central Division . 269, 467 48, 719 318, 186 286,143 49, 119 335, 262 6.19 0.82 5. 37 Western Division . 37, 844 10, 482 48, 326 41, 974 12, 594 54,568 10. 91 20. 15 12.92 it Decrease. Since 1890 the rate of increase in the number of secondary students from 3^ear to ^^ear has been greater than the rate of increase in popu¬ lation. The number of secondary students in both public and private institutions in 1890 was 367,003, or about 5,900 to the million of popu¬ lation; in 1895 the number had increased to 539,712, or 7,900 to the million; in 1900 the number was 719,21:1, or 9,500 to the million, while for the year 1903 the number of secondary students aggregated 776,635, or about 9,700 to the million population, or almost 1 per cent. The enrollment of secondary students in private institutions has scarcely kept pace with the increase in population, while the enrollment in public institutions has increased more rapidly. In 1890 public sec¬ ondary students constituted 0.36 per cent of the population, while in 1903 the proportion was 0.76 per cent. There was a small decrease in the number of students preparing for college, the number being 58,140, as against 58,691 the preceding year, the percentage falling from 10.66 to 9.82. The total number of grad¬ uates was 69,991, or 11.82 per cent of the total enrollment. Of the graduates 22,887, or nearly 33 per cent, had been preparing for college. Careful estimates have shown that about 43 per cent of the aggre¬ gate high school enrollment will be found in the first-year studies, 26 })er cent in the second 3^ear, 18 per cent in the third year, and 13 per cent in the fourth-year studies. If the 592,213 public high school students were divided thus, there would be 254,652 in the first year, 153,975 in the second, 106,598 in the third, and 76,988 in the fourth year. In the synopsis given above it is shown that 297,925, or more than half the students, were stud3dng Latin. There were 12,033 studying Greek, or about 2 per cent of the whole number. City school systems (Chapter XXXII, pp. 1391-1502). — This chap¬ ter contains 17 tables presenting statistics of the various classes of schools maintained in incorporated cities and towns having a popula¬ tion of 4,000 or over. The first nine tables relate to da}^ schools in cities of a population of 8,000 or over; the two tables following to evening schools in the same class of cities; the next three to day schools in cities and towns having a population between 4,000 and 8,000; and the LXXIIl THE COMMISSIOXEE’s INTRODUCTION. three tables remaining to public and private kindergartens in all cities having a population of 4,000 or more. It will be noted that there are 587 cities of the first class and 589 of the second, and that these had a combined population, according to the Twelfth Census, of 28,124,407, or 87.3 per cent of the entire population. It will be noted that the number of cities having a population of 8,000 or more has been increased by 7, and the cities and towns having a population between 4,000 and 8,000 by 130, since the last report. Sammary of statistics of cities containing over 8,000 inhabitants, showing increase from previous year. 1901-2. 1902-3. Increase. Per cent of in¬ crease. Number of city school systems . 580 587 7 1.20 Enrollment . 4, 174, 812 4, 274, 071 609, 200, 167 99, 269 2.38 Aggregate number of days’ attendance . 691, 719, 445 17, 480, 722 2.95 Average daily attendance . Average length of the school term, in days . 3, 169, 441 187.3 3, 252, 257 187.3 92, 816 0 2. 94 Enrollment in private and parochial schools . 877,210 968, 002 90, 792 10.35 Male supervising officers . 2,492 2,663 171 6. 86 Female supervising officers . 2,533 2, 716 183 7.22 Whole number of supervising officers . 5, 025 5, 379 354 7.04 Number of male teachers . . 6, 969 7,280 311 4.46 Number of female teachers . 83, 775 86, 856 3,081 3. 68 Whole number of teachers . 90, 744 94, 136 3,392 3. 74 Number of buildings . 9,512 9,853 341 3. 58 Number of seats . 3, 938, 001 4, 095, 447 157, 446 4.00 Value of school property . $356, 986, 076 $380, 437, 679 $23, 451, 603 6.57 Expenditure for tuition . $66, 561, 505 $70, 252, 274 $3, 690, 769 $11, 193, 342 5. 39 Total expenditure . $111, 159, 665 $122, 353, 007 10. 07 Charts exhibited by the Bureau at St. Louis. — Chapter XXIII (pp. 1137-1184) presents the statistics contained on the wall charts of the exhibit of the Bureau at the Louisiana Purchase Exposition in 8t. Louis. Most of the charts included comparative statistics extending over difi'erent epochs. Among them were the following: Benefactions to different classes of institutions during the year 1902. Class of institutions. Amount. Class of institutions. Amount. Universities and colleges for men and for both sexes . $14, 840, 629 1,466,680 305, 845 426, 783 i 1,269,433 Schools of law . Schools of medicine . $52, 859 161, 573 150, 420 550, 916 142, 936 980, 635 Colleges for women . Minor colleges and seminaries for women . Schools of technology . Schools of theology . Public normal schools . Private normal schools . Public high schools . Private high schools . LAND-GRANT COLLEGES. The following table shows the increase of these institutions from 1865 to 1903: Colleges of agriculture and the mechanic arts endowed by national land grants — Increase in institutions, professors, and students. Year. j Institu¬ tions. Pro¬ fessors. Collegiate and graduate students. 1865 . 3 20 226 1870 . 21 144 2, 049 1875 . 39 415 3, 703 1880 . 41 492 6,039 1885 . 43 743 6, 765 Y^ear. Institu¬ tions. Pro¬ fessors. Collegiate and graduate students. 1890 . 45 947 12, 517 1895 . 51 1,334 13, 896 1900 . 65 2,221 18, 066 1903... . 65 2, 237 19, 106 LXXIV EDUCATION REPORT, 1903. PROFESSIONAL EDUCATION IN THE UNITED STATES. The following tables show the sex of students in the various profes¬ sional schools, and the number of students at three different epochs from 1880 to 1902: Sex of students in professional and allied schools, 1902. Class of schools. Male. Female. Number. Per cent. Number. Percent. Theology . 7, 235 13, 747 25, 644 23, 558 1,330 8,258 4,209 576 98.5 108 1.5 Law . 98.7 165 1.3 Medicine (all classes) . 95.6 1,177 4.4 Medicine, regular . 96.3 889 3.7 Medicine, homeopathic . 85.7 221 14.3 Dentistry . 98.1 162 - 1.9 Pharmacy . 97.1 218 2.9 Veterinary medicine . 100.0 Nurse training . 1,376 11.2 11,879 88.8 Professional education in the United States — Growth in twenty-two years, 1880-1902. Number of students. 1880. 1890. 1902. Theology . 5,242 3, 134 11, 929 9,876 1,220 730 1,347 7,013 4, 518 15, 484 13,521 1,164 2,696 2,871 463 1,552 7,343 13, 912 26, 821 24, 447 1,551 8, 420 4,427 576 13, 252 Law . Medicine: All classes . Regular . Homeopathic . Dentistry . Pharmacy . Veterinary . Nurse training . 323 HIGH SCHOOLS. The following table shows that the students in the first year of the high-school course equal in number the entire number of students in the second and third years taken together. It shows, moreover, that the number of students enrolled in the fourth year is less than one- third of the number enrolled in the first year’s work. Number secondary students in public and private high schools, 1901-2.. _ 655, 301 43 per cent in first year . . . 281, 780 26 per cent in second year . 170, 378 18 per cent in third year . 117, 954 13 per cent in fourth year . 85, 189 ILLITERATE NEGROES OF VOTING AGE IN THE SOUTHERN STATES. The following table shows two epochs, 1870 and 1900, and the per¬ centage of the colored males of voting age who could read and write at each epoch. The increase in Alabama has been from 7 per cent to 10.5 per cent in the thirty years, and the increase in Georgia has been even greater, namely from 6.9 per cent to 43.6 per cent. In some other States the increase is even greater. THE commissioner’s INTRODUCTION. LXXV Improvement iv the education of negroes in the former slave States — Proportion of colored, males of voting age who could read and write in 1870 and in 1900. state. ■ 1870. 1900. Alabama . Per cent. 7.0 Per cent. 40.5 Arkansas . 11. 6 55.2 Delaware . 27. 9 57.3 District of Columbia . 25.1 73.9 Florida . 10.8 60.6 Gborgia . * 6.9 43.6 Kentucky . 14.5 50.5 T.nnisia.na, _ 11.9 38.7 Maryland . 30.7 59.5 State. 1870. 1900. Mi.ssis.sippi . Per cent. 10.1 Per cetit. 46.8 Missouri . 24.6 68. 1 North Carolina . 12.0 46.9 South Carolina . 1 17.1 45. 3 Tennessee . 12.8 52. 4 Texas . . 8.4 54.9 Virginia . 9.1 47. 5 West Virginia . 19.8 62. 2 The figures of 1870 are those of the first census taken after emanci¬ pation. It will be noted that the States bordering on the free States of the North showed by that census the largest proportion of males able to read and write, and with few exceptions the same may be remarked of the later statistics. UNIVERSITIES AND COLLEGES AND THEIR RELIGIOUS CONTROL. Per cent of the total number of colleges and universities under the control of the different religious denominations: 1902. Denomination. > Institu¬ tions con¬ trolled. Denomination. Institu¬ tions con¬ trolled. Cumberland Presbyterian . United Brethren . . Per cent. 1.1 1.1 Methodist Episcopal South . Methodist Episcopal . . Per cent. 6.7 9.4 Protestant Episcopal . 1.2 Roman Catholic . 10. 1 Friends . 1.2 Presbyterian . 10. 5 Reformed . 1.5 Baptist . 10.8 Christian . 2.8 Other religious denominations . 4.7 Congregational . 3.6 Nonsectarian under public control. .. 15.3 Lutheran . 4.4 Nonsectarian under private control.. 15.6 The figures show about 70 per cent of all the higher institutions in the country (638 all told) to be under the control of religious denominations, while the remaining 30 per cent are nonsectarian and about equally divided between those under public and those under private control. Many of the sectarian colleges for men were designed primarily to prepare young men for the ministry, but beyond this they now differ little from other colleges of corresponding grade except as to the matter of maintenance. Sectarian colleges are usually supported by some unit of church administration, but in man}' of the stronger denominational institu¬ tions large endowments place them beyond the necessity of regular appeal to such sources. GRADUATES OF PUBLIC NORMAL SCHOOLS. The comparison of the numbers in public normal schools at three epochs from 1880 to 1902 shows the increasing capacity of these schools to supply the needs for professionally trained teachers. Besides the public normal schools there are many private normal schools, and also normal training departments, in nearly 800 public and private high LXXVI EDUCATION EEPORT, 1903, scliools and in more than 200 of the colleges and universities. The number of well-trained teachers graduating each year amounts to about 15,000. state or Territory. L'^SO. 1 1S90. 1902. Alabama . 16 97 73 2 25 5 California . 172 207 206 Colorado . ! 74 Connecticut . 37 107 178 District of Columbia . 39 40 128 Florida . 1 25 Georgia . i 89 Idaho . ' 28 Illinois . i i 47 129 421 Indiana . 44 72 120 Iowa . 30 73 152 Kansas . 11 53 143 Kentucky . 36 45 Louisiana . 8 109 Maine . 122 117 164 Maryland . ' 50 68 85 Massachusetts . 270 411 506 Michigan . 55 116 338 Minnesota . 85 191 323 Mississippi . 8 4 25 Missouri . 205 131 118 Montana . 4 1 . State or Territory. 1880. 1890. 1902. Nebraska . 40 82 106 New Hampshire . 21 34 New Jersey . > . 37 136 306 New Mexico . 25 New York . North Carolina . 643 9 954 9 1,693 66 North Dakota . 19 Ohio . 116 150 183 Oklahoma . 1 93 Oregon . 34 45 Pennsylvania . 474 525 1 1, 699 Rhode Island . 19 37 South Carolina . 31 30 South Dakota . 10 65 Tennessee . 31 108 Texas . . . 40 82 54 Utah . 17 Vermont . 92 68 119 Virginia . 48 84 83 Washington . 3 69 West Virginia . 44 70 49 Wisconsin . 118 137 510 United States . 2, 943 ^ 4,413 8,598 AMOUNT OF PROPERTY EXPENDED FOR EVERY ONE THOUSAND DOL¬ LARS OF TRUE VALUE OF PROPERTY BY THE LARGEST CITY IN EACH OF THE STATES. The lirst column shows the expenditure for all purposes, police and the courts, sewers, etc. The second column shows the number of dollars expended for schools. City. For all purposes.! For schools. City. For all purposes. For schools. New York, N. Y . . . 1 S19.89 $3.81 New Haven, Conn . $14. 60 $3.86 Chicago, Ill . . . 11.88 4.38 Omaha, Nebr _ 15.88 4.31 Philadelphia, Pa . . 16. 59 2.88 1 Memphis, Tenn . 14. 49 2.22 St. Louis, Mo . . . 14.71 2. 56 Portland, Oreg . 6. 64 1.86 Boston, Mass . . 19. 00 2. 64 Atlanta, Ga . 14. 72 2. 11 Baltimore, Md . . . 12.39 2. 30 Richmond, Va . 14. 78 1.45 Cleveland, Ohio . . 12. 23 3. 19 Seattle, Wash . 15. 63 3.69 San Francisco, Cal 8. 55 1.69 Wilmington, Del . 15. 32 4.45 New Orleans, La . . 29. 55 3. 28 Des Moines, lown, 13.08 4.80 Detroit, Jlich . . 11.48 2.46 Manchester, N. H . . . 13. 96 2.78 Milwaukee, Wis . . 13. 55 2. 77 Charleston, S. C . 17.33 2.21 Wa.shington, D. C . . 21. 17 4. 64 Salt Lake City, Utah . 16. 41 5.49 Newark, N. J . . 24. 04 5. 23 San Antonio, Tex . 9.05 2.34 Louisville, Kv . . 16. 39 3. 03 Kansas Citv, Kans. 14.89 3. 16 ISIinneapolis, Minn _ . 17.28 4.32 Portland, ATe . 15.02 3.02 Providence, R. I . . 17.97 3.83 Wheeling, W. Va . 13.11 2.82 Indianapolis, Ind . . 8. 80 2.88 Birmingham, Ala . 14.00 1.72 ])9T\V9V. Colo _ _ 14.06 5.05 Little Rock, 4rk . 5. 08 1.94 The iigures given in this table were deduced from statistics collected by the Bureau of Labor for the year 1902. It registers fairly what each cit}" named is relatively doing for education. It will be noted that the sums named are strictly for maintenance and operation, all items of capital outlay being excluded. ‘ All of which is respectfully submitted. W. T. Harris, Commissioner. The Secretary of the Interior. STATISTICS OF STATE SCHOOL SYSTEMS. Table 1. — TJu? total population, the school population, and the adult male population. The school population. Estimated number of male persons 21 years and over in 1903. State or Territory. Estimated total popu¬ lation in Estimated number of children 5 to 18 years of age in 1903. Per¬ centage of boys. ' 1903. Boys. Girls. Total . 1 2 .3 4 - (> 7 United States . 79, 900, 389 11,416, 307 11, 239, 694 22, 655, 001 50. 38 22, 234, 431 North Atlantic Division . 22, 140, 788 2,704,598 2, 702, 704 5, 407, 302 50. 02 6, 687, 707 South Atlantic Division . 10, 931,970 1, 748, 893 1, 726, 755 3, 475, 648 50. 32 2, 613, 720 South Central Division . 14,941,636 2, 485, 137 2,422,136 4, 907, 273 50. 62 3, 690, 093 North Central Division . 27, 490, 996 3, 919, 243 3,843,810 7, 763, 053 50. 48 7, 886, 839 Western Division . 4, 394, 999 567, 436 644, 289 1,101,725 50.59 1,566,072 North Atlantic Division; 1 Maine . 702, 875 82, 430 80, 637 163, 067 50. 55 220, 630 New Hampshire . 422, 109 45, 488 45, 688 91,176 49. 89 134, 486 Vermont . 347, 007 41,331 39, 869 81, 200 50. 90 109,539 Massachusetts . 2, 974, 021 328, 466 331, 767 660, 233 49. 75 893, 955 Rhode Island . 454, 629 53, 237 53, 601 106, 838 49.83 134, 936 Connecticut . 956, 789 109, 465 109, 640 219, 105 49. 96 294,915 New York . . . 7,659,814 911,870 918, 826 1, 830, 696 49.81 2,301,185 New Jersey . 2, 016, 797 250, 789 253,410 504, 199 49. 74 594, 955 Pennsylvania . 6, 606, 747 881,522 869, 266 1, 750, 788 50. 35 1 , 903, 107 South Atlantic Division: Delaware . 189, 878 25, 557 24,761 50, 318 50. 79 55, 501 Maryland . 1,231,739 171, 965 171,690 343, 655 50.04 333, 345 District of Columbia . 293, 217 30, 637 32, 991 63, 628 48. 15 88, 061 Virginia . 1, 919, 103 305, 159 301,278 606, 437 50. 32 463, 318 West Virginia . 1, 021, 106 160, 396 154, 105 314, 501 51.00 263, 866 North Carolina . 1,976, 571 332, 785 325, 413 658, 198 50. 56 436, 385 South Carolina . .• 1, 397, 067 243, 336 240, 049 483, 385 50. 34 295, 348 Georgia . 2, 336, 404 391,194 389, 165 780, 359 50. 13 ,528. 303 Florida . 566, 885 87, 864 87, 303 175,167 50. 16 149, 693 South Central Division: Kentucky . 2,230,619 350, 172 341, 320 691,492 50. 64 565, 640 Tennessee . 2, 095, 223 341, 069 329, 402 670, 471 50. 87 505, 535 Alabama . 1, 923, 284 325, 428 316, 949 642, 377 50. 66 435, 532 Mississippi . 1,629, 771 1,460, 237 280, 552 273, 570 554, 122 50. 63 366, 829 Louisiana . 239, 209 236, 828 476, 037 50. 25 345,127 Texas . 3, 285, 474 566, 481 544, 153 1,100, 631 50. 56 795, 758 Arkansas . 1,366,119 233, 414 228, 334 461, 748 50. 55 326, 918 Oklahoma . 495,285 79, 233 75, 791 155, 024 51. 11 135,646 Indian Territory . 455, 624 79, 579 75, 789 155, 368 51. 22 113, 108 North Central Division: Ohio . 4, 302, 860 676, 830 564, 428 1, 140, 258 50. 50 1, 256, 564 Indiana . 2, 614, 223 366, 632 357, 508 724, 140 50. 63 749,485 Illinois . 5, 117,036 703, 277 698, 791 1, 402, 068 50. 16 1, 488, 996 Michigan . 2, 610, 647 343, 390 336, 995 680, 385 50. 47 747, 743 Wisconsin . 2, 155, 441 322, 068 318, 098 640, 166 50. 31 595, 354 Minnesota . 1,857,462 275, 832 270, 262 546, 094 50. 51 537, 903 Iowa . 2, 336, 484 337, 011 328, 887 665, 898 50. 61 665, 232 Missouri . 3,227, 214 480,869 471, 159 952, 028 50. 51 891, 098 North Dakota . 357, 694 54, 798 52, 480 107,278 51.08 106, 849 South Dakota . 443, 927 70,281 67, 336 137, 617 51.07 124, 681 Nebraska . 1, 098, 139 167, 385 163,155 330, 540 50.64 309, 055 Kansas . 1, 469, 969 221, 870 214, 711 436, 581 50.82 413, 879 Western Division: Montana . 277, 102 31, 323 30,471 61, 794 50. 69 116, 296 Wyoming . 101,526 12, 702 11, 562 24, 264 52. 35 41,613 Colorado...... . 574, 030 71,105 70, 680 141,785 50.15 197, 507 New Mexico . 205, 819 32, 070 30,911 62, 981 50. 92 58, 006 Arizona . . . . 133, 338 17, 644 16, 891 34, 535 51.09 47, 900 Utah . 295,404 48, iM 48, 151 96, 302 50. 00 71, 745 Nevada . I...... 40, 829 4,477 4,220 8,697 51.48 17, 090 Idaho . 183, 738 26, 842 25, 707 52, 549 61.08 61, 167 Washington . 681, 626 74, 753 72, 398 147, 151 50. 80 219, 696 Oregon . 437, 302 58, 471 56, 539 115, 010 50. 84 152, 618 California . 1, 564, 286 179, 898 176, 759 1 356, 657 50. 44 572, 434 EE 1908 - VI LXXVII LXXVIII EDUCATION KEPORT, 1903, Table 2. — Density of population, urban population, nativity and race classification, value of manufacture.^, illiteracy, and relations of the adult male and of the school population. [Note. — The statistics in this table, except those in column 12, are from the U. S. Census of 1900.] The total population. OJ ^ f-t g3 State or Territory. c vr. 55 sa cxo god a'o 00 - C O . Per cent of native and foreign white and of colored. manufact per capit m. & •2 - Per cent i rated pi a 1 and over Native white. Foreign white. Colored. « Value of products populati( 1 *> 3 4 5 6 7 United States .. 25.6 32.6 74.4 13.4 12.2 $74. 53 North Atlantic Div .. 129.8 57.0 75.6 22.5 1.9 140. 22 South Atlantic Div . . 38.9 17.0 62. 2 2.0 35.8 35. 48 South Central Div . . . 23.1 11.4 67.2 2.5 30.3 20. 44 North Central Div . . . 34.9 30.6 82.1 15.8 2.1 68. 08 Western Divi.sion .... 3.5 31.2 76.1 18.6 5.3 63. 96 North Atlantic Div.: Maine . 23.2 23.7 86.3 13.4 .3 84. 23 New Hampshire . 45.7 38.6 78.4 21.4 .2 127. 22 Vermont . ... 37.6 11.2 86.7 13.0 .3 80. 80 Massachusetts . . . 348.9 67.0 68.8 29.9 1.3 171. 99 Rhode Island .... 407.0 66.1 66.6 31.2 2.2 204. 60 Connecticut . 187.5 52.0 72.1 26.1 1.8 184. 04 New York . 152. 6 68.5 72.5 26.0 1.5 141. 97 New Jersey . 250. 3 61.2 73.4 22.8 3.8 133. 15 Pennsylvania .... 140.1 45.5 81.9 15.6 2.5 125. 73 South Atlantic Div.: Delaware . 94.3 41.4 75.9 7.5 16.6 101. 42 Marvland . 120.5 46.9 72.3 7.9 19.8 82. 62 Dist. of Columbia. !4, 645. 3 100.0 61.7 7.0 31.3 101. 53 Virginia . 46.2 14.7 63.3 1.0 35.7 30. 91 West Virginia. . . . 38.9 7.7 93.1 2.4 4.5 33.20 North Carolina. . . 39.0 5.1 66.5 .2 33.3 22. 10 South Carolina... 44.4 1 7.5 41.2 .4 58.4 18.44 Georgia . 37.6 11.0 52.7 .6 46.7 21.85 Florida . 9. 7 15.0 52.6 3.7 43.7 40.06 South Central Div.: Kentucky . i 53.7 16.9 84.4 2.3 13.3 33.22 Tennessee . 48.4 13.4 75.3 .9 23.8 21.92 Alabama . 35. 5 7.3 53.9 .8 45.3 20.04 Mississippi . 33.5 2.6 40.8 .5 58.7 12. 08 Louisiana . 30.4 22.8 49.1 3.7 47.2 28. 14 Texas . 11.6 11.3 73.8 5.8 20.4 17. 16 Arkansas . 24.7 5.4 70.9 1.1 28.0 16.19 Oklahoma . 10.3 5.0 88.4 3.9 7.7 6.61 Indian Territory. 12.6 0.0 76.0 1.2 22.8 4.25 North Central Div.: Ohio . 102.0 38.5 86.7 11.0 2.3 92.50 Indiana . 70.1 24.2 92.1 5.6 2.3 64.84 Illinois . 86.1 47.1 78.2 20.0 1.8 107. 84 Michigan . 42.2 ' 30.9 76.8 22.3 .9 65. 01 Wisconsin . 38.0 30.7 74.6 24.9 .5 73. 45 Minnesota . 22.1 26.8 70.4 28.8 .8 50. 95 Iowa . 40.2 ! 16.8 85.7 13.7 .6 28.43 Missouri . 45.2 : 30.8 87.9 6.9 5.2 54.88 North Dakota. . . . 4.5 3.0 62.4 35.3 2.3 11.18 South Dakota .... 5.2 2.6 72.8 22.0 •5.2 10. 97 Nebraska . 13.9 15.8 82.5 16.6 .9 39.19 Kansas . 18.0 14.0 87.7 8.6 3.7 29.00 Western Division: Montana . 1.7 ' 27.0 67.4 25.6 7.0 100. 17 Wvoming . .9 24.1 78.3 17.9 3.8 26. 11 Colorado . 5.2 38.1 81.2 16.8 2.0 66.60 New Mexico . 1.6 0.0 85.5 6.8 7.7 13.78 Arizona . 1.1 0.0 57.4 18.2 24.4 104. 54 Utah . 3.4 25.2 1 79.4 19.1 1.5 30.00 1 Nevada . .4 0.0 1 63.3 20.3 16.4 19. 31 Idaho . 1.9 1 0.0 ! 82.0 13.5 4.5 12.15 Wa.shington . 7.7 31.9 76.1 19.7 4.2 72. 76 Oregon . 4.4 i 23.9 82.4 13.0 4.6 48.10 California . 9.5 1 43.7 73.2 21.3 5.5 77.27 1 The adult male popula¬ tion (21 years and over). Number of children 5 to 18 years of age to every 100 persons of the total population. Number to every 100 children 5 to 18 years of age. Per cent of illit¬ erates (unable to write) among adult males. Native white. Foreign white. Negro. O CO O o C75 8 9 10 11 12 13 98.3 4.9 11.5 47.4 31.3 28.3 121.8 2.0 15.2 15.3 28.3 24.4 75.2 11.5 11.3 51.1 33.0 31.8 73.1 11.1 18.8 52. 5 33.9 32.8 101.6 2.9 7.9 24.8 32.4 28.2 141.1 2.4 7.7 13.4 25.6 25.1 135.3 3.1 21.4 17.3 28.0 23.2 147.5 2.0 24.0 14.8 24.8 21.6 134.9 4.1 23.3 19.7 27.2 23.4 135.4 .9 13.8 10.5 2.5.5 22.2 126.3 2.0 18.2 15.4 25.7 23.5 134.6 1.0 15.6 13.1 2.5.9 22.9 125.7 1.8 12.1 11.3 28.1 23.9 118.0 2.3 13.4 18.3 29.0 2.5.0 108.7 2.5 20.2 17.5 30.6 26.5 110.3 7.1 17.6 42.7 31.8 26.5 97.0 5.1 10.7 40.5 31.3 27.9 138.4 .9 5.0 26.1 27.0 21.7 76.4 12.2 10.5 52.5 32.4 31.6 83.9 10.7 22.5 37.8 34.1 30.8 66.3 18.9 5.7 53.1 33.6 33.3 61.1 12.3 5.2 54.7 33.2 34.6 67.7 11.8 5.6 56.4 34.4 33.4 85.4 8.3 9.2 39.4 34.0 30.9 81.8 14.3 8.6 49.5 34.4 31.0 75.4 14.1 7.7 47.6 34.1 32.0 67.8 13.8 8.0 59.5 34.4 33.4 66.2 8.1 9.5 53.2 33.7 34.0 72.5 16.9 24.6 61.3 31.1 32.6 72.3 5.8 25.4 45.1 34.8 33.5 70.8 10.5 6.4 44.8 34.2 33.8 87.5 2.7 6.3 32.0 31.3 72.8 10.7 16.8 41.3 34.1 110.2 3.2 9.6 21.8 31.7 26.5 103.5 4.4 9.6 27.7 33.8 27.7 106.2 2.8 7.8 18.7 32.2 27.4 109.9 2.4 10.2 14.0 30.3 27.1 93.0 1.9 9.3 12.7 33.6 29.7 98.5 1.0 6.4 6.9 32.5 29.4 99.9 1.6 5.2 22.0 33.1 28.5 93.6 5.4 6.8 31.9 33.6 29.5 99.6 1.0 - 6.3 16.5 loQ 7 f 30.0 90.6 .8 4.9 16.3 >ZO. / t 3L0 93.5 1.0 5.1 11.6 28.1 30.1 94.8 1.7 6.4 28.1 29.8 29.7 188.2 .8 6.7 10.4 10.2 22.3 171.6 .8 7.8 21.2 9.4 23.9 139.3 2.4 7.1 13.9 22.5 24.7 92.1 23.6 30.9 16.3 31.9 30.6 138.7 4.5 30.9 11.1 16.8 25.9 74.5 1.2 4.6 4.7 35.1 32.6 196.5 .8 7.0 22.9 12.6 21.3 116.4 1.1 5.7 15.4 11.3 28.6 149.3 .5 3.9 11.5 27.0 25.3 132.7 1.1 3.4 9.5 32.3 26.3 160.5 1.1 8.1 14.6 24.5 22.8 a Including Mongolians and Indians. &Less cost of raw material. STATE SCHOOL SYSTEMS, LXXIX Table 8. — School ages in the several States — State school censuses. Age for Age for compul¬ sory at¬ tend¬ ance. a School census. State or Territory. free at¬ tendance at the public schools. Date of latest school census reported. Age of persons enumer¬ ated. Number of persons enumer¬ ated. Boys. Girls. Total. 1 3 4 5 6 8 North Atlantic Division; .5-21 7-15 1903 4-21 214, 725 New Hampshire (1902) .... 5- 8-14 1902 5-16 35, 821 35, 530 71,351 Vermont . {b) 8-14 1903 5-18 39, 462 38, 771 78, 233 Massachusetts . (^) 7-14 1902 5-15 246, 714 248, .552 495, 266 Rhode Island . (b) 7-15 1904 C7-15 45, 017 45, 099 90, 116 (b) 7-16 1902 4-16 209, 006 5-21 8-16 1903 5-18 1,740, 760 d5-20 7-14 (e) 6-21 8-16 1902 6-16 1,004, 728 South Atlantic Division; Delaware (1893) . 6-21 if) 1893 6-21 15, 827 17, 758 33, 586 6-21 S' 8-16 (e) District of Columbia ( 1902) . 6-17 8-14 (e) 5-21 1900 5-21 354, 722 336, 590 691, 312 West Virginia . 6-21 8-14 1903 6-21 165, 505 154, 224 319, 729 North Carolina (1902) . 6-21 (/) 1902 6-21 345, 996 332, 381 678, 377 South Carolina . 6-21 (/) ( 6) Georgia . 6-18 (/) 1903 6-18 353, 608 349, 525 703, 133 Florida (1902) . 6-21 if) 1900 6-21 81, 712 79, 716 161, 428 South Central Division; Kentuckv . 6-20 7-14 1903 6-20 304, 255 291,332 595, 587 Tennessee . 6-21 if) 1903 6-21 392, 981 383, 060 776, 041 Alabama (1902) . 7-21 if) 1901 7-21 676, 285 Mississippi . .5-21 if) 1902 5-21 314, 545 313, 850 628, 395 Louisiana . 6-18 if) 1899 6-18 209, 154 195,603 404, 757 Texas . 7-17 if) 1902 8-17 386, 941 372, 417 759, 358 Arkansas . 6-21 if) 1903 6-21 255, .533 247,276 502, 808 Oklahoma . 6-21 if) 1903 6-21 97, 743 93,235 190, 978 Indian Territory (1902)b. . . if) 1901 5-21 79, 915 76, 501 156,416 North Central Division; Ohio . 6-21 8-14 1903 6-21 638, 898 604, 893 1, 243, 791 Indiana . 6-21 7-14 1903 6-21 396, 354 371, 082 767, 436 Illinois . 6-21 7-14 1903 6-21 810, 249 790, 796 1,601,046 Michigan . 5-20 7-16 1903 5-20 376, 552 367, 983 744,535 Wisconsin . 4-20 7-14 1903 4-20 384, 376 374, 250 758, 626 Minnesota . 6-21 8-16 (e) Iowa . 5-21 7-14 1903 5-21 364, 469 357, 001 721, 470 Missouri . 6-20 if) 1903 6-20 496, 065 478, 858 974, 923 North Dakota . 6-20 8-14 1903 6-20 58, 862 54, 693 113, 555 South Dakota . 6-21 8-14 1903 6-21 i 132, 1.50 Nebraska . 5-21 7-15 1903 5-21 191, 544 185, 324 376, 868 Kansas (1902) . 5-21 C8-15 1902 5-21 257, 298 249, 522 506, 820 Western Division; Montana . 6-21 8-14 1903 6-21 32, 813 31, 810 64, 623 Wyoming (1900) . 6-21 7-16 (e) Colorado . 6-21 8-14 1903 6-21 90, 064 89, 122 179, 186 New Mexico . 5-21 7-14 1903 5-21 37, 809 34, 141 71, 950 Arizona . 6-21 8-14 1903 6-21 13, 379 12, 672 26, 051 Utah . . 6-18 8-14 1903 6-18 45, 025 44, 700 89, 726 Nevada . 6-18 8-14 1903 6-18 4,673 4,478 9,161 Idaho . 5-21 8-14 1903 5-21 31, 792 31, 527 63, 319 Washington . 6-21 8-15 1903 6-21 92, 710 90, 582 183, 292 Oregon . 6-21 8-14 1903 4-20 72, 922 70, 836 143, 767 California . 6-21 8-14 1903 .5-17 198,240 191, 901 390, 141 a The compulsory period here given is in many cases extended or shortened under certain cir¬ cumstances, b Not limited by law. c Inclusive. d 4-20 in districts maintaining kindergartens. e No State school census. /No compulsory law. g Applies only to Baltimore city and Alleganj’’ County. h Returns imperfect. i Unmarried. LXXX EDUCATION REPORT, 1903, Tablk 4. — Xiunber of pupils enrolled in the common schools at different dates, and the relation of the enrollment to the school population. Plate or Territory United States . . North Atlantic Div. South Atlantic Div. South Central Div . North Central Div . Western Div . North Atlantic Div. Maine . New Hampshire Vermont. Massachusetts Rhode Island Connecticut . New York.... New Jersey . . Pennsylvania South Atlantic Div Delaware Maryland Dist. Columbia. Virginia . West Virginia North Carolina. South Carolina. Georgia . Florida . South Central Div. : Kentucky . Tennessee . Alabama . Mississippi . Louisiana . Texas . Arkansas . Oklahoma . Indian Ter.ii . . . North Central Div. : Ohio . Indiana . Illinois . Michigan . Wisconsin . Minne.sota . Iowa . Mis.souri . North Dakota.. South Dakota . . Nebraska . Kansas . Western Division: Montana . Wyoming . Colorado . New Mexico . . . Arizona . ITtah . Nevada . Idaho . Washington. . . . Oregon . California . Number of different pupilsof all ages enrolled during the .school year (excluding duplicate enrollments). Per cent of school population (i. e., of children 5 to 18 years of age) enrolled. 1870-71. 1879-80. 1889-90. 1899-1900. 1902-3. 1870- 71. 1879- 80. 1889- 90. 1899- 1900. 1902- 1903. 2 3 4 5 6 7 8 0 10 11 7,561,582 9, 867, 505 12, 722, 581 15,503,110 16, 009, 361 61.45, 65. 50 68.61 72. 43 70.67 2, 743, 344 2, 930, 345 3, 112, 622 3, 643, 949 3, 776, 404 77. 95' 75.17 70. 45 70. 86 69.84 603, 619 1,242,811 1,785, 486 2, 182, 615 2, 293, 743 30. 51; 50. 74 59. 22 65.73 65.99 767, 839 1,371,975 2, 293, 579 3, 018, 609 3, 170, 312 34. 17l 46. 43 60.14 67. 28 64.60 3, 300, 660 4, 033, 828 5, 015, 217 5, 842, 569 5, 860, 368 76. 87’ 75. 84 76. 46 78. 65 75.49 146, 120 288, 546 515, 677 815, 368 908, 534 54. 77 64. 96 70. 01 79. 51 82.46 a 1.52, 600 149, 827 139, 676 130, 918 132, 415 a 87. 35 89. 80 85. 88 81.38 81.20 71,957 64, 341 59, 813 65, 688 be 67, 250 91.31 81. 32 71.28 73. 98 6073. 76 d 65, 384 273, 661 75, 238 306, 777 d 65, 608 371,492 66, 964 66, 497 485, 483 87. 21 82. 15 81.89 474,891 72. 34 71.76 72. 56 76.21 73.53 n 34, 000 40, 604 52, 774 67, 231 69, 824 o 59. 24 59. 59 62. 65 66.79 65. 36 113, 588 119, 694 126, 505 155, 228' 159, 935 80.83 76.97 72. 02 74. 54 72.99 1, 028, 110 1,031,593 1,042,160 1, 209, 574 1,256, 874 82.98 77.10 70.71 69. 57 68.66 169, 430 204, 961 234, 072 322, 575 344, 457 63. 20 64.77 62. 21 68.52 68. 32 834,614 937, 310 1,020,522 1,151,880 1,193, 669 76.35 74.37 69.53 68.90 68. 18 20, 058 27, 823 31,434 36, 895 c 36, 895 50. 04 65. 20 66.19 75.33 <■ 73. 32 115, 683 162, 431 184, 251 222, 373 / 224, 004 46.70 58.13 60. 37 67.00 / 65. 18 15, 157 26, 439 36, 906! 1 46, 519 48, 745 41.60 55. 40 63.10 76. 81 76. 61 131, 088 220, 736 342, 269 370, 595 375, 601 32. 34 45.00 60. 51 63. 19 61.94 76, 999 142, 850 193, 064 232, 343 240, 718 49.47 69.21 75. 27 78. 58 76.54 a 115, 000 252, 612 322, 533 400, 452 c 464, 669 a 31. 23 55. 87 56.39 63. 55 70. 60 66, 056 134, 072 201, 260 281, 891 288, 713 27. 28 40. 56 47.08 60. 74 59.73 49, 578 236, 533 381, 297 482, 673 502,014 11.89 46. 24 58. 45 65. 30 64.33 14, 000 39, 315 92, 472 108, 874 0 112, 384 21.21 1 44.16 71.10 66.57 e64.16 g 178, 457 a 140, 000 » 276, 000 300,217 399, 660 500, 294 485, 354 0 501,482 ' 492,776 1 65. 64 75. 27 0 72. 52 447, 950 1 a 32. 00 58.21 74. 05 75. 09 73.50 141, 312 179, 490 301, 615 376, 423 c. 365, 171 ! 40. 36 42. 60 55. 83 61.67 c 56. 85 117,000 236, 654 334, 158 386, 507 403, 647 1 40. 60 61.29 70. 62 73. 27 72.84 57, 639 77, 642 120, 253 196, 169 208, 737 1 24. 78 25. 87 31. 58 43. 62 43.85 63, 504 a 220, 000 466, 872 659, 598 700, 136 21. 00 «42. 40 59.50 64.67 63. 61 69, 927 81, 972 223, 071 314, 662 99, 602 337, 589 136, 159 24,615 829, 620 ; 40. 29 30. 81 55. 41 71.02 j 79.82 73.11 87.83 15.84 719, 372 729, 499 797, 439 829, 160 84. 04 76.69 76. 54 75.40 72. 76 450, 057 511,283 512, 955 564, 807 560, 523 78. 64 82. 39 79. 21 81.10 77.41 672, 787 704, 041 778, 319 958, 911 969, 414 81.01 74. 61 71.97 72. 68 69.14 292, 466 362, 556 427, 032 604, 985 514, 093 79. 66 78.08 73.45 77.13 75. 56 265, 285 299, 457 351, 723 445, 142 454, 186 73. 92 73. 78 69.77 72. 51 70. 95 113, 983 180, 248 280, 960 399, 207 415, 498 '75. 92 75. 87 74.59 77.59 76.09 341, 938 426, 057 493, 267 566, 223 550, 202 84.44 83. 52 85. 51 89.06 82. 63 330, 070 482, 986 620, 314 719, 817 704, 193 56.03 68. 85 74.43 78.63 73.97 } « 1,660 13,718 / 35, 543 1 78, 043 77, 686 98, 822 90, 15^ c 105, 691 ||fl39. 26 41.68 (71.26 (81. 04 ! 81.26 i 79.49 84.04 C76.80 23, 265 92, 549 240, 300 288, 227 277, 519 \ 58.79 68.48 75. 35 ' 89.50 83. 96 89, 777 231,434 .399, 322 389, 582 c389, 272 1 74. 22 73. 23 88.56 89.21 cS9. 16 « 1,657 4,270 16, 980 39, 430 44,881 ■ 70. 24 63. 77 71.14 72.80 72. 63 a 450 2, 907 7,052 14, 512 e 14, 512 o 45. 34 77.44 54.46 65. 66 e59. 81 4, 357 22, 119 65, 490 117, 555 131,200 42. 28 60. 82 72. 20 88. 19 92. 53 « 1,320 4, 755 18,215 36, 735 37,972 a 4. 42 13.32 42. 25 61.43 60. 29 0 4,212 7, 989 16, 504 20, 008 0.00 53. 16 52. 72 51.94 57.94 16,992 24, 326 37, 279 73, 042 73, 499 53. 36 50. 61 55. 26 81.02 76.32 3,106 9,045 7,387 6, 676 7,362 ! 53. 97 79.73 73. 80 74.06 84.65 906 5, 834 14, 311 36, 669 48,181 46. 06 77.85 62. 66 79.18 91.69 «5,000 14, 780 55, 964 115, 104 149, 753' rt 69. 00 72. 36 70.58 87.86 101. 77 21,000 37, 533 63,254 89, 405 i 92, 390 ' 67. 73 75.02 74.78 82.13 80. 33 91,332 158, 765 221,756 269, 736 288, 776 63.63 73.37 77.38 79. 56 80. 97 'lAppro.ximate. t>Pupils who attended two weck'^ cin 1901-2. dPupils of legal school age only. ^'In 1899-1900. .nn 1900-1901. f/Highest number enrolled. /iReturns imperfect. STATE SCHOOL SYSTEMS. LXXXI Diagram 1. — Number of pupils enrolled in the common schools of the United States. LXXXII EDUCATION REPORT, 1903. 1 Diagram 2. — Per cent of population STATE SCHOOL SYSTEMS, LXXXIII Table 5. — The school enrollment of 1902-3, classified by sex. Percentage of the toted popu¬ lation enrolled at different dates. State or Territory. Number of different pupils of all ages enrolled. Per cent of the total population enrolled. Boys. Girls. Total. 1870-71. 1879-80. 1889-90. 1899- 1900. 1902- 1903. 1 2 3 4 5 6 7 8 1) United States . a 8, 036, 780 a 7, 972, 581 16, 009, 361 19.14 19. 67 20.32 20. 51 20. 04 North Atlantic Division.. a 1,896, 132 a 1,880, 272 3, 776, 404 21.95 20.20 17. 89 17.31 17.06 South Atlantic Division.. a 1,137, 008 a 1,156, 735 2, 293, 743 10. 05 16. 36 20. 16 20. 90 20. 98 ^uth Central Division . . a 1, 585, 790 n 1, 584, 522 3, 170, 312 11.56 15.38 20. 90 22. 05 21. 22 North Central Division .. «2,958, 314 n 2, 902, 054 5,860, 368 24. 80 23. 23 22. 43 22.19 21. 32 Western Division . « 459, 536 a 448, 998 908, 534 13. 99 16. 32 17.03 19.93 20. 67 North Atlantic Division: 132, 415 24. 25 23. 09 21. 13 18. 85 18.84 New Hampshire . b c 34, 105 b c 33, 145 h c 67, 250 22. 41 18.54 15. 89 15. 96 bclb. 93 Vermont . 33, 659 32, 838 66, 497 d 19. 77 22.64 dl9. 74 19. 20 19.16 485, 483 18.31 17. 20 16.59 16.93 16. 32 Rhode Island . 34, 833 34, 991 69, 824 15. 11 14. 69 15. 27 15. 69 15. 36 159, 935 20. 83 19. 22 16. 95 17.09 16.72 New York . e 633, 171 e 623, 703 1,256,874 23.18 20. 30 17.37 16.64 e 16. 41 New Jersey . 172, 621 171, 836 344, 457 18. 26 18. 12 16. 20 17.12 17.08 Pennsylvania . 597, 180 596, 489 1, 193, 669 23.24 21.89 19. 41 18. 28 18. 07 South Atlantic Division: f 36, 895 15. 79 18. 98 18. 66 19. 98 / 19. 43 g 224, 004 14.55 17.37 17.68 18. 72 g 18. 19 District of Columbia . 23, 082 25, 663 48, 745 11.23 14. 88 16.02 16.69 16. 62 Virginia . 189, 640 185, 961 375, 601 10. 47 14.59 20. 67 19.99 19.57 West Virginia . 124, 381 116, 337 240, 718 16. 85 23. 10 25. 31 24. 23 2S.b7 North Carolina . c h 234, 212 c h 230, 457 c 464, 669 10. 45 18. 05 19.93 21.14 ch2d. 51 South Carolina . 135, 846 152, 867 288,713 9. 05 13.46 17.49 21.03 20. 67 Georgia . 245, 608 256, 406 502, 014 4. 08 15. 34 20. 75 21.78 21.49 Florida . . c 55, 374 c 57, 010 c 112, 384 7. 19 14. 59 23.63 20. 60 c 19. 82 South Central Division: Kentucky . e 250, 521 e 250, 961 e 501, 482 13. 21 16. 74 21.50 23.30 e 22. 48 Tennessee . 248, 930 243, 846 492, 776 10.90 19.46 25.34 24. 02 23. 52 Alabama . c 365, 171 13. 85 14. 22 19.93 20. 59 c 18. 99 Mississippi . 199, 404 204, 243 403, 647 13. 70 20. 91 25. 92 24. 92 24. 77 Louisiana . 104, 527 104, 210 208, 737 7.73 8. 26 10. 75 14. 20 14. 29 Texas . 348, 233 351, 903 700, 136 7. 26 13.82 20. 88 21.64 21.31 Arkansas . 170, 595 166, 994 337, 589 13. 72 10. 21 19. 77 23.99 24. 71 Oklahoma . .. . 68, 618 67, 541 136, 159 25.01 27.49 Indian Territory i . . 24, 615 5. 40 North Central Division: Ohio . 421, 005 408, 615 829, 620 26. 50 22. 81 21.72 19. 94 19. 28 Indiana . 282, 621 277, 902 560, 523 26.34 25. 85 23.40 22. 44 21.44 Illinois . 487, 191 482, 223 969,414 25. 99 22. 88 20. 34 19. 89 18. 94 Michigan . 258, 188 255, 905 514, 093 23.98 22. 15 20. 39 20. 86 20.48 Wisconsin . 454, 186 24.60 22. 76 20. 85 21.51 21.07 Minnesota . 415, 498 24. 47 23.09 21.58 22. 79 22.37 Iowa . 550, 202 28. 19 26. 23 25. 80 25. 37 23.55 Missouri . 353, 687 350,506 704, 193 18. 74 22.27 23. 15 23. 17 21.82 North Dakota . 46, 369 43, 788 90, 157 t Q Q/< in 1 Pi f 19.45 24.34 25. 21 South Dakota . c 54, 428 c 51, 263 c 105, 691 > y. o4 lU. 10 \ 23.74 24. 60 C23. 81 Nebraska . 140, 596 136, 923 277, 519 ^ 16.61 20. 46 22. 69 27.03 25. 27 Kansas . c 197, 877 c 191, 395 c 389, 272 22. 28 23.23 27.98 26.49 c 26. 48 Western Division: Montana . 44, 881 7.54 10. 90 12.85 16. 20 16.20 Wvoming . f 7, 359 / 7, 153 /14, 512 4. 55 13. 98 11.62 15. 68 / 14. 29 Colorado . 65, 353 65,847 131, 200 9.33 11.38 15. 89 21.78 22.86 New Mexico . 20, 936 17,036 37,972 1.40 3.98 11.86 18.81 18. 45 Arizona . 10, 317 9, 691 20, 008 0. 00 10.42 13.40 13. 42 15. 01 Utah . . 36, 704 36, 795 73, 499 18. 61 16.90 17.93 26.39 24.88 Nevada . 3,718 3, 644 7,362 7.04 14.53 16. 14 15. 77 18.03 Idaho . 22, 888 25, 293 48, 181 5.59 17.89 16.96 22.67 26. 22 Washington . 75, 562 74, 191 149, 753 18.62 19.68 16.02 22. 22 25. 75 Oregon . 47, 107 45, 283 92, 390 21.63 21.47 20.16 21. 62 21.13 California . 146, 878 141, 898 288, 776 15. 61 18. 36 18.36 18.16 18.46 a Estimated in part. b Pupils who attended two weeks or more, e In 1901-2. d Pupils of legal school age. e Approximate. / In 1899-1900. g In 1900-1901. h Sex of a few pupils in cities estimated. i Returns imperfect. LXXXIV EDUCATION REPORT, 1903, Table ^.—Pev cent of tJic sch,ool population (i. e., children 5 to 18 years of age) enrolled in the pahlic schools, for a period of years. Year. United States. North Atlantic Division. South Atlantic Division. South Central Division. North Central Division. Western Division. 1870-71 . 61.45 77. 95 30. 51 34.17 76. 87 54. 77 1871-72 . 62. 20 77.33 32. 27 37.94 77.04 54.43 1872-78 . 62. 36 76.79 35. 86 38. 67 75. 97 57.52 1873-74 . 64. 40 77. 77 42. 10 40. 82 76.98 61.04 1874-75 . 65.54 78.59 44. 61 42. 47 77.54 64.39 1875-76 . 64. 70 78. 55 46.72 37.36 77.05 66. 37 1876-77 . 63. 92 76.83 47.02 38. 51 75.60 66 12 1877-78 . 65. 75 77.09 48.85 43.50 77.38 66. 26 1878-79 . 64. 64 76. 18 46. 72 44.71 75. 28 65. 63 1879-80 . 65. 50 75. 17 50. 74 46. 43 75.84 64.96 1880-81 . 65. 03 74. 28 51.49 47.03 74.59 64.82 1881-82 . 65. 03 74. 56 51.90 47.02 74.15 65. 93 1882-83 . 66. 39 74. 15 54.30 60. 68 75. 13 67.05 1883-84 . 66. 96 72.83 56. 25 63. 59 75. 06 68. 01 1884-f-5 . 67.96 73. 23 67.17 56.57 75. 46 68.63 1885-86 . 68. 14 72. 63 57.68 56. 82 76. 08 68. 03 1886-87 . 67.98 72. 23 58. 98 56. 21 75. 77 67.97 1887-88 . 68. 33 71.60 58. 68 68. 67 75. 96 68.53 1888-89 . 68.20 70. 60 58. 40 68. 28 76.63 69. 39 1889-90 . 68. 61 70.45 59. 22 60. 14 76. 46 70. 01 1890-91 . 69. 40 70. 04 60.15 63.01 76. 25 75. 49 1891-92 . 69.51 69. 78 59.50 63.72 76.30 77.98 1892-93 . 69. 70 68. 99 61. 94 63.92 76. 23 77. 16 1893-94 . 71.32 70. 45 63. 08 66. 00 78.04 77.45 1894-95 . 71.54 71. 53 62.21 66.83 78.17 79.32 1895-96 . 71. 80 71.67 62.46 66.75 78. 16 79. 72 1896-97 . 72.36 72. 12 64.49 67.75 78.06 78.27 1897-98 . 72.68 71.78 66.25 67.36 78. 66 78. 00 1898-99 . 71.96 71.69 64. 93 66. 64 77.75 77.86 1899-1900 . 72. 43 70. 86 65. 73 67. 28 78. 65 79. 51 1900-1901 . 71.67 70. 71 66. 65 65.22 77.36 80. 69 1901-2 . 71.45 70. 31 66. 55 65. 12 76. 85 82.49 1909-3 a . 70.67 69.84 65. 99 64.60 75. 49 82. 46 o Subject to correction. STATE SCHOOL SYSTEMS LXXXY Table 7. — The average dnihj attendance at various periods^ and its relation in 1902-3 to the enrollment. State or Territory. Average number of pupils actually present at school each day. Nvrmber attend¬ ing daily for each 100 en¬ rolled in 1902-3. 1870-71. 1879-80. 1889-90. 1899-1900. 1902-3. 1 3 3 4 o 6 7 United States . 4,645,317 6, 144, 143 8, 153, 635 10, 6.32, 772 11, 054, 502 69. 16 North Atlantic Division . 1,627,208 1, 824, 487 2, 036, 459 2, 636, 892 2, 795, 448 74.02 South Atlantic Division . 368, 111 776, 798 1,126,683 1,314,334 1, 444, 014 62.95 South Central Division . 535, 632 902, 767 1,467,649 2, 015, 457 2, 039, 212 64.32 North Central Division . . 1, 911, 720 2, 451, 167 3, 188, 732 4, 080, 460 4, 133, 601 70.53 Western Division . 102,646 188, 924 334, 112 555, 629 642, 227 70. 69 North Atlantic Division: Maine . 100, 392 103, 115 98, 364 97, 697 97, 424 73.57 New Hampshire . 48, 150 48, 966 41, 526 47, 276 « 49, 280 n 73. 28 Vermont . b 44, 100 48, 606 45,887 47, 020 48, 696 73. 23 Massachusetts . 201,750 233, 127 273, 910 366, 136 388, 616 80.05 Rhode Island . 22, 485 27, 217 33, 905 47, 124 50, 757 72. 69 Connecticut . . 62, 683 73, 546 83, 656 111,564 119, 231 74. 55 New York . 493, 648 573,089 642, 984 857, 488 928, 335 73. 86 New Jersey . 86, 812 115, 194 133, 286 207, 947 229, 244 66. 55 Pennsylvania . 667, 188 601, 627 682, 941 854, 640 883, 865 74.05 South Atlantic Division; Delaware . b 12, 700 17, 439 19, 649 b 25, 300 6 c 25, 300 6 c 68. 57 Maryland . 56, 435 85, 778 102, 351 134, 400 d 135, 515 rf60. 50 District of Columbia . 10, 261 20, 637 28, 184 35, 463 38, 038 78.03 Virginia . 77, 402 128, 404 198, 290 216, 464 224, 769 59. 84 West Virginia . 51,336 91, 604 121, 700 151, 254 155, 436 64.57 North Carolina . 6 73,000 170, 100 203, 100 206, 918 n 269, 003 a bl. 89 South Carolina . . 6 44,700 6 90, 600 147, 799 201, 295 209, 389 72.52 Georgia . 31, 377 145, 190 240, 791 298, 237 310, 400 61.83 Florida . 6 10, 900 27, 046 64, 819 75, 003 a 76, 164 a 67. 77 South Central Division: Kentuckv . 120, 866 178, 000 225, 739 310, 339 6 309, 836 6 61.78 Tennesse'e . 6 89,000 208, 528 323, 548 338, 566 342, 631 69.53 Alabama . 107, 666 117,978 182,467 297,805 a 240, 000 a 65. 72 Mississippi . 6 90, 000 156, 761 207, 704 224, 526 233, 175 57.77 Louisiana . 6 40,500 6 54, 800 87, 536 146, 323 155, 794 74. 64 Texas . 6 41,000 6 132, 000 291,941 438, 779 444, 669 63. 51 Arkansas . 6 46, 600 6 64,700 6 148, 714 195,401 213, 372 63.20 Oklahoma . 63, 718 84, 905 62.36 Indian Territory e . 6 14, 830 6 60. 25 North Central Division: Ohio . . . 432, 452 476, 279 549, 269 616, 365 614, 305 74.05 Indiana . I 295, 071 321, 659 342, 275 429, 566 417, 017 74.40 Illinois. . i 341 686 431, 638 538, 310 737, 576 755, 208 77. 90 Michigan . 1 6 193, 000 6 240, 000 6 282’ 000 355, 226 401 1 182 78^04 Wisconsin . 6 132, 000 6 156, 000 200, 457 6 309,800 282, 086 * 62.11 Minnesota . 50, 694 6 78, 400 127, 025 243, 224 260, 872 62. 79 Iowa . 211, 562 259, 836 306, 309 373, 474 358, 438 65. 15 Missouri . 187, 024 6 281,000 384, 627 460, 012 465, 131 66. 05 North Dakota . L h A fi / 20, 694 43, 560 56, 639 62. 82 South Dakota . j- *'1, u^u o, OoU \ 48, 327 6 68, 000 a 72, 846 a 68. 92 Nebraska . 6 14, 300 60, 156 146, 139 181, 874 176, 680 63. 66 Kansas . 52, 891 137, 669 243, 300 261, 783 a 273, 197 o 70. 18 Western Division: Montana . 61,100 6 3,000 10, 596 6 26,300 31, 471 70. 12 Wyoming . . 6 250 1,920 a 4, 700 6 9, 650 6 c 9, 650 6 c 66. 50 Colorado . 2,611 12, 618 38, 715 73, 291 87, 996 67.07 New Mexico . 0 880 3, 150 b 13, 000 22,433 26, 065 68. 64 Arizona . 0 2, 847 4,702 10, 177 12, 125 60.60 Utah . 12, 819 17, 178 20, 967 50,595 57, 045 77.61 Nevada . 61,800 5,401 5,064 4,698 6 5, 300 5 71.95 Idaho . 6 600 3,863 b 9, 500 21, 962 34,384 71.36 Washington . 6 3, 300 10, 546 36, 946 74, 717 101,088 67.50 Oregon . 6 15, 000 27, 435 43, 333 64,411 64, 219 69. 51 California . 64, 286 100, 966 146, 589 197, 395 212, 884 73.72 •On 1901-2. V Approximate] V. f In 1899-1900. fOii 1900-] 901. e Returns imperfect. LXXXVI EDUOA'TION REPOKT, 1903, Diagram 3. — Length of school term. STATE SCHOOL SYSTEMS, LXXXVIT Table 8. — (./) Average length of school term at various periods; {2) aggregate number of days’ schooling given to all pupils; {3) the same compared with the school population and the enrollment ( columns 8 and 9) . 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 . WTsconsin . Minnesota . Iowa . Missouri . North Dakota . South Dakota . Nebraska . Kansas . Western Division: Montana . Wyoming . Colorado . New Mexico . Arizona . Utah . Nevada . Idaho . Washington . Oregon . California . Average number of days the schools were kept during the year.c Aggregate number of days’ school¬ ing given in 1902-3. Average number of days’ schooling given for every child 5 to 18 years of age in 1902-3. Average number of day.s attended by each pupil en¬ rolled in 1902-3. 1870-71. 1879-80. 1889-90. 1899- 1900. 1902-3. 3 4 5 6 7 8 9 132.1 130.3 134.7 144.3 147.2 1,627,405, 037 71.8 101. 7 152. 0 159.2 166.6 177. 5 178.5 498, 978, 563 92.3 132. 1 97.4 92.4 99.9 112. 1 118.0 170,377,602 49.0 74.3 91.6 79.2 88.2 99.8 105.6 215, 423, 191 43.9 68.0 133.9 139.8 148.0 155.9 156. 9 648, 680, 902 83.6 110.7 119.2 129. 2 135.0 141.5 146.3 93, 944, 779 85.3 103. 4 98 109 112 141 143 13, 931, 632 85.4 105. 2 70 105.3 117.7 147. 65 M40. 05 56, 901, 664 575.7 5102. 6 115.6 125. 5 136 156. 15 155 7,547,917 93.0 113.5 169 177 177 189 186 72,282, 576 109.5 148.9 170 184 188 191 190 9, 782, 580 91.6 140.1 172.4 179 182. 5 189. 01 188. 83 22, 514, 390 102.8 140.8 176 178.5 186.5 175 177 175, 118,017 95.7 139.3 178 192 192 186 182 43, 824, 651 86.9 127. 2 127.2 133.4 147.6 166.6 166.4 147, 075, 136 84.0 123.2 132 158 166 170.1 cl 70. 1 c44, 303, 530 C85.5 c4116. 6 183 187 184 183 el90 e25, 747, 850 e74. 9 ell4.9 200 193 178 179 174 6, 618, 612 104.0 135.8 93.2 112.8 118.2 120 122 27,421,818 45.2 73.0 76.8 90 97 106 123 19, 118, 628 60.8 79.4 d50 50 59. 25 70.5 b86.9 523, 366, 983 535.5 550.3 dlOO 70 69.6 88.4 93 19, 207, 690 39.7 66.5 59 d65 83.3 112.0 118 36, 627, 200 46.9 73.0 120 93 ^94 57, 965, 291 545.5 570.9 dllO 102 94 117. 5 90 427,885, 240 40.3 4.55.6 dll 68 86 96 96 32, 892, 576 49.1 66.7 66.5 81.3 73.5 78.3 bl02.5 524,600, 000 538.3 5 67.4 110 74.5 486 101.2 123 28, 680, 525 51.8 71.1 d&b 78.8 100.6 120 130 20, 253, 220 42.5 97.0 dl40 71.7 100 108.2 116 51, 572, 823 46.9 73.7 4 75 77.5 92 19, 630, 224 42.5 58.1 95.3 89 7, 556, 545 48.7 55.5 158.6 42, 352,038 15.1 4 95.6 165 152 166.5 165 165 101, 360, 325 88.9 122. 2 98.5 136 130 152 5146 4 60, 884, 482 5 84.1 4 108. 6 146.7 150 155.4 152 160 120, 833, 317 86.2 124.6 140 150 156 163.8 165 66, 195, 030 97.3 128. 8 155 165 158. 6 S’ 160 166 50, 969, 057 79.6 112. 2 d83 94 128 169 158.6 41, 356, 412 74.4 99.5 130 148 156 160 160 57, 350, 080 86.1 104. 2 90 dl04 129.4 144 144 67, 725, 996 71.1 96.2 1 / 113 155. 7 150 8, 495, 850- 79.2 94.2 > / 0 w yO 1 145 hl29. 1 5129 5 9, 643,178 5 70.1 5 91.2 72 82 140 135 138 29, 512, 652 89.3 106. 3 116 120 135 126. 25 5 125. 75 5 34,354,523 5 78.7 5 88.3 d89 96 142.7 107 cl07 4 3, 367, 397 c54. 5 4 75.0 d200 119 4120 4110 C4110 c 4 1,064, 000 C443.9 C473.3 92 dl32 144.4 149.8 153. 12 13, 473, 948 95.0 102.7 dill 111 467 /1 96. 6 88 2,293,720 36.4 60.4 0 109 126 125 128 1,552,000 44.9 77.6 152 128 133 151 151 8, 007, 342 83.1 108.9 142 143 140 154 5155.6 4 824,680 5 94.8 4112.0 d45 94 469.8 106 5 124. 2 44,270, 493 5 81.3 4 88.6 d80 d91 97.2 127.6 116.2 11,746,426 79.8 78.4 d9J 90 118.2 116.6 5158 9,877,18) 5 85.9 106.9 123 146.6 1.57. 6 166.2 176 37, 467, 584 1 105. 1 129. 7 a Certain States report their school term in months; these months have been reduced to days by multiplying by 20 in each case. h In 1901-2. c In 1899-1900. d Approximately, e In 1900-1901. / Returns imperfect. g In 1893-94. h In 1897-98. LXXXVIII EDUCATION REPOKT, 1903. Table 9. — Xuiaber and sex of teachers — Percentage of male teachers. state or Territory. Whole number of different teaehers employed. Pereentage of male teachers. Male. Female. Total. 1 1870-71. 1879-80. 1889-90. 1899-1900. 1902-3. 1 2 3 4 5 6 7 8 9 United States . 117,035 332, 252 449, 287 41.0 42.8 34.5 29.9 26.0 North Atlantic Division. . . 17, 388 95, 005 112, 393 26.2 28.8 20.0 18.4 15.5 South Atlantic Division. . . 18, 778 32, 6&5 51, 463 63.8 62.5 49.1 40.7 36.5 South Central Division .... 29, 465 39,076 68, 541 67,5 67.2 67.5 47.4 43.0 North Central Division. . . . 45, 673 144, 087 189, 760 43.2 41.7 32.4 28.3 24.1 Western Division . 5,731 21,399 27, 130 45.0 40.3 31.1 24.7 21.1 North Atlantic Division: Maine . a 801 a 5, 863 6,664 a 24. 4 0 27.2 O16.0 0 16.4 o 12. 0 New Hampshire . b207 62,169 62,376 15.0 16.8 9.8 8.9 68.7 Vermont . 356 2,651 3,007 16.5 16.8 12.0 13.6 11.8 Massachusetts . 1,273 13, 016 14, 299 12.7 13.2 9.8 8.8 8.9 Rhode Island . 171 1,865 2,036 a 20. 4 20.2 12.6 9.5 8.3 Connecticut . o400 a 4, 043 4, 443 0 22.1 0 22.8 013.4 09.0 o9.0 New York . 4,909 34, 916 39, 825 22.9 26.0 16.9 14.9 12.3 New Jersey . 1,028 7, 266 8,294 32.5 28.5 18.4 12.9 12.4 Pennsylvania . 8, -243 23, 206 31, 449 42.8 45.5 34.2 32.0 26.2 South Atlantic Division: i Delaware . c210 c621 c831 0 29.9 0 46.6 0 31. 0 25.3 C25.3 Maryland . rf 1,071 d3, 965 d5, 036 45.0 42.6 27.8 21.7 rf2].3 District of Columbia . 173 1,198 1,371 8.2 7.8 13.0 13.1 12.6 Virginia . 2,377 6,667 9, 044 64.5 61.8 41.5 31.5 26.3 West Virginia . 3, 854 3, 508 7,362 79.0 75.2 63.4 57.9 52.3 North Carolina . b3, 976 64, 755 68, 731 0 73.2 0 71.3 59.1 49.4 ■ 6 45.5 South Carolina . a 2, 588 a 3, 359 5,947 62.4 59.5 49.6 0 43.5 « 43. 5 Georgia . . . 3,630 6,712 10, 342 71.4 0 65.2 53.3 44.0 35.1 Florida . b899 61,900 62, 799 0 65.7 61.6 48.0 36.9 6 32.1 South Central Division: Kentucky . a 4, 613 a 5, 936 « 10, 449 O66.0 64.6 49.8 45. 5 o 43. 2 Tennessee . 4,652 5,080 9, 732 o75. 0 74.4 61.8 O54.0 47.8 Alabama . 6 3,103 63,200 6 6, 303 66.8 63.8 62.9 30.1 6 49.2 Mississippi . 3, 028 5, 894 8, 922 0 60.8 61.2 49.6 44.2 33.9 Louisiana . 1,339 3, 479 4, 818 50.9 46.1 44.7 47.9 27.8 Texas . 7,024 9,626 16, 650 0 77.3 O75.0 61.1 48.9 42.2 Arkansas . 4,198 3, 276 7,474 0 75.6 78.4 68.5 59.7 56.2 Oklahoma . 1,342 2,096 3,438 42.8 39.0 Indian Territory e . a 266 «489 755 o 35. 2 North Central Division: Ohio . 9,561 17, 090 26, 651 43.2 47.8 43.1 40.4 35.9 Indiana . 6,760 9, 281 16, 041 60.5 57.5 51.1 46.2 42.1 Illinois . 6, 504 20, 596 27, 100 43.5 39.7 32.5 26.4 24.0 Michigan . 2,795 13, 879 16, 674 26.3 29.2 22.3 20.3 16.8 Wisconsin . 2, 059 11,492 13,551 0 28.8 28.9 19.8 18.4 15.2 Minnesota . 1,769 10, 850 12, 619 33.7 35.9 23.9 19.4 14.0 Iowa . 3,733 25, 554 29, 287 39.0 33.6 20.6 17.2 12.7 Missouri . 6,447 11,476 16, 923 65.3 68.1 44.4 37.6 32.2 North Dakota . 1,162 3, 682 4, 844 1 /t 0/1 *7 n A(\ Q / 28.3 28.8 24.0 South Dakota . 61,007 64,045 6 5, 052 4U. o t 29.0 24.4 619.9 Nebraska . 1,490 7,819 9,309 51.9 40.7 27.1 21.8 16.0 Kansas . 63,386 6 8,323 6 1] , 709 47.2 45.1 40.8 32.7 6 28.9 Western Division: Montana . 216 1,052 1,268 1 060.3 38.5 22.9 16.6 17.0 Wvoming . <•89 c481 c570 028.6 44.3 22.4 15.6 C15.6 Colorado . 744 3,275 4,019 48.8 36.4 26.2 20.9 18.5 New Mexico . 391 402 793 I 0 91.7 78.0 0 62.2 0 55.2 49.3 Arizona . 115 359 474 47.5 38.8 27.3 24.3 Utah . 556 1,106 1,662 55.6 54.5 46.6 36.5 33.5 Nevada . 28 290 318 1 32.4 46.7 16.3 11.1 8.8 Idaho . 365 969 1,334 ; 0 64.3 57.4 0 33.4 31.2 27.4 Washington . 1,069 3, 376 4, 445 i 0 46.5 37.4 40.6 28.9 24.0 Oregon . 883 3,031 3, 914 1 051.7 48.3 43.3 28.4 22.6 California . 1,275 1 ; 7,058 8,333 40.0 33.6 21.4 17.8 15.3 « Approximately. bln 1901-2. •In 1899-1900. ‘On 1900-1901. e Returns imperfect. STATE SCHOOL SYSTEMS L XX XIX Table 10. — Teachers’ wages — Number of schoolhouses — Value of school propertij — Private school enrollment. State or Territory. Average monthly salaries of teachers. Number of build¬ ings used as school- houses. a Estimated value of all public school property. Private sehools. Number of pupils enrolled. Total pub¬ lic and private en¬ rollment. Per eent of pu¬ pils in private schools. Males. Females. 1 2 3 4 5 1 7 8 United States . b $49. 98 5 $40. .51 256, 789 $643, 903, 228 1, ‘204, 700 17, 214, 061 7.00 N• Includes some receipts from “other sources.” STATE SCHOOL SYSTEMS XCIII Table 12. — School moneys received — Continued. Income of From taxation. Total State or Territory. perma¬ nent school funds and rent of school lands. From State taxes. From local taxes. Total from taxation. From other sources. State and local. revenue (exclud¬ ing bal¬ ances on hand and proceeds of bond sales) . 1 i 3 4 5 6 7 Western Division: Montana . 1 a ®114, 727 $493, 236 $585, 069 $1, 078, 305 $84, 710 $1,277,742 Wyoming (1899-1900;... 43, 265 0 223, 266 223, 266 25,223 291, 754 Colorado . 144, 967 941, 230 2. 523, 296 3, 464, 526 619, 303 4, 228, 796 New Mexico . h 8,932 c d 213, 242 (C 213, 242 / 104, 296 326, 470 Arizona . 0 25, 761 266, 529 292, 290 79, 366 371, 656 Utah . (») 418, 981 896, 306 1, 315, 287 146, 398 1,461,685 Nevada (1901-2) . 123, 072 10, 905 101,229 112, 134 17 235, 223 Idaho . 51, 006 0 532, 356 532, 356 365, 544 948, 906 Washington . 1, 681, 926 0 1,523,867 1, 523, 867 69, 000 3, 274, 793 Oregon (1901-2) . 169, 875 0 1, 874, 968 1, 874, 968 112, 105 2, 156, 948 California . 176, 109 h 3, 414, 047 3,887,779 7, 301, 826 161,409 7, 639, 344 a Includes proceeds of school land sales, ft In 1901-2. c Approximately, d Includes local taxes. cNot reported separately. / Includes poll tax. g Included in State taxes. Includes taxes on polls, railroads, and collat¬ eral inheritances. XCIV EDUCATION EEPOKT, 1903, Table 13. — The school revenue compared with the school population and the adult male 2)opulation {21 years and upward); percentage analysis of the school revenue. State or Territory. Amount raised for each person 5 to 18 years of age. Amount raised per adult male. Amount each adult male must contrib¬ ute to provide $1 for each per¬ son 5-18 years. Per cent of the whole revenue de¬ rived from — Perma¬ nent funds and rents. State taxes. Local taxes. Other sources. 1 O 3 ! 4 5 6 7 8 United States . $11.17 $11. 32 $1.02 4.81 16. 08 69. 04 10.07 North Atlantic Division . 18. 13 14.88 .82 0. 94 13. 59 72.38 13.09 South Atlantic Division . 4.18 5.56 1.33 2.12 34.16 53. 73 9. 99 South Central Division . 3.65 4.98 1.37 13. 82 40. 80 37.25 8. 13 North Central Division . 12. 75 12.55 .98 5. 94 9. 45 76.69 7.92 Western Division . 20. 16 14. 28 .71 11.32 24. 84 55. 89 7. 95 North Atlantic Division: Maine . 12. 70 9. 39 .74 2. 99 a 26. 89 a 70. 12 0.00 New Hampshire (1901-1902) 11.29 7. 65 1 .68 1.34 5.32 86.22 7 12 Vermont . 13.59 10. 07 .74 7.12 13.03 76. 38 3.47 Massachusetts . 22.98 16.97 .74 bO. 71 cO. 83 96. 92 1.54 Rhode Island . 16.18 12.77 .79 0. 89 7. 76 86. 82 4.53 Connecticut . 15. 78 11. 73 .74 4.13 10. 51 79.28 6.08 New Yorkd (1901-1902) _ 20. 61 16. 40 .80 0. 72 10. 26 71.71 e 17. 31 New Jersey . 15. 27 12.94 .85 3. 01 35. 78 60. 42 0. 79 Pennsvlvania . 16.02 i 14. 74 .92 0. 00 18. 95 61.05 20.00 South Atlantic Divi.sion: Delaware (1899-1900) . 8. 10 7.34 .91 / 28. 80 21.94 43. 12 6. 14 Maryland (1900-1901) . 7.58 7.82 1. 03 2. 05 27.49 63.93 6.53 District of Columbia . 24.21 17.49 .72 0. 00 0.00 a 100. 00 0. 00 Virginia . 3. 52 4. 61 1.31 2.54 47.20 47.20 3. 06 West Virginia . 7.62 9.08 1.19 d2. 17 d 16. 40 81.43 0.00 North Carolina . 2.11 3. 18 1.51 0. 00 80. 56 h 2. 50 16.94 South Carolina . 2.32 3. 79 1.64 0.00 i 67. 63 14. 91 17.46 Georgia . 2.74 4.05 1.48 U) 37.38 27. 72 34. 90 Florida (1901-1902) . 4.58 5. 36 1.17 3. 84 10.33 i 84. 02 1.81 South Central Division: Kentuckv<^ . 3.94 4.81 1.22 (■?■) 62.26 32. 42 5.32 Tennessee . 3. 14 4.14 1.33 6. 49 0. 00 80.44 13.07 Alabama (1901-1902) . 1.50 2.21 1.47 16. 02 83.80 (fc) 0. 18 Mississippi . 3.35 5. 07 1.51 10. 10 i 67. 24 15.96 6.70 Louisiana . 3.29 4.54 1.38 5. 06 29. 98 i 56. 85 8.11 Texas . 5. 15 7. 13 1.38 29. 72 44.57 23.36 2.35 Arkansas . 3.54 5. 00 1.41 0. 00 33. 75 54. 88 11.37 Oklahoma (1901-1902) . 5. 79 6. 61 1.14 1 25. 81 0. 00 69.12 5. 07 Indian Terri torvai . 3.14 4. 31 1.37 0.00 0.00 n 14. 04 0 85. 96 North Central Division: Ohio . 14.06 12.76 .91 1.51 11.64 81.36 5. 49 Indiana (1901-1902) . 11.86 11.45 .97 rf6.55 d 19. 42 66.76 7. 27 Illinois . 14.16 13.34 .94 4.25 5.03 85. 87 4.85 Michigan (1901-1902) . 12. 76 11.61 .91 3.92 P19.22 68.94 7.92 Wisconsin (1901-1902) . 11.21 12. 05 1.08 2.40 20.15 67 A5 10.00 Minnesota . 13.81 14.02 1.02 17.84 3. 05 64.18 3 14. 93 Iowa . 15. 51 15.52 1.00 2.08 0.00 86.20 11.72 Missouri . 8.43 9. 00 1.07 8.45 12. 26 72.80 6. 49 North Dakota . . 17.18 17. 25 1.00 14.60 16.96 63.80 4.64 South Dakota ( 1901-1902) . . 14.73 16.25 1.10 17.64 0.00 78. 97 3.39 Nebraska . 13.11 14.03 1.07 10.94 4. 07 66. 26 18. 73 Kansas . 10.36 10. 92 1.06 r 8. 51 0. 00 88.36 3.13 a Includes balance. bFrom State fund; some income from local funds is included in “ other sources.” c Reimbursement for superintendents’ and teachers’ salaries, etc. <1 Approximately. Includes receipts from sale of bonds. / May include some State taxes. 0 Includes United States appropriation. h Returns incomplete. »■ Includes poll tax. 3 Not reported separately. fcNot reported. I Apportionment of Territorial and county school fund. m Returns imperfect. For “public” schools. oSome funds from taxation maybe included, r* Surplus of specific taxes, transferred to “ pri¬ mary school interest fund.” y Includes proceeds of bonds sold, r Includes some receipts from “ other sources.” STATE SCHOOL SYSTEMS XOV Table 13. — The school revenue compared with the school population and the adult male population {21 years and upward); percentage analysis of the school revenue— ConV d. Amount each adult male must contrib¬ ute to provide $1 for each per¬ son 5-18 years. Per cent of the whole revenue de¬ rived from — State or Territory. Amount raised for each person 5 to 18 years of age. Amount raised per adult male. Perma¬ nent funds and rents. State taxes. Local taxes. Other sources. 1 3 3 4 5 G 7 8 Western Division: Montana . $20. 68 $10. 99 $0. 53 a 8. 98 38. 66 45. 79 6. 63 Wyoming (1899-1900) . 12.02 7.01 .58 14.83 0.00 76. 53 8.64 Colorado . 29.82 21. 41 .72 3. 43 22. 26 59.67 14.64 New Mexico . 5. 18 5. 63 1.09 5 2. 73 cd65. 32 (e) /31.95 Arizona . 10. 76 7. 76 .72 0. 00 6.93 71.71 21.36 Utah . 15. 18 20. 37 1.34 (S') 28. 66 61. 32 10. 02 Nevada (1901-1902) . 27.05 13. 76 .51 52. 32 4.64 43. 03 0. 01 Idaho . 18. 06 15. 51 .86 5. 38 0. 00 56.10 38.52 Washington . 22. 25 14.91 .67 51.36 0. 00 46.53 2. 11 Oregon (1901-1902) . 18. 75 14. 13 .75 7.88 0.00 86. 92 5. 20 California . 21.42 13. 35 .62 2.31 544.69 50. 89 2. 11 a Includes proceeds of school land sales. h In 1901-2. c Approximately. d Includes local taxes. e Not reported separately. /Includes poll tax. fir Included in State taxes. ^Includes taxes on polls, railroads, and on collateral inheritances. XCVI EDUCATION KEPOET, 1903. Table 14. — Progress of school expenditure. Stfiti' I r Terri- Total amount expended for schools. Expended per capita of total population. lory 1870-71. 1879-80. 1889-90. 1899-1900. 1902-3. 1870- 71. 1879- 80. 1889- 90. 1899- 1900. 1902- 3. 1 3 4 5 6 7 8 9 10 11 United States $69, 107, 612 $78, 094, 687 $140, 506, 715 $214, 964, 618'$251, 457, 625 $1.75 $1. 56 $2.24 $2. 84 $3.15 N. Atlantic Div. 29, 796, 835 28, 538, 058 48, 023, 492 83, 910, 564 98, 362, 976 2. 38 1.97 2.76 3.99 4. 44 S. Atlantic Div. 3, 781, 581 5, 130, 492 8, 767, 165 12, 921, 797 14, 686, 717 .63 .68 .99 1.24 1.34 S. Central Div. . 4, 854, 834 4, 872, 829 10, 678, 680 14, 753, 816 18, 193, 734 .73 .55 .97 1.08 1.22 N. Central Div.. 28, 430, 033 35, 285, 635 62, 823, 563 86, 165, 827 99, 115, 625 2. 14 2.03 2.81 3.27 3.61 Western Div ... 2, 244, 329 4, 267, 673 10, 213, 815 17,212,614 21, 098, 573 2.15 2. 41 3.37 4.21 4.80 N. Atlantic Div.: Maine . 950, 662 1,067,991 1,327,553 1, 712, 795 1,952,083 1.51 1.65 2. 01 2.47 2. 78 New Hamp- shire . 418, 545 565, 339 844, 333 1, 052, 202 a 1, 167, 464 1.30 1.63 2. 24 2. 56 <'2. 77 Vermont. . . 499, 961 446, 217 711, 072 1 , 074, 222 1,093,238 1.51 1.34 2.14 3. 13 3.15 Massachu- setts . 5, 579, 363 4, 983, 900 8, 286, 062 13, 826, 243 15, 170, 070 3. 73 2. 80 3.70 4.93 5.10 Rhode Is- land . 461, 160 526, 112 884, 966 1, 548, 675 1, 856, 376 2.05 1.90 2. 56 3.61 4.08 Connecticut 1,496,981 1,408,375 2, 157, 014 3, 189, 249 3, 526, 615 2. 74 2. 26 2.89 3.51 3. 69 New York. . 9, 607, 904 10, 296, 977 17, 543, 880 33,421,491 41,418,095 2. 17 2. 03 2.92 4. 60 5.41 New Jersey. 2, 302, 341 1, 873, 465 3, 340, 190 6, 608, 692 7,824,147 2.48 1.66 2.31 3.51 3. 88 P e n n s y 1 - vania .... 8,479,918 7, 369, 682 12, 928, 422 21, 476, 995 24, 354, 888 2.36 1.72 2.46 3.41 3. 69 S. Atlantic Div.: Delaware .. 153, 509 207, 2»1 6 275, 000 453, 670 c 453, 670 1.21 1.41 61.63 2.46 <•2. 39 Maryland . . 1,214; 729 1, 544, 367 1,910,663 2, 803, 032 d 2, 549, 497 1..53 1.65 1.83 2.36 d2. 07 District of Columbia 373, 535 438, 567 905, 777 1,076,620 1, 540, 279 2.77 2.47 3.93 3. 86 5.25 Virginia . . . 587, 472 946,109 1, 604, 509 1, 989, 238 2, 137, 365 .47 .63 .97 1.07 1.11 W. Virginia 577,719 707, 553 1, 198, 493 2, 009, 123 2, 403, 555 1.26 1.14 1.57 2.10 2.35 N. Carolina. 177, 498 376, 062 714, 900 950, 317 1, 523, 041 .16 .27 .44 .50 .77 S. Carolina . 275, 688 324, 629 450, 936 894, 004 1,046,144 .38 .33 .39 .67 .75 Georgia .... 292, 000 471,029 1, 190, 354 1,980,016 2,240,217 .24 .31 .65 .89 .96 Florida .... 129,431 114, 895 516, 533 765, 777 0 792,919: .66 .43 1.32 1. 45 ol. 40 S. Central Div.: Kentucky.. 61,075,000 1,069,030 2, 140, 678 3, 037, 908 b 2, 662, 863 6.80 .65 1.15 1.41 61. 19 Tennessee . 6 758, 000 744, 180 1, 526, 241 1,751,047 2, 159, 444 6.59 .48 .86 .87 1.03 Alabama... 6 370,000 6 500, 000 6 890, 000 923, 464 o 1, 057, 906 6.36 6.40 6 . 59 .50 0.55 Mississippi . 950, 000 830, 705 1, 109, 575 1, 385, 112 1, 868, 544 1.11 .73 .86 .89 1.15 Louisiana . . 531,834 411,858 817, 110 1,135,125 1,551,232 .71 .44 .73 .82 1.06 Texas . 6 650, 000 61,030, 000 3, 178, 300 4, 465, 255 5, 682, 123 6.74 6 . 65 1.42 1.46 1.73 Arkansas .. 6 520,000 287, 056 1,016,776 1, 369, 810 1,550,697 61.02 .36 .90 1.04 1.14 Oklahoma 1 686, 095 1, 179, 409 1. 72 2.38 Ind. Ter.e. . 481,516 1.06 N. Central Div.: Ohio . 6,831,035 7, 166, 963 10,602,238 13, 335, 211 15,691,039 2.52 2.24 2.89 3.21 3.65 Indiana.... 6 2,897,537 4, 491, 850 5, 245, 218 8, 182, 526 o 9, 216, 082 61.70 2.27 2.39 3.25 o3. 53 Illinois . 6, 656, 542 7,014,092 11, 645, 126 17, 757, 145 20, 266, 618 2. 57 2. 28 3. 04 3. 68 3.96 Michigan .. 2, 840, 740 2, 775, 917 5, 349, 366 7, 297, 691 8, 777, 252 2. 33 1.70 2. 55 3.01 3. 50 Wisconsin . 1, 932, 539 2, 177,023 3, 801, 212 5, 493, 370 7, 009, 159 1.70 1.65 2. 25 2. 65 3. 25 Minnesota . 960, 558 1, 328, 429 4,187,310 5,630,013 6, 774, 336 2.06 1.70 3. 22 3.21 3.65 Iowa . 3, 269, 190 4, 484, 043 6, 382, 953 8, 496, 522 9, 834, 319 2.70 2. 76 3! 34 3.81 4.21 Missouri ... 1, 749, 049 2, 675, 364 5,434,262 7, 816, 050 8, 363, 128 . .99 1.23 2.03 2.52 2.59 N. Dakota . . 1 DQ nnD / 626, 949 1,526,090 2, 140, 565 Wil ‘>0 1 ftl (3.43 4. 78 5.99 S. Dakota . . > ^ ZOy UUU Z^lOy UUU \ 1,199,630 1, 605, 623 o 1,847,813 >Di, Zv 1. ol \3.65 4.00 <'4.16 Nebraska . . 365, 520 1,108,617 3, 376, 332 4, 403, 222 4, 390, 751 2.61 2.45 3.19 4.13 i 4.00 Kansas . 904, 323 1,818,337 4, 972, 967 4, 622, 364 0 4,804,563 2.24 1.83 3. 48 3. 14 03.27 W.Div.: 1 Montana... 6 35, 600 78, 730 364, 084 923, 310 1, 236, 2.53 6 1. 62 2.01 2.76 3.791 4.46 Wyoming .. 6 7, 000 28, 504 6 225, 000 253, 551 <•253,551 6.71 1.37 63.71 2. 74 <-2.50 Colorado... 67, 395 395, 227 1,681,379 2, 793, 648 o 3, 100, 855 1.44 2. 03 4.08 5. 18 <'5. 40 N. Mexico. . 6 4,90U 28, 973 6 85, 000 343, 429 300, 531 6.05 .24 6 . 55 1.76 1.46 Arizona .... 0 61,172 181,914 299, 730 397, 972 1.51 3.05 2.44 2.98 Utah . 6117,000 132, 194 394, 685 1, 094, 757 1, 496, 056 61.28 .92 1.90 3. 96 5. 06 Nevada .... 6 85,000 220, 245 161,481 224, 622 0 209, 484 61.93 3.54 3. 53 5. 30 05.13 Idaho . 19, 003 38, 411 169, 020 400, 043 826, 598 1.17 1.18 2.00 2.47 4. 50 Washington 6 35, 000 112,615 958,111 2, 375, 753 3, 580, 742 61.30 1.50 2. 74 4.59 6.16 Oregon . 6 160, 000 307, 031 805, 979 1, 594, 420 1, 526, 366 6 1. 65 1.76 2.57 3.86 3.49 California.. 1,713,431 2, 864, 571 5, 187, 162 6, 909, 351 8, 170, 165 2. 93 3.31 4.29 4. 65 5. 22 I n In 1901-2. b Approximately. eln 1899-1900. din 1900-1901. e Returns imperfect. STATE SCHOOL SYSTEMS, XCVII Diagram 4. — School expenditure per capita of popidation. XCVIII EDUCATION REPORT, 1903. Table 15. — The school expenditure of 1902-3 classified. State or Territory. Paid for sites, build¬ ings, furni¬ ture, libra¬ ries, and apparatus. Paid for teachers’ and superin¬ tendents’ salaries. Paid for all other pur¬ poses, prin¬ cipally main¬ tenance. Total ex¬ penditure, excluding payments of bonds. 1 3 3 4 5 United States . $46, 289, 074 $157, 110, 108 $48, 058, 443 $251,457,625 North Atlantie Division . 22, 616, 944 56, 355, 620 19, 390, 412 98, 362, 976 South Atlantic Division . 1,664,912 10, 926, 372 2,095, 433 14, 686, 717 South Central Division . 1,687,501 14, 759, 630 1, 746, 603 18, 193, 734 North Central Divi.sion . 16, 369, 682 62, 014, 806 20, 731, 137 99, 115, 625 Western Division . 3, 950, 035 13,053, 680 4, 094, 858 21,098,573 North Atlantic Division: Maine . 399, 051 1, 290, 079 262, 953 1, 952, 083 New Hampshire (1901-2) . 143, 644 740, 289 a 283, 531 1, 167, 464 Vermont . 191, 547 704, 703 196, 988 1,093,238 Massachusetts . 2, 813, 531 9, 197, 905 3, 158, 634 15, 170, 070 Rhode Island . 416, 280 1, 109, 775 330, 321 1, 856, 376 Connecticut . . . 563, 823 2, 214, 362 748, 430 3, 626, 615 New York . 11,264,956 23,971,167 6, 181, 972 41,418,095 New Jersey . 1,625, 242 4, 574, 849 1, 624, 056 7, 824, 147 Pennsylvania . 5, 198, 870 12, 552, 491 6, 603, 527 24, 354, 888 South Atlantic Division: Delaware (1899-1900) . 79, 306 279, 556 94, 808 453, 670 Maryland (1900-1901) . 127, 546 2, 044, 144 377, 807 2, .549, 497 District of Columbia . 329, 355 954, 888 256, 036 1, 540, 279 Virginia . 206, 313 1,676,777 254, 275 2, 137, 365 West Virginia . 377, 007 1, 472, 056 554, 492 2, 403, 5.55 North Carolina . 140, 496 1, 015, 459 367, 086 1, 623, 041 South Carolina . 70, 458 917, 987 57, 699 1, 046, 144 Georgia . 234, 969 1,963,397 41,881 2, 240, 247 Florida (1901-2) . 99, 462 602, 108 91,349 792, 919 South Central Divi.sion: Kentucky b . 295, 655 2, 219, 178 148, 030 2, 662, 863 Tennessee . 214, 000 1,772,177 173, 267 2, 159, 444 Alabama (1901-2) . ('^■) 948, 984 108, 922 1,0.57,906 Mississippi . 54, 007 1,573,416 241,121 196, 255 1,868,544 Louisiana . 99, 625 1, 255, 352 1,551,232 Texas . 634, 266 4, 742, 561 305,296 5, 682, 123 Arkansas . 137, 022 1, 327, 104 86, 571 1, 550, 697 Oklahoma . d 252, 926 704, 126 d 222, 357 1, 179, 409 Indian Territory « . if) 216, 732 264, 784 481,516 North Central Division: Ohio . 1,679,322 10, 047, 059 3, 964, 658 15, 691, 039 Indiana (1901-2) . 986, 652 5, 739, 150 2, 490, 280 9, 216, 082 Illinois . 4, 351, 247 12, 309, 585 3, 605, 786 20, 266, 618 Michigan . 1, 480, 642 5, 308, 373 1,988,237 8, 777, 2.52 Wisconsin . 1,333,512 4, 340, 804 1,334,843 7, 009, 1.59 Minnesota . 1, 748, 160 4, 379, 137 647, 039 6, 774, 336 Iowa . 1, 225, 905 6, 242, 926 2, 365, 488 9, 834, 319 Mis.souri . 1,713,369 6, 273, 590 1,376, 169 8, 363, 128 North Dakota : . 352, 399 1,011,560 776, 606 2, 140, 565 South Dakota (1901-2) . 218, 937 1,129, 439 499, 437 1,847,813 Nebraska . 758, 075 2, 922, 178 710, 498 4, 390, 751 Kansas (1901-2) . 521,462 3,311,005 972, 096 4, 804, 563 Western Division: Montana . 367,131 651, 738 217,384 1,236,2.53 Wyoming (1899-1900) . 27, 597 180, 386 45, 568 253, .551 Colorado (1901-2) . 400, 626 1,883,163 817, 066 3, 100, 8.55 New Mexico . 42, 192 214,251 44, 088 300, .531 Arizona . 64,248 234,682 99, 042 397, 972 Utah . 314,795 736, 955 414, 306 1, 496, 066 Nevada (1901-2) . 13, 665 168, 531 27, 288 209, 484 Idaho . (!^) 454, 131 ft 372, 467 826, 598 Washington . 1,419,814 1,815, 283 345, 695 3, 580, 742 Oregon . 227, 071 1,049,180 2.50,115 1, .526, 366 California . 1, 042, 896 5, 665, 430 1,461,839 8, 170, 165 o Includes debt paid. e Returns imperfect. b Approximately. / Not reported separately, c Included, so far as reported, in expenditure » Included in column 4. “for all other purposes.” ft Includes expenditure for sites, buildings, etc. din 1901-2. STATE SCHOOL SYSTEMS, XCIX Table 16. — {1) Expenditure per pupil {based on average attendance); {2) average daily expenditure per pupil; {3) percentage analysis of school expenditure. Expenditure per capita of average attendance. Average daily expenditure per pupil. Per cent of total ex¬ penditure devoted to — State or Territory. For sites, build¬ ings, etc. For sala¬ ries. For all other pur¬ poses. Total per pupil. For sala¬ ries only. Total. Sites, build¬ ings, etc. Sala¬ ries. All other pur¬ poses. 1 3 3 4 5 6 7 8 9 10 United States . $4.19 $14. 21 $4. 35 S22. 75 Cents. ' 9.7 Cents. 15.5 18.4 62.5 19.1 North Atlantic Division.... 8. 09 20. 16 6. 94 35. 19 11.3 19.7 23.0 57.3 19.7 South Atlantic Division .... 1.15 7. 57 1.46 10.17 6.4 8.6 11.3 74.4 14.3 South Central Division . .83 7.24 .85 8. 92 6.9 8.4 9.3 81.1 9.6 North Central Division . 3.96 15. 00 5. 02 23. 98 9.6 15.3 16.5 62.6 20.9 Western Division . 6. 15 20. 32 6. 38 32. 85 13.9 22.5 18.7 61.9 19.4 North Atlantic Division: Maine . 4.10 13. 24 2. 70 20. 04 9.3 14.0 20.4 66.1 13.5 New Hampshire(1901-2) 2.92 15. 02 «5. 75 23. 69 10.7 16.9 12.3 63.4 0 24.3 Vermont . 3. 93 14.47 4.05 22. 45 9.3 14.5 17.5 64.5 18.0 Massachusetts . 7.24 23.67 8. 13 39. 04 12.7 21.0 18.6 60. 6 20.8 Rhode Island . 8.20 21. 86 6.51 36.57 11.3 19.0 22.4 59.8 17.8 Connecticut . 4.73 18. 57 6.28 29. 58 9.8 15.7 16.0 62.8 21.2 New York . 12.14 25. 82 6.66 44. 62 13.7 23.7 27.2 57.9 14.9 New Jersey . 7.09 19.96 7.08 34.13 10.4 17.9 20.8 58.4 20.8 Pennsylvania . 5. 88 14.20 7. 47 27.55 8.5 16.6 21.4 51.5 27.1 South Atlantic Division: Delaware (1899-1900) ... b3.13 6 11. 05 6 3. 75 6 17. 93 6 6.5 610.5 17.5 61.6 20.9 Maryland { 1900-1901) . . . .94 15. 08 2.79 18. 81 7.9 9.9 5.0 80.2 14.8 District of Columbia. . . . 8. 66 25. 10 6. 73 40. 49 14.4 23.3 21.4 62.0 16.6 Virginia . West Virginia . . .92 2.42 7.46 9. 47 1.13 3.57 9.51 15. 46 6.1 7.7 7.8 12.6 9.6 15.7 78.5 61.2 11.9 23.1 North Carolina . C.52 c3. 78 0 1.36 o5. 66 c4.3 C6.5 , 9.2 66.7 24.1 South Carolina . .34 4.38 .28 6. 00 4.8 5.4 6.7 87.8 5.5 Georgia . .76 6.33 .13 7.22 5.4 6.1 10.5 87.6 1.9 Florida (1901-2) . 1.31 7.90 1.20 10.41 7.6 10.0 12.6 75.9 11.5 South Central Division: Kentucky 6 . .95 7. 16 .48 8.59 8.0 9.5 11.1 83.3 5.6 Tennessee . .62 5.17 .51 6.30 5.4 6.6 9.9 82.1 8.0 Alabama (1901-2) . (d) 3. 96 .45 4.41 3.9 4.3 89.7 10.3 Mississippi . .23 6.75 1.03 8.01 5.5 6.5 2.9 84.2 12.9 Louisiana . .64 8. 06 1.26 9. 96 6.2 7.7 6.4 80.9 12.7 Texas . 1.43 10.66 .69 12. 78 9.2 11.0 11.1 83.5 5.4 Arkansas . .64 6.22 .41 7.27 6.8 7.9 8.8 85.6 5.6 Oklahoma . C2.98 8. 29 0 2. 62 13.89 9.3 15.6 C21.4 59.7 C18.9 Indian Territory c . (/) 6 14. 61 617.86 6 32. 47 6 9.2 6 20.5 if) 45.0 55.0 North Central Division: Ohio . 2.73 16.36 6.45 25. 54 9.9 15.5 10.7 64.0 25.3 Indiana (1901-2) . 2.37 13. 76 5.97 22.10 6 9.4 6 15. 1 10.7 62.3 27.0 Illinois . 5. 76 16.30 4.78 26.84 10.2 16.8 21.5 60.7 17.8 Michigan . 3.69 13.23 4.96 21.88 8.0 13.3 16.9 60.5 22.6 Wisconsin . 4.73 15. 39 4.73 24. 85 8.5 13.8 19.0 61.9 19.1 Minnesota . 6.70 16. 79 2. 48 25. 97 10.6 16.4 25.8 64.6 9.6 Iowa . 3.42 17.42 6.60 27.44 10.9 17.1 12.5 63.5 24.0 Missouri . 3.68 11.34 2.96 17.98 7.8 12.3 20.5 63.1 16.4 North Dakota . 6.22 17.86 13. 71 37.79 11.9 25.2 16.5 47.2 36.3 South Dakota (1901-2).. 3.01 15. 50 6.86 25. 37 11.7 19.2 11.9 61.1 27.0 Nebraska . 4. 29 16.54 4. 02 24.85 9.9 14.9 17.3 66.5 16.2 Kansas (1901-2) . 1.91 12.12 3.56 17. 59 9.6 14.0 10.9 68.9 20.2 Western Division: Montana . 11.66 20.71 6. 91 39.28 619.4 6 36.7 29.7 52.7 17.6 Wyoming (1899-1900) . . . 6 2. 86 6 18. 69 6 4. 72 6 26. 27 617.0 6 23.8 10.9 71.1 18.0 Colorado (1901-2) . 4. 55 21.40 9. 29 35. 24 14.0 23.0 12.9 60.7 26.4 New Mexico . 1.62 8.22 1.69 11.53 9.3 13.1 14.0 71.3 14.7 Arizona . 5.30 19.35 8.17 32.82 15.1 25.6 16.2 58.9 24.9 Utah . 6. 05 12.92 7.26 26.23 9.2 18.7 23.0 49.3 27.7 Nevada (1901-2) . 6 2.58 6 31.80 6 5. 15 6 39. 53 6 20.4 6 25.4 6.5 80.5 13.0 Idaho . (S') 13.21 6 10. 83 24.04 6 10.6 6 19. 4 (0) 54.9 h 45. 1 Washington . 14. 04 17.96 3.42 35. 42 15.5 30.5 39.6 50.7 9.7 Oregon . 3. 54 16. 34 3. 89 23. 77 10.6 15.5 14.9 68.7 16.4 California . 4.90 26.61 6.87 38.38 15.1 21.8 12.8 69.3 17.9 a Includes debt paid, b Approximately, cin 1901-2. Included, so far as reported, in expenditure for “all other purposes.” e Returns imperfect. /Not reported separately. S' Included in column 4. h Includes expenditure for sites, buildings, etc. c EDUCATION REPORT, 1903. Table 17. —Arnonuf expended for common schools each year .^ince 1869-70. Expended for — 18(39-70 . . 1870- 71 .. 1871- 72 . . 1872- 73 . . 1873- 74 . . 1874- 75 .. 1875- 70 - . 1870-77 . . 1877- 78 . . 1878- 79 . . 1879- 80 .. 1880- 81 . . 1881-82 . . 1882- 83 . . 1883- 84 . . 1884- 85 . . 1885- 80 .. 1880-87 . . 1887- 88 . . 1888- 89 . . 1889- 90 . . 1890- 91 . . 1891- 92 . . 1892- 93 . . 1893- 94 . . 1894- 95 . . 1895- 90 . . 1890-97 . . 1897- 98 . . 1898- 99 . . 1899- 1900 1900- 1901 1901- 2 . . . 1902- 3 Year. Sites, build¬ ings, furni¬ ture, etc. Teachers’ and superin¬ tendents’ salaries. All other purposes. Total expenditure. S23, 395, 024 20, 207, 041 20, 448, 047 29, 344, 559 30, 294, 130 30, 007, 088 29, 430, 940 32, 590, 112 32, 370, 470 31,415,233 31, 229, 308 35, 450, 820 39, 872, 278 39, 902, 803 40, 289, 074 S37, 832, 500 42, 580, 853 45, 935, 081 47, 932, 050 50, 785, 050 54, 722, 250 55, 358, 100 54, 973, 770 50, 155, 133 54, 039, 731 55, 942, 972 58, 012, 403 00, 594, 933 04, 798, 859 08, 384, 275 72, 878, 993 70, 270, 434 78, 039, 904 83, 022, 502 87, 508, 300 91, 830, 484 90, 303, 009 100, 298, 250 104, 500, 339 109, 202, 405 113, 872, 388 117,139,841 119, 310, 503 124, 192, 270 129, 345, 873 137, 087, 740 143, 378, 507 151,443,081 157, 110, 108 $22, 403, 190 24, 743, 093 20, 174, 197 29, 310, 588 33, 292, 750 32, 499, 951 33,709,012 35, 995, 290 38, 085, 408 39, 579, 410 41, 820, 052 44, 272, 042 40, 855, 755 48, 058, 443 »03, 390, 006 69, 107, 612 74, 234, 476 70, 238, 404 80, 054, 286 83, 504, 007 83, 082, 578 79, 439, 826 79, 083, 260 76, 192, 375 78, 094, 687 83, 642, 964 88, 990, 466 96, 750, 003 103,212,837 110, 328, 375 113, 322, 545 115, 783, 890 124.244.911 132, 539, 783 140, 500, 715 147, 494, 809 155, 817, 012 164, 171, 057 172, 502, 843 175, 809, 279 183, 498, 905 187, 682, 269 194. 292. 911 200, 154, 597 214,904,618 227, 522, 827 238, 262,299 251, 457, 625 aSubject to eorreetiun. STATE SCHOOL SYSTEMS, Cl Table 18. — (1) School expenditure per capita of population; {2) same per capita of average attendance. Expended per capita of population. Expended per pupil. Year. United States. North Atlantic Division. South Atlantic Division. South Central Division. North Central Division. Western Divi¬ sion. United States. North Atlantic •Division. South Atlantic Division. South Central Division. North Central Division. Western Divi¬ sion. 1870-71 . $1.75 $2.38 $0. 63 $0.73 $2.14 $2.15 $15. 20 $18. 31 $10. 27 $9. 06 $14. 87 $21. 87 1871-72 . 1.83 2. 40 .68 .81 2.31 2.27 15. 93 18. 86 10.46 9. 08 16.36 23. 57 1872-73 . 1.84 2.44 .68 .74 2.31 2. 42 16.06 19. 89 9. 25 8. 39 16.53 25. 04 1873-74 . 1.88 2.51 .76 .68 2. 38 2. 40 15. 85 19.89 9. 01 7.55 16. 57 24. 36 1874-75 . 1.91 2. 55 .80 .73 2. 36 2.76 15. 91 20. 17 8.98 7.51 16.69 26. 85 1875-76 . 1.85 2.45 .79 .55 2.37 2.78 15.70 19. 14 8.65 6.70 16. 91 26. 35 1876-77 . 1.72 2.29 .72 .51 2.21 2.61 14.64 17.89 7.68 6.25 15. 93 24. 69 1877-78 . 1.67 2. 15 .70 .56 2. 14 2. 73 13. 67 16.55 7.21 5.98 15. 08 25. 82 1878-79 . 1.56 2. 03 . 63 .55 2. 00 2. 53 12.97 16.05 6.76 5. 65 14. 22 23. 39 1879-80 . 1.56 1.97 .68 .55 2.03 2. 41 12.71 15. 64 6.60 5.40 14. 39 22. 59 1880-81 . 1.63 2.08 .72 .58 2. 09 2. 54 13.61 17. 14 7.22 5.72 15. 19 23.81 1881-82 . 1.70 2.11 .78 .64 2. 19 2. 59 14. 05 17.35 7.63 6.25 15. 79 24. 32 1882-83 . 1.80 2.22 .82 .68 2.34 2. 74 14.55 18. 17 7.46 6.17 16.69 25. 39 1883-84 . 1.88 2. 25 .84 .74 2.48 2. 83 14.63 18. 37 7.44 6.26 16.90 24.69 1884-85 . 1.96 2. 38 .88 .82 2. 53 2. 90 15. 12 19.19 7.32 6.74 17.53 26.31 1885-86 . 1.97 2. 36 .88 .87 2.54 2.88 15.06 19.11 7. 33 6. 93 17.45 25. 52 1886-87 . 1.97 2.35 .90 .87 2.55 2. 76 15.07 19. 38 7.33 6.88 17.45 24. 85 1887-88 . 2.07 2. 48 .95 .87 2. 68 2. 96 15. 71 20. 60 7. 61 6.60 18.29 27. 38 1888-89 . 2.17 2.59 .98 .94 2.76 3.28 16. 55 21. 64 7. 77 7.12 19.30 29. 37 1889-90 . 2.24 2. 76 .99 .97 2. 81 3. 37 17. 23 23.58 7.78 7.28 19. 70 30. 57 1890-91 . 2.31 2.78 1.06 1.04 2.85 3. 91 17. 54 23.66 8. 52 7.78 19. 42 33.42 1891-92 . 2.40 2.90 1.06 1.07 2.94 4.20 18.20 24.89 8.74 7.82 20.13 33. 55 1892-93 . 2.48 3. 02 1.09 1.06 3.06 4.20 18.58 25. 01 8.65 7.72 20. 62 33. 57 1893-94 . 2.55 3.13 1.12 1.09 3. 23 3.77 18. 62 26. 21 8. 61 7.58 21. 29 29. 06 1894-95 . 2.55 3.28 1.11 1.09 3. 13 3. 67 18. 41 26.84 8. 58 7. 69 20. 26 27.32 1895-96 . 2. 62 3. 49 1.13 1.10 3.12 3. 73 18.76 28.45 8.87 7. 60 20. 09 27.16 1896-97 . 2. 63 3.65 1.17 1.04 3.06 3.56 18.67 28.77 9.32 7.09 19. 75 25. 86 1897-98 . 2. 67 3. 75 1.19 1.03 3. 07 3.81 18.76 29. 34 8. 97 7.09 19. 47 28.29 1898-99 . 2.70 3. 71 1.24 1.04 3. 15 3. 84 19.38 29. 28 9.96 7.17 20. 62 28. 50 1899-1900 . 2. 84 3. 99 1.24 1.08 3. 27 4.21 20. 21 31.82 9. 61 7.32 21.12 30. 98 1900-1901 . 2. 94 4.20 1.28 1.10 3.38 4.25 21.23 33. 70 9.53 7.78 22.46 30. 93 1901-2 . 3.03 4.22 1.33 1.16 3. 52 4.62 21.53 33. 39 9.91 8.16 22. 83 32. 26 1902-3 a . 3. 15 4. 44 1.34 1. 22 3.61 4.80 22. 75 I 35. 19 10. 17 8.92 23. 98 32. 85 a Subject to correction. ClI EDUCATION KEPOET, 1903. Table 19. — Wealth and school expenditure, 1880 and 1890. state or Territorj’. True valuation of real and personal property. « Expenditure for public schools (excluding debt paid). Expended for public schools on each $100 of true valua¬ tion of all real and personal property. 18H0. 1890. 1880. 1890. 1880. 1890. Cents. Cents. $43, 642, 000, 000 $64, 829, 040, 611 $78,094,687 $140,506,715 17.9 21.7 17, 533, 000, 000 21,435,491,864 28, 538, 058 48, 023, 492 16.3 22.4 3, 759, 000, 000 5, 132, 980, 666 5, 130, 492 8, 767, 165 13.6 17.1 3, 882, 000, 000 6, 193, 230, 433 4, 872, 829 10, 678, 680 12.6 17.2 16, 186, 000, 000 25, 255, 915, 549 35, 285, 635 62, 823, 563 21.8 24.9 2, 282, 000, 000 6,811,422,099 4, 267, 673 10, 213, 815 18.7 15.0 511,000, 000 489, 134, 128 1,067,991 1, 327, 553 1 20.9 27.1 363, 000, 000 325, 128, 740 565, 339 844, 333 15.6 26.0 302, 000, 000 265, 567, 323 446, 217 711,072 14.8 26.8 2, 623, 000, 000 2,803,645, 447 4, 983, 900 8, 286, 062 18.9 29.6 400, 000, 000 604, 162, 362 526, 112 884, 966 13.2 17.6 779, 000, 000 835, 120, 219 1, 408, 375 2, 157, 014 18.1 2.5.8 6, 308, 000, 000 8,676,701,991 10, 296, 977 17, 543, 880 16.3 20.5 1, 305, 000, 000 1, 445, 285, 114 1, 873, 465 c3, 340, 190 14.4 23.1 4, 942, 000, 000 6, 190, 746, 550 7, 369, 682 12,928,422 14.9 20.9 136, 000, 000 175, 678, 795 207, 281 275, 000 15.2 15.7 837, 000, 000 1, 085, 473, 048 1, 544, 367 1, 910, 663 18.5 17.6 220, 000, 000 343, 596, 733 438, 567 905, 777 19.9 26.4 707, 000, 000 862, 318, 070 946, 109 1,604,509 13.4 18.6 350, 000, 000 438, 954, 881 707, 553 1, 198, 493 20.2 27.3 461, 000, 000 584, 148, 999 376, 062 714, 900 8.2 12.2 322, 000, 000 400, 911, 303 324, 629 450, 936 10.1 11.2 606, 000, 000 852, 409, 449 471, 029 1, 190, 354 7.8 14.0 120, 000, 000 389, 489, 388 114, 895 516, 533 9.6 13.3 902, 000, 000 1, 172, 232, 313 1, 069, 030 2, 140, 678 11.9 18.3 705, 000, 000 887, 956, 143 744,180 1,526,241 10.6 17.2 428, 000, 000 622, 773, 504 500, 000 890, 000 11.7 14.3 354, 000, 000 454, 242, 688 830, 705 1, 109, 575 23.5 24.4 382, 000, 000 495, 301, 597 411, 858 817, 110 10.8 16.5 825, 000, 000 2, 105, 576, 766 1,030,000 3, 178, 300 12.5 15.1 286, 000, 000 455, 147, 422 287, 056 1,016,776 10.0 22.3 3, 238, 000, 000 3,951,382,384 7, 166, 963 10, 602, 238 22.1 26.8 1,681,000,000 2, 095, 176, 626 4, 491, 850 5,245,218 26.7 25.0 3, 210, 000, 000 5, 066, 751, 719 7, 014, 092 11, 645, 126 21.9 23.0 1,580,000,000 2, 095, 016, 272 2, 775, 917 5, 349, 366 17.6 25.5 1, 139, 000, 000 1, 833, 308, 523 2, 177, 023 3, 801, 212 19.1 20.7 792, 000, 000 1,691,851,927 1,328,429 4,187,310 16.8 24.7 1, 721, 000, 000 2, 287, 348, 333 4, 484, 043 6, 382, 953 26.1 27.9 1,562,000,000 2, 397, 902, 945 2, 675, 364 5, 434, 262 17.1 22.7 1 118, 000, 000 / 337, 006, 506 t 425, 141, 299 1 245, 000 / 626, 949 1 1,199,680 }- 20.8 f 18.6 t 28.2 385, 000, 000 1,275, 885, 514 ^ 1,108,617 3, 376, 3.32 28.8 26.5 760, 000, 000 1, 799, 343, 501 1, 818, 337 4, 972, 967 23.9 27.-6 40, 000, 000 4.53, 135, 209 78, 730 364, 084 19.7 8.0 54, 000, 000 169, 773, 710 28, 505 225, 000 5.3 13.3 240, 000, 000 1,145,712,267 395, 227 1,681,379 16.5 14.7 49, 000, 000 231,459,897 28, 973 85, 000 5.9 3.7 41,000, 000 188, 880, 976 61,172 181,914 14.9 9.6 114, 000, 000 349,411,234 132, 194 394, 685 11.6 11.3 156, 000, 000 180, 323, 668 220, 245 161,481 14.1 9.0 29, 000, 000 207, 896, 591 38, 411 169, 020 13.2 8.1 62, 000, 000 760, 698, 726 112, 615 958, 111 18.2 12.6 154,000, 000 590, 396, 194 307, 031 805, 979 19.9 13.7 1,343,000, 000 2, 533, 733, 627 2, 864, 571 5, 187, 162 21.3 20.5 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 . Pennyslvania . 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 . b Includes debt paid, if any. c Amount of revenue. a From United States census reports. STATE SCHOOL SYSTEMS, CHI Diagkam 5. — Number of secondary students in public and private secondary schools. CIV EDUCATION KEPORT, 1903, Dia(;ram 6. — Per cent of population enrolled as secondary students in private and public secondary schools for a series of years. Per Cent. Per cent in — Year. Public Private Total. high high schools. schools. IHll . 0. 097 1872 . .120 1873 . .137 1874 . .145 1875 . .157 1876 . "’’o.’orjr .164 0.215 1877 . .054 .160 .214 1878 . . 059 .155 .214 1879 . . 056 . 152 .208 1880 . . 053 .151 .204 1881 . .071 . 156 . 227 1882-83... . 074 .166 .240 1883-84... .063 .174 .237 1884-85. . . .063 .173 .236 1885-86... .122 .150 .272 1886-87... . 136 .142 .278 1887-88... .194 .116 .310 1888-89... . 205 .130 .335 1889-90... .324 .152 .476 1890-01... .331 .154 .485 1891-92... .369 .155 .524 1892-93... .383 . 154 .537 1893-94... . 425 .174 .599 1894-95... .509 .172 .681 1895-96. . . . 539 .151 .690 1896-97... . 574 . 151 .725 1897-98... .618 .145 . 763 1898-99... .642 .140 .782 1899-1900. . 687 .147 .834 1900-1901. .701 . .140 .841 1901-2.... .701 .133 .834 1902-3.... .741 .128 .859 STATE SCHOOL SYSTEMS. cv Diagram 7. — Showing number of college students each gear since 1872. evi EDUCATIOIS' KEPOET, 1903. Diagram 8. — Showinij what per cent of the total population ivas enrolled as college students during each year since 1872. ^y/% / 7k‘’^/% ■mofi% m^rn ■m°fl% 1 School year. Per cent. ■ko'^fn / 1872. 1 0. 059 T 1873 .074 1 s s s 1874. 1875. 1876. 1877. .076 .074 .072 .071 1878.. . 1879.. . 1880.. . 1881... 1882-83 .079 .078 .078 .076 .074 m°fi% 1883- 84 1884- 85 1885- 86 1886- 87 1887- 88 .075 .076 .070 .071 .071 ^o°fl% 1888-80 1889- 90 1890- 91 1891- 92 1892- 93 1893- 94 1894- 95 1895- 96 1896- 97 1897- 98 1898- 99 1899- 19C 1900- 19C 1901- 2.. 1902- 3.. . U/D .088 .093 .102 .108 .114 .119 .123 .122 .126 .126 .132 .135 .138 .143 ^of!% ■^o°n% # i6'. 11. m°fn STATE SCHOOL SYSTEMS, evil Table 20. — Permanent school funds and school lands. Permanent Productive school Total Unproductive school lands. value of lands. common State or Territory. school funds, State and local. a Acres un¬ der lease. Estimated value of same. permanent funds and productive lands. Acres not under lease. Estimated value of same. 1 2 3 4 I 5 6 7 $177,488,515 21,584,702 4, 122, 665 • 45, 213, 100 94, 797, 025 11,771,023 North Atlantic Division: 442, 758 («') 0 0 (b) 0 0 1, 041, 684 4, 670, 548 255, 451 2, 304, 629 8, 587, 661 4,281,971 0 $579, 712 $1,621,396 0 0 New York (1900-1901) .... (^) («) South Atlantic Division: Delaware (1896-97) . d 350, 000 0 0 d 350, 000 0 0 District of Columbia . 0 0 0 0 0 0 Virginia . 1, 783, 828 el, 000, 000 0 0 1, 783, 828 0 0 West Virginia . North Carolina (1901-2) . . . South Carolina . . 194, 159 0 0 194,159 600, 000 $500, 000 Georgia . if) 794, 678 (») 0 Florida (1901-2) . 0 794, 678 257, 925 322, 406 South Central Division: Kentucky (1901-2) . 2, 315, 627 2, 512, 500 2, 135, 313 3, 466, 667 Tennessee . 1 Alabama . Mississippi . Louisiana . Texas . 33, 664, 993 1,118,000 11, 848, 500 12, 735, 813 46, 400, 806 7, 000, 000 7, 000, 000 Arkansas . Oklahoma . 1, 203, 421 Indian Territory . North Central Division: Ohio (1901-2) . 4, 003, 677 10, 498, 716 17, 429, 569 5, 113, 008 3, 755, 668 15, 180, 795 4,755, 045 13, 023, 997 1,418,629 4, 079, 439 7,537,834 8, 000, 648 Indiana . Illinois . Michigan . 0 0 5, 113, 008 3, 755, 668 15, 180, 795 82, 601 Wisconsin . 0 0 32, 198 982, 324 180, 000 5, 423, 013 Minnesota . 0 0 Iowa . Missouri . North Dakota (1901-2; _ South Dakota . 1, 192, 115 1, 939, 258 200, 160 fill, 921, 150 6, 000, 000 600, 480 16, 000, 589 13, 537, 834 8, 601, 128 681, 240 1,340 310, 280 h6, 812, 400 5, 000 930, 840 Nebraska . Kansas . Western Division: Montana . 618, 777 48, 000 1, 476, 638 1, 309, 925 2, 500, 000 1, 004, 580 3, 118, 777 1, 052, 580 1, 000, 000 1, 500, 000 1, 345, 990 Wyoming (1899-1900) _ Colorado . 2, 691, 980 1, 675, 000 2, 477, 440 41,251,901 0 1, 720, 000 949, 760 3, 440, 000 1, 187, 200 4, 691, 901 1, 187, 200 3, 350, 000 3, 096, 800 New Mexico . Arizona . Utah . 370, 384 1,701,369 1, 241, 968 65, 908 96, 850 467, 234 2, 026, 318 2, 026, 318 Nevada . Idaho . 57, 584 550, 000 575,840 3, 300, 000 1, 817, 808 5, 214, 132 942, 416 9, 424, 160 8, 400, 000 Washington . fc 1,914, 132 983, 292 3, 641, 200 Oregon . California (1901-2) . a Including unpaid principal due on contracts for purchase of school lands. bSome local funds; amount not known. c Riparian lands; amount not determined, d Approximately. eTo be limited to $1,000,000 by constitutional amendment of 1902. / Half the Western and Atlantic R. R. and some stock of the Georgia R. R. 0 Oyster lands; amount not known. h Constitutional minimum price $10 per acre, fin 1901-2. fc Value at last report. 1^.1 i . « ■ i fc.' r i-i . 'A -- ■V .'■ ,- .. '‘•C r" , '■ '■ 'i- ‘I';!,', ‘ '^■'"•~>^c •Vie ■•'• . y -?...■ A- W'iia^s;" iii"' :?:,*' *V‘ - A' -.' . ■ .viJA.■^.^.>A CHAPTER I VACATION SCHOOLS, PLAYGROUNDS, AND SETTLEMENTS. By Hein'ry S. Curtis, Ph. D. CONTENTS. I. — Va.cation Schools. Page. 1. Introductory, The cliildren of the jioor in our great cities . 2 2. Development of vacation schools . . . . . . 4 3. Course of study . . . . . . . . . . 5 ( а ) Manual training _ _ 6 (б) Nature study _ _ 7 (c) City history and geography . . 8 (d) Excursions _ 8 (e) Storytelling _ 8 (/) Music... _ _ 8 (g) Scholastic work _ 8 4. Attendance _ _ _ _ 9 5. Social and moral culture _ _ _ _ _ 9 6. Eeference books _ _ _ _ _ _ 9 li.— Playgrounds. 1. General conditions _ (a) German playgrounds . . . (b) French playgrounds _ (c) English playgrounds _ (d) Scotch playgrounds . . . . . (e) American playgrounds . . . 2. Needs of our American cities . (а) Municipal and school playgrounds (б) Tenement playgrounds. . S. What has been done . . (a) Park playgrounds . . . . (b) Municipal jday grounds. . . . . (c) The Schwab iilayground . . . (d) School playgrounds . . . . . . (1) Varieties of playgrounds _ (a) School yards . . (b) Evening play centers . . (c) Roof playgrounds . . (d) Outdoor gymnasia . . (e) Recreation piers . (/) Swimming baths . . (2) Playground session . . . (3) Attendance _ (4) Teaching children to play _ ED 1903- 9 9 11 11 12 12 12 13 13 14 14 14 15 16 16 16 17 17 17 18 18 18 18 19 1 1 2 EDUCATION EEPOKT, 1903. Page. i. Activities of school playgrov.ncls _ _ _ 19 (a) Kimlergartens _ 19 C>) Library.- _ 20 (c ' Industrial work _ 21 {(J) Gymnastics and. games _ 21 5. Social conditions in the Tilayground _ _ _ 22 (f') Cleanliness _ 22 (b ) Politeness. _ _ _ 22 (,(•) Justice _ 23 (d; Stealing _ 23 (c) Ga,ngs _ 23 (/ ) Profanity, obscenity, and cruelty _ _ _ _ _ _ 23 ([/) Playground spirit _ _ _ _ _ _ _ 21 (/ ) Discipline . . . . . . . . 24 ( /) Social an d moral influence . . . . . . . . 24 6. General considerations _ _ _ _ _ _ _ _ _ 24 (ff ) Salaries and appointments _ _ _ _ _ 24 (b) Yahie of directed play _ _ _ _ _ _ _ 24 (c) Is it -worth while? . . . . . . . . . 24 ((?) Who should control’. _ 25 (c ) Games in the curriculum . . . . . . . . . 23 (f) Normal training for vacation workers _ 26 7. Psychology of play _ 28 8. Valu.e of play _ 27 9. PoferGnee books _ 23 III.— Settlements. 1. nistory of tke movement _ 28 (o) In England _ _ _ 29 (/>) In Scotland _ _ _ _ _ _ 30 (c) In Germany _ _ _ _ _ _ _ 30 (d) In America _ _ _ 30 2. Allied institutions _ _ _ _ _ _ _ _ _ _ _ SI 3. Aims of settlements _ _ 31 4. Aims of settlement workers _ _ _ 32 5. Life of a resident _ _ _ 83 6. Activities of settlements _ _ _ 34 (a) Legal aid society _ _ 34 (b) Provident loan society _ _ _ 34 (c) Penny provident bank _ _ _ 34 ((?) The kindergarten _ _ _ _ _ _ _ _ _ 34 (c) The creche - - - - - 34 (/) The trained nurse _ _ _ _ _ _ _ 35 (g) Lccture.s and classes - - - - - - 35 (h) Art - - 35 (/) Libraries... . 35 (J) Probation work . . . . . . . . . . . . ,35 (/t ) Club work . . . . . . . . . 35 (?) Vacation homes and summer camps . . . . . 37 7. Permanence of settlements - 37 8. Re.sults - 37 9. lieferences . 38 I. — VACATION SCHOOLS. INTRODUCTORY — THE CHILDREN OF THE POOR IN OUR GREAT CITIES. In order to nnder stand tlie movement for vacation schools and playgrounds in America, it is necessary to understand the conditions out of which this movement has grown. Fe5V i^eople, perhaps, hare fully realized how artificial child life has become in onr great cities. The change from conntry to village, from village to city, and VACATION SCHOOLS. 3 from city to metropolis has been so gradual that, like the frog that is slowly boiled alive in the laboratory experiment, we have not realized it. Our cities ha,ve failed to make any provision foj‘ the play of children, nor have they striven to retain for them &J1 environment of nature. The country child lived vutli the trees, flov/ers, and animals; he was acted upon by all of those natural forces by v/liicli our |)riniitive ancestors were surrounded and to vdiich the brain most readily responds. Ee could hunt, fish, and swim in the streams and climb the trees. There was always ample space, if there was not always ample time, for play. On these conditions the Zeitgeist has laid his iron hand. The village had its trees and lawns and its open lots for the children to play, but in the city the dooryards of the village had disappeared. The entire block became one solid square of masonry, built even vdth the sidewalk. Too often the interior of the block v/as filled with tenements or factories, until not even a blade of grass remained. The open-space xday ground of the village was sacrificed to this same demon of gain, so that there was a section in blew York, until four years ago, containing' 500,000 inhabitants without a single open space for play. But the process of change has not stopped here. The price of land has made rent high, and xioor families have had to content themselves with trvo or three rooms. These rooms have been made small in order that a maximum of rent iier floor space might be secured. There vtas no longer any vfork for the children to do. When amid these conditions the long summer vacation came, there v/ere tv/elve Y/eeks in Yn^McIi there was no x>lace for the children of the poor but to remain in the iiarroYf tenements or roam the streets. Each of these alternatives was almost unendurable. The homes of the poor in cities like New York are located on nar¬ row streets, which are very seldom shaded by trees; the liallv/ays are iiarrov/ and dark; the rooms are insnihciently lighted; and the kitchen and dining room in one, is the only living room of the family. The chairs are apt to be iiiled v/ith clothes and the table covered with the remnants of the x>i’evious meal. As a family does not usually occupy one whole flat, it is generally iinx^cssible to venti¬ late a two or three room apartment properh/. The heat is reflected up from the narrow street and from the buildings across the way until the rooms become nnhearable on a hot day and the children can not remain in them. The alternative left the child is the street, hut this was far from being a temxjtiiig alternative. The narrov/ streets become like ovens under the scorching rays of the sun, vTiich beat down from above and reflect from the buildings at the sides. These streets can not he kept as. clean as in better neighborhoods on account of the volume of the traffic and the obstacles in the way of the sweepers. Each gust of wind raises a cloud of dust, v^^hicli analysis proves to he 95 per cent horse mannre, to fill the eyes and lungs of the children. This results in inflammation of the eyelids and other eye conix^lications. Analysis a.lso shows that this dust nearly always contains the germs of consuinxotion, and the susceptible are exposed to this further peril. Commissioner Woodbury, of New AYrk, found as high a number as 185,000 germs x^er cubic centimeter in the air of some slum streets, vs^hile there were only 8 or 10 germs per cubic centimeter on iipx)er Madison avenue. But there are other serious objections to slum streets as playgrounds. Filthy streets make filthy children. kVhere there is stone x^aving it is almost imx^ossible for the children to run ux^on it. They are always interrupting the traffic. In the naiTov/ streets of the east side in New York, where there is often a row of push carts at the curb on each side, there has been very little ox)en si:)ace of which the children could avail themselves. Even if a free space can be found, play is always dangerous, as the children are always liable to be run over by cars or recklessly driven drays. The imiiiber of accidents to children alv/ays trebles or quadrax3le3 4 EDUCATION EEPORT, 1903. tlie ^veek after school closes. But eA’en if the street game were not dangerous, it always has a had effect upon the child. His game is always being interrupted by the traffic of the street; so he comes to play in a listless way; and almost any good game he might seek to play, such as baseball, is against the law and renders him liable to arrest. The education of the street does not lead to a love of the beautiful or the good, and it has little intellectual value. Physically it means overstimulation of nerves and dangers from heat and dust. Intellectually it gives a certain alert¬ ness and cunning, but causes distrust. There is not much in the sight of x)assing trucks and push carts or beer wagons that can have a high intellectual value or exert an elevating influence. The manners of the street are derived from its law of success — to push yourself forward and grab the thing you want. Its moral code is, •• They should take vrho have tlie power, and they should keep v/ho can,” If one of these crov/ded sections in which there has been no provision made for the children be visited in vacation time, scores of the children will be seen sitting listlessly on the steps of the tenements or playing half-hearted games on the streets. Many will be seen pitching x^ennies, or at games of cards, or j^laying craps, desxhte the law. The sight of boys stealing fruit is not infrequent. There is always a tendency for the boys of a neighborhood to organize into gangs for purposes that are not always good. The writer has dealt with these conditions thus fully because out of them arises tlie great child iiroblem of city life which all the social agencies are trying to solve. It is this condition out of which has grown all of our vacation work, including vacation schools, xday grounds, fresh-air v7ork, boys’ camps, etc. DEVELOPMENT OF VACATION SCHOOLS. In the large meaning of the words “ vacation schools ” would include all schools carried on in vacation time, but as the words are generally used they do not ajiply to the summer schools of universities, teachers’ institutes, Chautauquan circles, etc. The term “ vacation schools ” is also often used to apply to both vacation schools in the narrower sense and playgrounds. As the words are here used the name refers to schools for children carried on for the most part in the class rooms of the regular schools during the summer vacation. In nearly every case these schools are situated in the most densely crowded jiarts of our larger cities. The vacation school v'as the first feature of our summer v/ork to be developed. The conditions being such as I have described, it is not strange that the work was started in the first instance in nearly every case by xihilanthropic societies. The first vacation school of which the veriter can find any record was started in the old First Church of Boston in 18GG. The work was begun in New York by the Society for Imjjroving the Condition of the Poor in 1894. It was begun in Chicago in 1896; in Brooklyn, Hartford, and Cleveland in 1897. Baltimore, Philadelphia, Buffalo, Indianaxiolis, and many others started these schools in 1898. In a num¬ ber of cities the work was carried on by x^layground or vacation school societies vrhich were formed for this xmrxiose; in others it veas maintained by wmmen's clubs or civic clubs. For the last five years there has been a very strong tendency for the school systems of the various cities to include vacation schools as a part of their regular work. During the summer of 1902 probably in one-half or one- third of the cities which had vacation schools the work was under the direction of the suxierintendent of schools, and in a large xiroxiortion of the others a part or the whole of the money needed for carrying on these schools v>ms furnished by the school boards. The x)ublic school buildings were used in nearly every case. The first vacation school to be maintained as a part of a school system was in Newark in 18SG. In the summer of 1903 nearly every city in the United States of 100,000 inhabitants maintained vacation schools. The writer has been unable to gather VACATION SCHOOLS. 5 definite information as to just liowmany and wliicli ones of the smaller cities sup¬ port such schools, hut the nmnher wonld T)robably exceed 200. New Orleans, 'which begins this work this snininer, is the last large city to take it np. If we look for the cause of the very rapid development of vacation schools dur¬ ing the last five years, I think we shall find it in the action of the board of educa¬ tion of New York in taking over, in the year 1898, the 10 vacation schools of the Society for Improving the Condition of the Poor. Superintendent Stewart -was placed in charge and given sufficient funds to show the possibilities of the move¬ ment. Superintendent Stewart, being a man of unusual originality and thoroughly in touch with the movement, made such a success of the v/orkthat all the leading papers had frequent articles about it and ijublic interest was awakened all over the country. The work in New York arising from a graver need seems to be flourish¬ ing more vigorously than elsewhere. In the summer of 1901 there were over 1,000 teachers in its vacation schools and plaj^grounds and nearly $100,000 was expended. During the summer of 1903 Nevr York maintained 58 vacation schools, which employed 1,400 teachers. While I have not seen any estimate of the cost of vacation schools for 1903, it will certainly largely exceed $100,000, and in the budget for 1904 an increase of $183,000 above the budget for 1903 is asked for. There is now a special superintendent who devotes all her time to this work and the evening play centers, v/hich are carried on throughout the year. It is impossible to predict just hovr far this v/ork is to spread in this country, but the present indications are that every city in the North of 15,000 to 20,000 inhabitants will soon have vacation schools and that these schools v/ill also exist in many villages of from 3,000 inhabitants upward. It dees not seem likely that this movement is to take as deep root abroad as in America, because the summer vacation is so much shorter there, and much better provision for the children is generally found in the parks, municipal playgrounds, school playgrounds, etc. Ho’wever, a vacation school was started by Mrs. Humphrey Ward at the Passmore Edwards Settlement at Tavistock Place, Eng¬ land, in the summer of 1903. The experiment veas a great success and is to be continued. There is a. movement to start vacation schools in A^msterdam. There seem to be no vacation schools in Canada, nor can the v/riter get word of any being started in Mexico or in any South American country, though there is a movement to start such schools in Buenos Ayres. COURPJE OF STUDY. The vacation schools have been experiment stations, and there has been little uniformity in the courses of study in the past. At first the idea was simply to keep the children off the street and keep them occupied, a merely negative aim. It soon becan-e evident, however, that if anything was to be done it was best to do something worth v/hile. As soon as educators came to consider the problem carefully they saw it was not merely a question of keeping the children off the street that was before them, but that they also had the i^roblem of supx:»lying the children with something that would take the place of those old duties of child¬ hood that had disappeared, of furnishing manual activities and problems similar to those vcith which our ancestors had had to deal, and of restoring to the child something of the environment of nature which he had lost. When these new ideals came to be perceived, it became evident that it was not the children of the poor alone that needed vacation schools, but they were as necessary for the chil¬ dren of the well-to-do as for the children of the needy, for the children of the village as for the children of the city, unless the child got from his hom.e life and surroundings this invaluable acquaintance with work and nature. Many experiments have been tried in order to determine what is most valuable G EDUCATION SEPOET, 1903. for vacation school vrork. Each city has tried its own experiments, and in some, as in Xevr York, there was at one time a different cnrricnimn in each school. However, the work is becoming niorenniform every year. In broad outlines it is now vrell defined. Kearly all vacation schools liCove manual training as the basis of their vcork. This is supplemented by nature study, story telling, ninslc, local geography, history, and excnrsions. 2Iannal trciiniug. — With mannal training the first idea of the beginners of the movement seems to have been an occnpation which should keei3 the children busy and contented. Since then three other well-defined ideals have aidsen. These ideals are not always consciously held, but the educators have seen that in the quarters of the poor, vehere the struggle with want is hard and bitter, the mother too often works with thq^ father at the bench or in the factory, and there is no time or energy left to teach tlie daughter the activities of the home, if such a habitation can be said to be a lK)2ne. Then, too, the parents in our slums have nearly always come from some foreign land of oppression, where the refine¬ ments of life have never fiourished. They scarcely have a conception of the standards of living of our American Tmople. Under these conditions the children must reform the home, and instead of learning the household arts there, as chil¬ dren usually do, the school must teach, the arts and refinements of the home to the children, who, reversing the traditionary method, must teach them to their I)arents. Led by a hno vHedge of such conditions the New York hoard, and the hoards of edncaticn in most cities, have taught in the vacation schools nearly all the activities of the home. These have included sev/ing, linitting, crocheting, embroidery, sv.'eeping, dusting, scruhhing, laundering, cooking, setting table, waiting on table, vrashing dishes, parlor decorating, handaging cuts or bruises, , nursing the sick, care of babies, etc. Especial attention has been given to an attemifi to create an appreciation for the neat, clean, orderly, and tasteful arrange¬ ment of the room and work done. Politeness and lielpfulness are insisted on. The boys have been taught to make brackets, wall pockets, and other things vTiich might assist in mailing the house attractive. The first motive to become prominent in determining the nature of the work for ho3's was a cciisideration of the disappearance of children's chores or duties from modern life. The country boy, by the time he had finished the district school, has leanied to x^erforin all the activities of the farm, but the city boy, by the time he has finished grammar school, probably has not learned to do any vrorh. The father's work is often at too great a distance for liis son to know much about it. Perceiving these deficiencies, tbe vacation schools are teaching a great variety of occupations to the boys. Of these the most common are wTiittJing and car¬ pentry, blit wood carving, Venetian and bent-iron work, weaving, basketry, chair caning, and cobbling are also founcL in many schools. The third ideal is a, more x)urely educational one. It has been most influential in determining the method rather than the nature of the work. This ideal sees in the development of the hand and its activities the secret of the develoxmient of motor areas of the brain, the origin of sxieech, and all the higher mental activities. If reasons that to revive these old activities in something like the order in which they were formerly pursued hy the race v.ull stimulate and develoi) the corre- siionding brain cells as no later superimposed actityties can. This has led in one or tvro cases, as at Andover, to the teacher taking the boys into the umods, where they I)uilt their own houses, constructed their beds, made fishhooks, and caught a considerable iiart of their own living. This ideal sees in doing a xiart of education that is quite as important as knov/- ing, and doubts the value of an education which teaches a child to know without YACATIOK SCHOOLS. 7 impelling Mm to do. It seeks to teacli such patience and accuracy in achievement as life vrill require of the man. This ideal demands also that the children shall not spend too muich of their time on set tasks, but that the activities shall lay hold on some deep interest in the child and be an expression of himself. It doubts the value of boys spending much time in making fancy joints and sections, but sets them to making carts and boats and such things as the boys want to make. It sets the girls to making dresses or doll clothes instead of learning a dozen different stitches. In so doing it hopes to secure interest, prolonged effort, and i:)ride in the v/ork when it is done. The constructive Tvork is carried on in connection with the work in designing in many schools, as in New York, and the children first make a x)lan of the basket or cart they wish to construct and then execute it. Nature study. — Nature study has been another subject. There seems to be a general awakening of interest in nature study of late years. This new interest has come, in part at least, as a result of a belief in the moral value of natural surroundings, and of the feeling that one who is really fond of nature ha,s cm element of nobility in his character which will tend to keep him from doing mean and contemptible things. The pature work in the vacation schools lias also been influenced iierhaps by the feeling that the natured place for a, child in the summer time was the country; and that if the child could not go to the country, the schools must binng the country to the child. There has been a very great diversity of method in the different cities. In New York there is a special department of nature study under a general director. During the first years siiecimens were gathered in the country every morning and sent by express to the schools, where they were made the subject of talks, of lessons in drawing, etc. Now nature is studied from windov/ boxes that are' planted by the children, from outdoor gardens when these are available, from aquaria, which are furnished by the New York Aquarium, and from mounted specimens, which are fumished by the Natural History Museum. An interesting experiment in nature study has been conducted in Nevf York for the past two summers by Mrs. Henry Parsons. A tract of land has been secured in the De Witt Clinton Park and laid out into garden beds 4 feet by 12. There are some 300 beds, or farms, as they are called, this summer. Each of these small farms is owned for the season by some small farmer boy or girl v/ho plants some seven different kinds of vegetables in it. These throve last year and wmie not molested. The vegetables that had not been used \vere pulled iix), roots, leaves, and all, at the end of the season and sent around to the different schools. In Providence, Baltimore, and Pittsburg the children have cultivated gardens oHtheir own, either on the school grounds or on lots near by. Pittsburg lias a very well-arranged course of nature studjg besides planting vvundov/ boxes and having gardens. Tlie first two weeks were given to a study of the common fruits and vegetables to be found in the groceries of the neighborhood. The third week was given to the study of the commop birds from the cases loaned by the Carnegie Museum. The fourth week was devoted to the study of the wild flowers of the neighborhood, and the fifth to the study of insects from the Carnegie Museum. Nature study in the school curriculums generally means a study of flowers; but it sometimes means a study of rocks, trees, birds, animals, and insects. Chicago has made nature study the basis of ail the vrork. The children were taken on very carefully xdanned excursions one day a week. A large part of the work for the remaining four days was given to the discussion of the things seen and the study of the things brought home. It is to be regretted that a closer correlation with the city park departments can not be effected, whereby the natural objects of the park might be made more serv¬ iceable for study. If the park departments could be induced to devote some part 8 EDUCATION EEPOKT, 1903. of tlieir pnrk ra-ea to tlie systematic growing of wild flowers and another to the rais¬ ing of the common vegetahles, a very great service might he done to the children. In Germany flowers are distributed to the schools from the parks just as books are now distributed from our i^ublic libraries, and birds and animals are in some cases sent around from the museums. In order to have nature study highly suc¬ cessful hi a city like New York, where the land is so valuable, some such arrange¬ ment must be made with the park departmient, or the board of education must establish gardens of its own and send around flowers and plants to the diflierent schools as it would books. It seems to me a question worth considering vshiether the time has not come for each school and playground, in order to cultivate a love for animals and promote nature study, to maintain a small and very accessible zoological garden. The new custom of museums and aquariiim^s of loaning specimens and living flsh to schools, which seems to be coming in now, is an exceedingly hopeful sign and })iomise of progress in this field. City history and geography.— A. number of cities, as New York, Philadelphia, and Cambridge, have undertaken to familiarize the pupils of the vacation schools with the local geography and history of the city. This work has aimed to give the children a practical acquaintance with the city and its environs by excursions to all the principal points of interest. It has sought to interest the children in the city's history by excursions to places connected, wfith its past. New York has a general director and six special teachers of this work. Ejccursions. — Excursions have been one of the constant features of the yacation schools. There have been three chief purposes in the excursions carried on — pleasure, nature study, and the study of historic spots. In very many cases the railroads and street-car companies have carried the children free, as in St. Louis and Pittsburg. Generally they have at least given a reduced fare. New York, however, has generally paid full price for transportation. In somm cities the chil¬ dren have paid for their excursion themselves, but in nearly all cases the expense has Imen borne by the school. Pittsburg iirovided its children with a picnic dinner as well. In St. Louis a practice was made of taking parties of the older boys to see the great baseball games that were played in that city. Two of the most ambitious excursions the writer has seen any account of were the trip of the Chicago children by whaleback steamer to Milwaukee and back, and the trip of the Philadelphia children to Atlantic City for a day on the beach. Story-telling. — Story-telling has been a feature of nearly all vacation schools. Some have had a regqilar period set aside for story-telling. There has been no outline of v/hat stories should be told, so far as is known, but the children's classic stories have generally been suggested. Story-telling has perhaps been even more popular in connection with playgrounds than with vacation schools. Pittsburg has had this very good arrangement. The Carnegie Library has furnished a librarian to take charge of the circulating library kept in the school. This librarian has given a certain period each day to story¬ telling. Another exceedingly suggestive arrangement in Pittsburg was the placing out of a number of home libraries in the homes of the children of the vacation schools. Music. — Music is so intimately connected with the idea of freedom and jollity that one is surprised that it has received so little attention in the vacation schools. The only place where it has been given prominence, so far as is known to the writer, is Boston. Scholastic work. — As to how far it is wise to teach regular school studies in vacation time may be a question. Newmrk and Denver are examples of cities wliere this has been largely done. In Denver the work has been especially adapted for children who had failed of promotion or who wished to make up a PLAYGEOUKDS. 9 grade. The work was for the forenoon only and there was no home work. It seems to me there might well he a class , or two of this kind in each of the great vacation schools of a city like New York. The child x'jerhaps would not need to give more than hadf of his forenoon to this V7ork, and thus would avoid the dis¬ couragement of being left behind by his class. It might be a question, however, if it might not encourage listless work during the term if the child knew he had a chance to make up his deficiencies during the vacation. The teachers in our vacation schools are coming to be a regular corps at fixed salaries, holding their positions from year to year. The discpline in the vacation schools is usually very lenient. Freedom of move¬ ment and freedom of conversation are allowed vzithin limits. This gives a far greater social opiDortunity to the child, and it is to be hoped that the teacher will stand in a more personal relation to him than is usual in the regular school work. ATTENDANCE. Eegular attendance is always a problem for the summer school. The child is always getting opportunities to go on picnics or excursions or to pay a visit to the country. All of these things, of course, interfere with the regularity of his attend¬ ance. It has been the custom of some vacation schools to secure regular attendance by keeping a waiting list and giving the place of any child who is absent twice without a sufficient excuse to a waiting child. SOCIAL AND MORAL CULTURE. An idea "which has been influential in the vacation school from the first is the idea of social and moral culture. The vacation school has always been regarded as a semiphilanthropy, and as such it has been expected to exercise a good infiu- ence over the children. It has sought to do this by keeping the children away from the temptations of the street and by the direct influence of the teachers. BIBLIOGRAPHY. Constructive and Preventive Pliilantlircphjn Josepli Lee. The Battle with the Slums. Jacob Riis. American Municipal Progress. Charles Zueblin. Vacation Schools and Playgrounds. Harper’s Magazine, June, 1S02. The City for the Children. Outlook, September 6, 1903. II. PLAYGROUNDS, GENERAL CONDITIONS. Before entering upon a discussion of the present playground movement in Amer¬ ica it may he not inapproiiriate to give some account of the status of play in the countries in which this movement took its rise. German playgrounds. — As Germany has been the source of most pedagogic movements of the last century, so it has been the source of the playground move¬ ment as well. Our present system started in the sand gardens of Berlin. In Germany there has been a very great interest in play of late, and great efforts have been made to encourage it. Commissions have been sent to England to investigate the system of athletics in the English schools. Special inducements have been offered to English cricket and football teams to tour Germany and play matches in the different cities. Play conferences are being held in the great cities every year, and thousands of teachers are being taught to play games with the children. A German annual of some four or five hundred pages. Das Jahr- buch des Volkuudkinderspiel, is entirely devoted to the prom-otion of play. In 10 EDTCATIO^^ KEPOKT, 1903. many schools there is a regular cmTiciilmn of games for each grade. There is often provision for regular directed play during the school intermissions. In sev¬ eral cities, as in Munich, there is a lavr recpiiring that each school shall furnish a certain minimum i>lay space for each child attending the school. In Munich this is square feet of playground for each child. In Berlin, x>laygrounds in the parks are allotted to the various schools, generally three schools to a playground. Each school has a right to use this xdayground two afternoons a week after school. Playfulness, however, does not seem especially characteristic of the German man or of German life. The X)resent movement springs rather from an intellec¬ tual appreciation of its value than from an outflcw^ering of German nature. The German nature seems better exx:)ressed in its gymnastics and its military system than it does in its play. There is no great German national game like hasehall or football or cricket. So far as the writer knows there is no gneat organized game of any kind. Tlie German universities make almost no provision for athletics or games, and there are no baseball, football, or rowing contests between the different universities. Dueling with narrow swords seems to take the jdace of athletics and is still very X^revalent. The universities, instead of having fraternities, have what are knowm as corporations, which are largely dueling societies. The wndter saw some 20 duels in one forenoon at Heidelberg last summer. The only athletic game wdiich is popular is tennis, which seems to be much more popular throughout Germany than it is with us. The first German inaygrounds to attract attention in this country were the sand gardens. These are x)laygrounds for small children. Thej^ are often situated in the i:)arks, but may also be located in any other available sx)ace. A load or two of yellow sand from some neighboring sand bank is deposited in an oi^en sr)ace and benches are irlaced around it. In seme cases the sand is idaced in raised trays so the children can stand around and play with it; in others there is merely a heap of sand on the ground. The sand is changed frequently for sanitary reasons. There is no one in charge. These gardens are an interesting sight any afternoon in summer. One sees perhnps fifteen or twenty children there, and the benches filled Vvith mothers or nurse girls wdio are sewing, knitting, reading, or watching the children, as the case may l:e. This seems to be quite as good a, recreation for the i';arents as for the children, and it must give them a better knowledge of child¬ hood . These sand gardens often occur in connection Avilh playgrounds for larger chil¬ dren in ox')en spaces in the cities. In Berlin there is a ijlayground cf 40 acres that is intended solely for the small children. It is situated in Treptoin x)ark a,nd is a broad, level meadow, sur¬ rounded l)y four concentric rows of cottonwood trees. Eetwnen the trees are l)enches for the parents or for the children when tired. This playground on a pleasant day is a sight to be remembered; its whole expanse covered wuth playing children in bright dresses, with toy balloons and kites, nurses wuth baby carriages, and i)arents out for a picnic with the children. Everyone seems happy, and the playgrounds beneath the trees give relief if the oiien becomes too hot. Nearly all German cities have athletic fields for tennis and football, similar to such grounds in our owui cities. One of the most interesting playgrounds in Germany is wdiat may be called the concert-garden playground. It is for the children of parents who are attending the concert. As everyone knows, concerts and beer are twm constant factors in all German cities. In every city of any considerable size there will probably be a dozen or more military concerts being given every afternoon in summer. At these concerts there are always beer and wine to be had as well as very excellent lunches served at moderate cost. If one goes from one concert garden to another PLAYGKOUK^DS, 11 on a summer afternoon, it is very evident tliat a very large proportion of the women of the city are present. They do not drink excessively as a rule, hut sit at the tables under the trees, sew or knit or talk while they drink in the music along with the beer. They are quite relieved of the care of the children, because there are playgrounds provided for them in almost every case. These playgrounds are generally located under the trees and equipped with gymnastic apparatus, swings, seesaws, maypoles, merry-go-rounds, etc. Sometimes there are artificial hills for the children to ride dov/n in their carts. These concert playgrounds occur at the botanical and zoological gardens, and in many of the smaller parks of the cities. Many of the large beer gardens also have playgrounds. A great many ijlaygrounds that might be called cooperative playgrounds are now being laid out in Germam/-. They are grounds usually of 3 or 4 acres in size, have a bicycle track around the outside and tennis grounds in the center. They are hooded for skating in vrinter. Each person is charged a certain fee for the use of the grounds. There are also a fev.^ playgrounds in Germany under regular play leaders, whose ciiialifications are fixed by law. French pJaygroiinds. — France has never manifested much interest in play. The games jdayed by the children are mostly of a trivial nature. There ai:)pears to be no literature on the subject. Playgrounds of England. — England is often spoken of as the home of athletics. For every American that plays ]:aseball there are probably 10 Englishmen vrho play cricket or football. Tliere is a universal interest in sport. Ever-y gentle¬ man plays some game or games as a thing of course. English laborers get a half holiday on Saturday, and a large ^iroportion of them always find their vray to the cricket or football field. Most of the villages amd tovms seem to ov^n their own cricket and football fields as much as they do tlieir tov/nhall. The acquiring of skill in play is a part of the education of the English gentleman, consequently we are not surprised that play is compulsory in the English “public school.” Even the hoard schools of London are surprisingly well furnished vrith pla3^- groiinds. In the more crowded sections there are roof i^laj- grounds, but most of the schools that I visited, even in densely crowded sections v.^here the land must have been verj^ valuable, were surrounded b}’- grounds of considerable size. One school near the Bank of England must have had nearly an acre of i^jlaj^groiind. These j^ards are covered with cinders or gravel, and are open to the children from the time of closing of school until dark every da^u There is no one in charge but the janitor, except so far as the interest of the teachers leads them to coach their pupils. Many of the teachers make a practice of taking their irnpils to the park grounds to play cricket once a rveek or once in tv/o weeks. At certain seasons each teacher of the upper grades takes his class once a week to the citj" swimming baths for a lesson in svrimming. There are a great many cricket and football fields in the parks of London, and schools can usually get a license to use a ground two or three times a week at least. An exceedingly interesting expedient of cer¬ tain London schools, which are not able to own a plaj^gronnd in the vicinity of the school, is to secure an ont-of-town lay ground and then make some arrange¬ ment v/ith the tram companies to carry hoj'S for a reduced fare on half holidays. All of the great “ public schools ” of England have magnificent playgrounds. The^/ are many acres in extent and x^erfectiy kept. Even Westminster, located as it is within a stone’s throv/ of the Abhe3^ and the Houses of Parliament, has a plaj^ground 10 or 12 acres in extent which must he worth nearlj^ as main/ million dollars as there are acres. As everyone knows, cricket and football are compiilsorj^ in the English xmblic schools, and every boy must iilay whether he cares to or not. There are alv/ays 12 EDUCATION KEPOKT, 1903. professional c:;aclies on the field. Cricket has many good points, but as it often takes severiil days to i)lay a, game it is doubtful if it is well suited to the American temperament or will ever 1 eccmc popular here. These games have great value in the training of character and social graces. The training which these boys get from their i)lay is i.robably almost as valuable as that which, they get from their studies. The characteristic thing about the sports at the English universities is that nearly everyone plays, and generally devotes most of his afternoon to sport. An English geiitlcinan Would feel almost as much insulted if he were asked if he played cricket as he would if he w’erc asked if he could read and write. Characteristic of the English system is compulsory athletics and the common pai ticipation of the teachers in the games of the pupils. This gives a, very great opportunity for character training through the personal infiuence of the teacher and i)uts the teacher and scliolar in the most intimate and kindly relation with each other. Playground!; of Scotland. — The first municipal playgrounds of the world, in the modern sense, vrere probably those of Glasgown This very progressive city now’- has tvrelvo or fifteen such playgrounds, equipped with swungs, seesaws, may- poles, and seme gymnastic apparatus. There is a care taker or janitor in charge. The wu-iter understood that there were also some school playgrounds open and in charge of the teachers this summer. He saw the grounds open and full of children, but never any teachers in charge. Scotland is the home of golf and curling, and just now^ the old game of bowls 'is very j^oxmlar. Playgrounds of America. — If one were to compare the playgrounds of America wuth those of England he would notice in America the absence of the corporation X)lay ground for adults, which is apt to be a feature of English towns. In the American high schools and universities noticeable difierences from the English are the comparative absence of the i}rofessional coach and the greater specialization in sport. Everyone x>lays in the English school. In the American not one-tenth of the students are members of any regular team. Those wdio do play are com- X)elled to giv’e so much time and training to it that it becomes more like wmrk than X)lay. The country and village schools of A_merica are v^eiy poorly provided wnth X-daygrounds, and the importance of play is not generally realized. It is a very grave consideration that we as a people have no healthy, vigorous game in which all take part, such as the English have in football and cricket, for, if we are to get shorter hours of labor and more half holidays, what are our peoi:)le going to do wnth their leisure?. If more leisure is to mean more beer and debauchery, we had better not have the leisure. THE NEEDS OF OUR AMERICAN CITIES. When one sees the x>hins of our cities of forty years ago it is quite evident that play had not been considered. Although the play of children is as natural as the songs of birds, our Puritan ancestors regarded it almost as a sin. Life was to them altogether too serious a thing to be frittered away on activities which seemed to bring no return. So, too, there was not then the same need there is now. In early years, when industries vrere less specialized, there wus also much work for the chil¬ dren to do, v/hich furnished an outlet for the motor impulses of childhood. This, to be sure, wms not the same as play. No other activity has the same power to av/aken and stimulate the intelligence and emotional life of the child that play has. Still it did give an opportunity for effort and was some relief for overcharged nerve cells. As time w^ent on and the father ceased to be an independent owner and producer, the activities of the children disapxieared and the city children were left without PLAYGROUNDS. 13 work. Tlie growth of these cities had left them without playgrounds, and now in vacation time there was nothing for them to do but mischief. There is to-day an etioit to replan oiir cities so as to make provision for play. The playgrounds are at present absurdly inadequate, but the movement is so vig¬ orous that we may hope for much improvement in the near future. In order to secure sufficient play space for the children somewhere, from every fifth to every fifteenth block should be left vacant, according to the density of the iiopiilation. If there were a playground in every fifth block in lower New York there v/ould still be more than a thousand children for each acre of playground. Some time, perhaps, we shall have a law setting a ininimuni playground space for each child which no city would be allowed to disregard. The provision can not be adequate until playgrounds are located in each w^ard as regularly as the schools. This minimum limit should not be less than 1 acre to every 5,000 children, and 1 acre to every thousand children would scarcely be adequate. This must, I think, be obvious to all. Yet, when we consider actual conditions, we find that in some of our cities there has not been an acre of playground to a hundred thousand chil¬ dren. In the lov,^er east side of New York there have been more than 200,000 chil¬ dren with no playground but the streets. The small cities and villages have been quite as remiss as the larger cities. In very fevv^ indeed has there been a regular playground belonging to the corporation. The need of the small cities is not so great, but neither would the espense of pro¬ viding playgrounds b-e comparable Vvdth the cost in a great city where land is sometimes worth nearly a million dollars an acre. Hov/ever, as the public comes to realize more fully this need, the extra expense would be largely met by the increase in value of real estate due to greater opportunities given the children and the increased light and air received by surrounding buildings. We may not expect the realization of these conditions at once, but the growing apx)reciation of the value of play and its function in the development of the race is sure to bear fruit in the action of municipalities and in the gifts of the philan¬ thropic. Nev/ York now sets aside $300,000 a year for purchasing sites for plaj^- grounds. It v/ould probably cost $100,000,000 to purchase the ground to furnish the 600,000 children in New York with the four or five hundreds of acres for play¬ grounds Vvdiich they need. At this rate it v/ould take New York some three hun¬ dred years to provide herself with x)laygrounds, supposing the population not to increase and the land values to remain permanent. However, the securing of this $300,000 was a great victory for Nev/ York and v/e may hope that it is seed sown in good soil. In the solution of this xdayground problem lies very largely the solution of one of the great problems of city life, that of providing decent condi¬ tions for the young. The xu’oviding of better conditions for the children would tend also to increase the size of families am-ong tlie more intelligent classes — a consummation greatly to be wished. All students of play are agreed in dividing the play life of the child into three periods, the first jDeriod, from birth to 5 or 6 years of age, being given mostly to imitation and dramatic plays; the second period, from 5 or 6 to 12 or 13, being given hn’gely to competitive games, such as “ I spy,” etc.; and the third period, from 12 or 13 on being given to cooperative games, such as baseball, and so on. This threefold play life requires a similar' x3ro vision in playgrounds. In the houses of the well to do, the child under 5 may play in the play room or nursery. In the country and suburban districts they may play in the yards of the houses, but in the crowded tenements of the city's poor there is no place for play. These children can not go far from home with safety. They are never safe by themselves on the streets. If they are to have a safe playground it must be in the center of the block. Several such blocks vntli interior playgrounds, with a kindergartner in charge, have already been built by model-dwelling associations 14 EDUCATION EEPORT, 1903. of one kind or another. The chief difticulty seems to he the providing for the clotheslines 'whicli at present make the interior of most crowded blocks so ugly. This ditncnlty has h.een met in four different ways: By providing facilities for drying clothes on the roof, by i)ntti3ig reels on the back porches, by furnishing a laundry room and drier in the basement, and by building a sox^arate laundry for each block. If this can be done and interior tenements, factories, and stables, along vrith paidition fences are banished, the interior of each l;lock might vrell contain a smrdl inirk, a. jdayground, and, in the cpiarters of the very x^oor. x)8i‘hax:)3 a day nursery. In this way even the poorest might ha,ve something of beauty and nature near them and at least one sx>ot in their environment that did not suggest the bit¬ ter struggle for subsistence. It v.'ould give a common ground for neighbors to meet, such as their narrow quarters do not funiish, and would give a safe xdace for the children to play. The block idayground already sijoken of will x^rovide for the children from 5 to 13. For the older children athletic fields are necessary. Our large cities are doing much to suxqdy this need at X'l’ssent. VrilAT HAS BEEN DOXE. PARK PLAYG ROUVDS. F or many years our American cities have made some pi'ovision for x^lay. The municip>al xdayground as now understood has been the outgrowth of the last few years, but the x^ark x:>layground or athletic field is much older. \Yashington Park, Chicago, vrliich was opened in 18T8, contained CO acres of baseball, football, and tennis fields. Lincoln Park has 10 acres of ball field and 3 acres of tennis. In Philadebdiia there are 50 acres of xdayground in the east x^ark and GO acres in the west x^ark. The iiarade grounds in Brooklyn contain 40 acres, which are used as a hasehall field. Boston has nearly 200 acres of such x^lay grounds. There are a great many smaller x^laygrounds in the smaller x^arks of these and other cities, hut these are all xdaygrounds for men or large hoys. A license is gener¬ ally necessary in order to x^^ay in them, or. if not, tliej^ are ax>t to he so crovrded as to make play very difhcnlt and often dangerous. The iday is not directed. i I r X I C I P A L PL A V G K O U X D S . Municipal xdaygrounds, as they are coming to be understood, are quite different frem these athletic fields in the x^arks. These xdaygrounds are intended for chil¬ dren under 15 and are often x^arks hy themselves. They are usually surrounded l)y a seixarato fence and contain gymnastic apparatus, swings, sand, etc. In each of the new x>lay grounds in New York, which vrere ox^iened in seven of the small x^arks in 1003, there are gymnasts and kindergartners in cliarge. While the xday does not receive the close siix^ervision and direction that it does in the school xdaygrounds, it is still in a measure directed iday. Chicago has had five or six such grounds and ten new ones vrere to he cp^ened this summer. Sev¬ eral of our smaller cities have one or more. They are sometimes called model xdaygrounds, but this name, I judge, must soon cease to he used. In the general X)hin each of these xdaygronnds is surrounded by a, running track. It contains good outdoor gymnasium, a hasket-hall court, swings, seesaws, and some ox3en space for general iday. Sometimes it contains a hath house. The x^laygrounds for girls and boys are sex'jarate. Probably the man vrho has been most influential in securing r»laygrounds for Nevr York is Jacob Piis. Mr, Eiis, as a police rexiorter, saw the conditions as they existed and stirred nx) the x^eox^le to symx^athize with the children. In Mayor Hewitt's administration in 1SS7, a law was x^assed that allowed Nev/ York to spend $1,000,000 a year in acquiring small x^arks, with the understanding that there was to be a xdayground in each x)ark. However, nothing was done until 1895, when a PLAYGEOUKDS. 15 law was passed providing for the purchase of the sites for two small parlrs within three years. These sites having been purchased and the houses demolished the grounds were left a heap of unsightly mins interspersed with the half-hlled cellars of the former houses. Nothing further was done until 1899, when permission was given to the Outdoor Eecreation League to level oif this ground and improve it for a playground. This league has been of great service in securing jdaygrounds for the city. It was founded largely through the efforts of Mr. Zanoff , who came to New York in 1898, after starting the work in Philadelphia, but Mr. Charles B. Stover vras elected its first president, a position which he has held ever since. The league is a group of earnest and x>ublic-spirite’d men and v/oinen, consisting largely of social workers. Mr. Stover has been quite unwearied in raising money and in seeing city officials to secure the needed legislation to carry on this work. The league has raised several thousand dollars each year to equii) and maintain its playgrounds at Hudson Bank and Sewmrd Park. Mr. Stover is now supervising the ffin/ing out of the playgrounds for Park Commissioner M^illcos, who is doing so much to provide facilities for play to the Nev/ York children. The iiev/ municipal jdayground in Seward Park is a triumi)h for Mr. Stover and Mr. Willcox. It is probably the best municipal jdayground in the Vvmrld. There is a xdayground for girls and one for hoys. Each is surrounded Tvith a strong iron fence and well supplied Vvnth apparatus. The girls’ idayground con¬ tains sw'ings for older children and swings for babies, sand bins, a kindergarten tent, etc. It is to be shaded by trees. Three teachers are in charge. The hoys’ playground contains a running track, a large outdoor gymnasium, a basket-ball court, permanently laid out, and Ma^^ poles. A large public bath house with sonm 2,000 lockers Mauds just outside. Band concerts are given every Friday evening, and the plan is that athletic contests shall be held there every Saturday afternoon. There is room for some 7,000 spectators around the boys’ playground. The entire j)a2’k contains about 8 acres and has cost the city $3,500,000. ■ There are two or three thousands of children on the ground most of the time when school is not in session. At 7 o’clock there are probably six or seven thousand children present. This park has already become one of the greatest civic and social centers in the city. Mr. Stover says it is to be the forum of the East Side — and it seems quite likely, for the loggia of the bath house will furnish a good xjlatform for a imblic speaker, vdio never need lack for an audience in this locality. A nev/ public school, some six or seven stories in height, containing seats for 4,500 children, is to be built at the north of this park. Perbaps a municipal court will bo erected at the northeast and probably a Carnegie library on the east. The Educational Alliance, with its tlioiisancs of constituents, already stands on the southeast comer; so the park is sure to he nearly surrounded by public buildings. Such will probably be the result in the case of the other small park xdaygroiinds. They are sure to become civic and social centers. "When we consider that the most of these thousands of children who are in the playground would be on the streets if they wmre not there and that hundreds of these young men would btherv/ise be in the saloons, it is evident Vvdiat a great infiuence for good such a playground may be in the community. THE SCHWAS PLAYGROUND. The most ambitious attempt that has ever been made by a private individual to provide playgrounds for children is the playground at Richmond Park, Staten Island. Mr. Schwab, the former president of the United States Steel Corporation, himself without children, has resolved to give the children of Nev/ York a good time. To this end he purchased 65 acres of land on one of the Staten Island beaches, and has had hundreds of m^en at v/ork leveling off grounds, filling in depressions, building bath houses, and, in general, fitting the spot for a great I'day- IG EDUCATION EEPORT, 1903. ground. In order to get the children there, Mr. Schwab has built a steel vessel, called the llappu Day, which has the capacity to carry 3,000 children, though only 1,000 are to be carried. In this way the children of each of the schools and playgrounds of the city, and, finally, the settlement and mission children, are to be taken out on picnics for the day. They will be carried to the beach, where they vrill be supplied with bathing suits, furnished Avith an equipment for every kind of a game, and given rides on swings, seesaws, and merry-go-rounds. At noon they Avill be lu’ovided with a free dinner. At the back of the playground there is a model farm, into the mysteries of vrhich the children are to ])e initiated. In the afternoon they will be taken back to tlie city, all without any exx^ense to themseh^es. Mr. Schwab calculates the cost to himself of maintaining this xdaygrcund at $1,000 a day or $1 per child. This will mean an expenditure of about $100,000 a summer, or 5 x^er cent interest on $2,000,000. When this is added to the original cost of the land, the cost of grad¬ ing, erecting buildings, and the ship, etc., it aaTII mean an outlay of not much less than $4,000,000 to Mr. Schwab. This xdayground was to haA^e been in operation this summer, but the construction strike tied ux) the Avork at the grounds and on the shix), so this Avas inipossi])le. SCHOOL PLAA'GROUXDS. The moA^ements for school i)layground have been so intimately connected Avith the moA’ement for Amcation schools that the one account might almost serve for both. Certain Boston ladies Ausiting in Germany were impressed Avith the Amine of the sand gardens of Berlin. Their account of the work there led to the estab¬ lishment of a sand garden in connection Avith the Children’s Mission on Panneter street, Boston. This first sand garden Avas started in 1886. From this simple beginning has grown the present movement. Avhich is now so far-reaching in its influence and actiAuties. The A\mrk was soon taken up in other cities. Generally the xdayground consisted of a corner of the school yard. The equipment was a load of sand. A kindergartner contributed her services and only small children Avere admitted. There Avere also playgrounds that were carried on by philan¬ thropists or by philanthropic societies. The playgrounds and Amcation schools liaA’e always been under the same management. In sx;)eaking of the educational playground of to-day as a playground we are giving the Avord a Amry wide significance. In the first i)lace there. is no ground in the playgrounds of the New York schools at least, and too often there is very little play. The x^layground includes a library in most cities, and there is also more or less industrial Avork. There are regular classes and drills in gymnastics, the same as there v/ould be in a gymnasium. In speaking of the Avork in the playgrounds I shall speak mostly of York, because the XAroblem of New York is greater than that of any other American city, and the work is correspondingly more varied and extensiA'e. Varieties of school 2)laygroiincls. School yards.— There haA^e been six sorts of playgrounds so called in the New York system. One of these is the school lolayground proper. It consists almost entirely of the basement of the school building itself. Many of these schools harm i)lay grounds on the roof also, but as these are not coA'ered they have been too hot to use during the day. According to the new laAA^ CArnry school building in New York must liaA^e a xdayground, and if an exterior xdayground can not be proAuded, a roof playground must be furnished. The cost of land is so great in the croAvded i)arts of Ncav York that the cost of the site is generally much more than the cost of the building, although the buildings themselves are magnificent. Under the circumstances i^erhaps the city could not be expected to incur the additional expense of securing external playgrounds, unless they be made seATral PLAYGEOUNDS. 17 stories liigli, but it may be urged in their favor, that it is generally impossible to secure sufficient lighting and protect the school from the noise and annoyance of other activities that are carried on near at hand without having some open space around the school. Our magnificent new schools are built in the form of the letter H as a rule. They run directly across the block and get all of their lighting from the interior of the H . The o]pen spaces betv/een the legs are used as exterior playgrounds. The yards are covered with cement. Even in the best new schools this space is very inadequate and can not be used for any organized game except basket ball. In the past, until the organizing of the playground movement, the playgrounds were scarcely used at all except during the fire drills, so it is no wonder that they were inadequate. As these school playgrounds are used in summer they furnish fairly adequate space for the kindergarten children, and for the children from G to 14. But there is no provision for the older children except as they do class or team work in gymnastics or basket ball. Evening play centers. — A second department of the playground work is the evening play center. This is practically a social settlement without residents. In New York, these have usually been carried on every evening of the year except Sundays and holidays. The session has been from 7 to 10, and no children under 12 or 14 have been admitted. They have had libraries and quiet game rooms, clubs and classes in gymnastics, and literary and debating clubs. There has been one large room where the children could come in from the streets and play crokinole, checkers, authors, etc. As these rooms have always been located on the street level, they have been very accessible. There are to be 20 evening play centers open in New York City during the coming year. In the more crowded sections, there will also be* a study room in each of these. Roof playgrounds. — A third department of the work in New York has been the roof playgrounds, or evening roof gardens. These were begun in 1902. These playgrounds are located on the roofs of certain large public schools. They are inclosed with a wall covered with a heavy wire screen and lighted by electricity at night. They nearly always receive a cool breeze on account of their altitude, and are a great relief from the heat of the streets. These roofs are open from 7 until 10 every week night and a good band is provided. The parents and chil¬ dren under 14 are admiitted. There are seats around the outside for the parents, and the children dance around the band in the center when the music strikes up. These roof gardens are generally crowded to their utmost capacity on hot nights, and the doors have to be closed to prevent a jam. The one with which the writer is the best acquainted, has an average attendance of about 2,000 each night. There are three or four teachers in charge of each of these, who maintain order and organize the dances. They are obliged to give their directions through the megaphone because of the noise. The school board pays the band $150 a week, the principal $24, and the assistants $15 each, making a total cost to the city of over $200 a week. While this expense seems large, yet, when it is remembered that this is only 10 cents per week to remove a child from the heat, temptations and dangers of the street and give him happiness and a love for music, all will probably feel that the expense is justified. Ten such roof gardens were main¬ tained last summer. , Outdoor gymnasia and playgrounds. — A fourth form of playground is the out¬ door playground. This generally consists of a vacant lot which is rented, or a park playground which is secured, equipped Avith gymnastic apparatus and pro¬ vided with attendants. In connection Avith an outdoor gymnasium Vvuth its basket ball court, there is usually a kindergarten tent and a sand bin for the small chil¬ dren, Avitli a kindergartner in charge. These playgrounds in Nerv York are not large enough to play baseball, though some of those in Chicago and St. Louis are. o ED 1003- 18 EDCCATIO]^' EEPOET, 1903. Recreation piers. — A fiftli form of playground is the recreation pier, of which there are 7 in New York. These recreation piers consist of the second story of an ordinary pier. They are from 400 to 700 feet long and i^roject into the rivers snrronnding the city. Their fluttering flags and gay decorations enable them to be recognized at a glance. They are delightful places in summer because they are nearly always swept by cool breezes from the harbor, and, as they are open at the sides, they afford an unimpeded view of the pageant of the river with its endless bustle of ferries, tugs, schooners, barges, yachts, and ocean liners; a sight which is always interesting and instructive. These piers are adjacent to thickly crowded sections and when the heat drives the mothers from the tenements and the chil¬ dren from the streets, both fl.ock to the pier. Then the kindergarten rings are formed out near the end, and all goes on merrily. These pier kindergartens are very valuable object lessons to parents in the man¬ agement of their children. The mothers often crowd ut) around the kindergar¬ tens until they have to be forced back by the pier attendants, and many mothers liave been heard to say they did not see how the kindergartners made the children mind without strilring them. There can be no doubt but much gentleness of dis¬ cipline in tlie home has sprung from the gentleness of the kindergartners on the pier. Medicated milk may be bought for the babies at a penny a glass and there is often a dispensary for the sick children. In the evening there is music for everybody, and there are often six or seven thousands of people present. Swimming Laths. — The swimming bath is a sixth form of the playgrounds which have been carried on by the board of education. In previous years, these have had a general director and some 50 teachers of swimming. Several thousands of children have been taught to swim each year. At present this work is under the department of docks. Playground session. The playgrounds in most cities are open from 8 or 9 in the morning to 5 or 5.30 in the afternoon. In New York the vacation schools are open in the morning from 9 to 13 and the playgrounds in the afternoon from 1 to 5.30. The play¬ grounds, however, begin earlier in the season and continue longer than the vaca¬ tion schools. This year the playgrounds were opened on the 15th of June and maintained after school from 3 to 6 until the schools closed on the 1st of July. It is to be regretted that the school playgrounds should be closed to the children at any time in the crowded sections. The London playgrounds are open until dark every day without anyone in charge but the janitor, and no damage seems to be done. Their x^roblem is simpler than ours, but our difticulties are surely not unsurmountable . Attendance. Probably three-fourths of the children reached by the school board playgrounds are at the schools themselves. Four thousand nine hundred children entered one of these Nev\^ York playgrounds in half a day by school register. When the play¬ grounds were first opened in most cities, such crowds of children came that there was no room for play, and the whole playground became one surging mass of children, who shouted and pushed and made the place a pandemonium. After a few days the playgrounds were closed at a certain time, and no more children were allowed to enter, but even when the numbers were smallest this space was inade¬ quate for vigorous play. There were often enough children waiting at the door at the opening time in New York to fill the iDlayground to overflowing. During the first two or three years there was often trouble from gangs that came in from the street. For this reason one or two policemen were kept on the grounds all of the time. PLAYGEOUNDS. ly Teaching children to play. Probably there never was a worse place for play in the world than the lower east side of New York was ten years ago. For this reason when the playgrounds were opened in 1898 the children did not seem to know howto play. They would sit around listlessly until a game was organized for them, and generally the game broke up as soon as the teacher dropped out. The larger children paid little attention to the rights of the smaller children, and they crowded and ]3ushed to get things as they were accustomed to do in the streets. This has been changed. The larger children have learned to take their turns along with the smaller ones in the use of any coveted piece of apparatus or i^rivilege. The children have learned to play and to play far more gently than was their wont when their only playground v\^as the street. ACTIVITIES OF THE PLAYGROUNDS. The school playground is a kindergarten for older children. Like the kinder¬ garten, not all its activities are play. In the smaller cities there has been little specialization of playground activities, but in New York there are four depart¬ ments of the work with four classes of teachers, each having a different kind of a license. These departments are the kindergarten, the library, industriad work, and gymnastics. The kindergarten. — The playground kindergarten is much the same as amy other kindergarten, and only trained kindergartners are employed. There are the usual kindergarten games and songs. For industrial work they have paper fold¬ ing, weaving, and raffia work. The chief annoyances of the playground kinder- gartner arise from the free play period. While the games and industrial work are going on the kinder gartner has only the regular xiroblems to deal vdth, esceiit that the numbers are very much greater (there are sometimes three or four rings, one inside the other, and three or four hundred children going around together) , but when the free-play period comes there is apt to be trouble. In New York it has been the custom to give out toys to the children in this period. The children were not v^ell known, their names were not usually taken, and stealing became very easy. The child of five vrho received a toy to jday with often did not under¬ stand that the toy v/as merely loaned to him, and had very little conception of the moral obliquity involved in taking what he wanted, whosoever’s money may have bought it. Consequently the toys melted away like snow before the summer’s sun, and soon the kindergarten was in need of a new supply. Even if the toj^-s were not stolen, it was always difficult to keep a child with a vrheelbarrov/ or a chine hoop in his own iiroper area; and when he ran in front of a large boy who v/as playing pull-a-way, the consequences were often disastrous to both. This was also a peculiarly good time for loading the sand into the wheelbarrows and dumping it down the drains or about the yard. The sanitary condition of the sand is a problem of v/hich the smaller cities do not seem to have yet realized the magnitude. In New York the sand has usually been brought from the seashore. It is fine and white and costs about $7 a load, delivered. It would not soil a white dress the first day, but this sand is costly, and it seems very wasteful to throv/ it away in a few days for clean new sand. The first year the sand was not changed at all; it was placed in large bins 50 or 20 feet long by about half as wide. Often there were 100 children to be seen digging or building cities in one of these larger bins, and they always seemed perfectly hax)]iy; but after they had brought in pieces of watermelon and bread and butter and mixed them v/ith the sand, and had come in on one or two rainy days with their feet covered with the filth of the streets, and the fleas had made it their home, the odor of the sand bin was not always jileasant, and it was far from being a 20 EDUCATION REPORT, 1903. delight to the sanitary inspector. Since the first two years we have used small sand trays about 4 feet square, and the children are. encouraged to sit around the edge rather than in the tray. The sand is changed every week. Tlie love of digging in the earth is one of the deepest pleasures of children. The little mothers and fathers who bring babies to the playground are usually admitted to the kindergarten section, and often seem as fond of the kindergarten games as the small children, so much so in fact that an older girl would often bor¬ row a baby in order to get into the kindergarten. There is generally some indus¬ trial vv^ork lu’ovided for these older children if they are unable to take part in the games. One of the questions that has exercised the New York kindergartners is whether the children should I'c allowed to play ‘ ‘ street games ’ ’ in the kindergarten. There is a great difference between street games, and this question can not be answered offhand. Some teachers have suggested that the street games should be played so that they might be reformed. The children might be taught to play them gently, and the bad element might be eliminated from some of the rhymes. It is interesting to study the variations which the children introduce into the kin¬ dergarten songs when they play the games on the street. The Jihrarij. — The library and quiet-game problem has not been well worked out anywhere. Much the most satisfactory work that the writer has seen any account of has been done in Pittsburg, where a large part of it has been effected by librarians sent around by the Carnegie Library. The summer vacation is the time for general reading and the forming of liter¬ ary tastes, such as the remainder of the year very likely gives no time for. It seems very important that the child's vacation should not be spent apart from books, as has been too often the case in our great cities. The books are too far away from the children and too difficult of access. One of the best things the playgrounds have done has been to bring a library to every playground, and put children in communication with good literature. In New York the library has occrqned one of the class rooms, which has been used for quiet games as well. There have been one or two papers, a few young people’s magazines, and usually from 50 to 100 books, which, however, the chil¬ dren v/ere not allowed to take home. This was a great inconvenience, as the child could not be sure of getting the same book again the next day to continue his story. When the children were allowed to take the books home, there was trouble in recovering them. The only satisfactory solution of this problem seems to me to be either the erection by the school boards of a small building in con¬ nection with each school to be used as a branch of the public library, with a regu¬ lar corps of li]3rarians in charge for the year, or the equiiiping of certain rooms of the st3hool building itself for this purpose. I do not see liow this great need can be met in any other way; and the education derived from Vvude reading is almost equal in value for the child to that derived from the school itself. The position of a playground librarian is one of great possibilities, but it is also a very difficult one to fill. First of all, she must keep order and maintain such a state of quietness as will enable the studious to read or study undisturbed. If slieis to keep her library free from criticism, she must see that the children pre¬ serve a proper decorum in the room, ask jmlitely for things, etc. Secondly, she must keep track of all her books and games, and see that the XJtoper books and games go to the proper children, and that the children are in a fit state of clean¬ liness to receive them. She must see that the games returned are complete and no dominoes or checkers are missing. Thirdly, she must know her library so well as to be aide to suggest Itooks to children and to interest children in good reading by telling them what the story is about. She must knov/ how to play all the games, so as to be able to teach the children how to play them, or else many will PLAYGROUNDS. 21 not learn. Fourthly, she must Imov/ how to tell the great folk tales and classic children’s stories well, so as to interest the children in good literature. A certain portion of each day should be given to such narration. Obviously all these things are tasks that require a high degree of technical knowledge and skill, and can not be expected of many who come into the system for six or seven weeks during the summer vacation. The day schools also are impeded in their work by the difh- culty of the children in securing proper books, as supplementary to their regular work. Many of the teachers are nov/ receiving in their rooms small collections of books from the public libraries, and are becomxing personally responsible for giving these out to the children. The problem would be much simpler for the school and the playground if there were a special room or building devoted to library i3urx30ses and a trained librarian in charge f on the year. This would have a great influence in making the school the social center of the neighborhood, which could not help being good for the school. The v7ork has been so successful in Pittsburg because it has been in charge of a trained librarian from the Carnegie Library. Industrial wort:. — Industrial work has been a feature of most x)lay ground sys¬ tems for the i)ast three or four years. It has arisen largely from the need of the little mothers who come with babies, or from the need of the older girls. It has consisted of sev/ing and basket weaving, though in some cases there has even been cooking for girls and carpentry for boys. This has been organized in the belief that this so-called work would be real play for the children, and such I believe it is. There are fev/ sorts of play that are more interesting to children than con¬ structive play. Gymnastics and games. — A fourth department of jdayground activity is that of gymnastics, athletics, and play, all of which come under the head of gymnastics in New York at i^resent. In athletics not much can be attempted in a school basement or a 40-foot exte¬ rior court; but relay races, potato races, and high jumx)s are organized. The most popular games for the girls in the New York playgrounds are Jacob and Rachel, ring rope, circle ball, cat and mouse, and three deep. The most po]p- ular games for boys are three deep, circle-catch ball, battle ball, tag, and bas¬ ket ball. Most of the newer games are importations from Germany. Among these, three deep or drei mann liocli is the most X)opular. It is a game requiring great alertness and agility. The children are formed into two concentric circles, so that each child in the inner ring stands in front of a child in the outer ring. There are also a runner and a chaser. The runner darts around the ring and stops either before or behind some child in the circle, thus making the line three deep. If the chaser can touch the runner before he does this, or the third child in the line before he runs awaj/, the child touched must be chaser and the former pursuer becomes the runner. When the runner does not run too far before stop* ping the game is very exciting. The swing a,nd seesaw, of course, are very i30X)ular with the small children of both sexes. Each playground in New York is equipx)ed with a good gymnasium. In many of the smaller cities the gymnastic apparatus found in the x^laygrounds is home¬ made. In gymnastics there are regular calisthenic, wand, Indian club, and dumb-bell drills. There is class work on the heavy apparatus, and the girls are taught the two-step and schottische as well, in most i)laygrounds. Every play¬ ground where S3 much gymnastic work is carried on needs shower baths. All of the playgrounds of St. Louis are provided in this way, and many of those of Chicago. In New York in past years there has been only one public school pro¬ vided with shower baths; but an order was given in February for the equipping of nine more in a similar manner, and I sujmese every school, the playground 22 EDUCATION EEPOET, 1903. of vrliicli is used, will soon be tlins provided. This is something which cleanli¬ ness, comfort, and health alike demand. It is now well Imovvm that the sense of fatigne is mainly due to the waste of mnscnlar action that is thrown into the blood.- This waste is ordinarily thrown out upon the skin by the sweat glands. If it is not washed away, it may be reabsorbed, tlms poisoning the whole system. Some may and do question how far it is legitimate to put gymnastics in place of l)lay. It is something easy to overdo; but, within limits, gymnastics are real play for the children. Play also gives an opportunity for personal inspection and setting up. The starting and maintaining of tournaments between the different playgrounds give an added interest to the regular work, and have a great influence in keeping up a school spirit. Pittsburg has taken the lead by building an arena where these games and contests could take place. I believe such an arena should be pos¬ sessed by eAmry large city. It could not fail to be a great incentive to every sort of athletic and gymnastic practice, and would seem to give the city’s sanction to a good physi(iue. The contests in New York have heretofore been held in Crotona Park; but this is rather distant for most of the children. Mr, Stover hopes that the playground in Seward Park v*ull be used in this way, and it is certainly much better than anything we have had before. SOCIAL CONDITIONS IN THE PLAA’GROUNDS. A number of problems that occur in every jdayground will be treated under this head, and also a superficial glance at social and moral conditions in the playground will be given. Cleanliness. — One of the things vvdiich claim the attention of every playground worker is the cleanliness of the children. Of course no very high standard can be exacted. The child who comes clean in the morning V7ill not be clean after lie has played basket ball for an hour. But there are some children Avho come so dirty when left to themselves that other children (especially true of girls) do not Vvmnt to associate or play with them. Their appearance is a disfigurement to the playground and a bad example to the other children, A child, who will behave very respectably when he himself is clean, will tend to live uxi to a very different standard Vvdien he is filthy. Of course, dirty children can not be allowed to take books from the library, or play many of the games, or do industrial work, so it follows that some standard of cleanliness must be insisted on. This does not extend to excluding children with bare feet, in my opinion, though this has been done. In general, a great deal can be accomplished by putting in as monitors and leaders only those children who are clean, and let the other children knovv^ why these children were selected. In drills some teachers give a military inspection of the line and insist on some standard of neatness. Occasional praise of neat chil¬ dren and hints to those who are too careless of their appearance are usually suffi¬ cient, but children are sometimes sent home for too great negligence in this matter. Politeness. — Politeness is another iiroblem. A high standard of parlor etiquette can not bo required, neither can the roughness of the street be tolerated. If the leader does not insist on x:)oliteness to herself she v.fill not be respected, and if the children do not grov7 more iiolite to ea^ch other neither can her influence be avail¬ ing, nor can the playground furnish a very wholesome social life. There is an unquestionable increase in politeness among the children frequenting any well- managed jdayground. This is due in part to the kindly spirit which pervades the X)lay, and in jmrt to the children learning that there is such a thing a§ politeness in play, and something of its requirements. It may seem absurd, but it is really true, that most of those children have never dreamed that i)oliteness aiiplied to such things as their i)lay with each other. But the main source of this improve- PLAYGEOUNDS. 23 meiit is the example of the teachers, who take pains to be very polite in playing the games and in the general treatment of the children. Justice, vjaiting their turn. — One of the best effects of the playground move¬ ment has been the cultivating in the children a sense of justice. In the street might makes right. When the playgrounds opened, the large children did not expect to wait their turns with the small children at the swings or apparatus. They went to the head of the line, or even i3nlled the small child out of the swing. This has changed, but whether it indicates any considerable reformation or only respect for authority it is hard to tell, but the influence on the child is sure to be good. This respect for the rights of others is one of the most needful lessons for a child to learn, and the writer knows no better way to teach it. The method that has ordinarily been employed to prevent a scramble for scrips, swings, seesaws, etc. , is to line up the children and put a monitor in charge to give each child so m_any swings. This in itself is not always effective, as children will step out of their places and step up ahead of other children. To prevent this the children are sometimes lined up according to their size, or each child is given a slip v/ith a number on it. A reliable child with a little instruction will manage this. Often some game like beam bag or buzz is started for the children who are standing in line. Stealing. — Stealing is likely to occur in any x)layground, especially in the first week or two it is opened; but if the worker succeeds in raising a school spirit, the older children will soon cease to take things. Gangs.-— TliQ playgrounds of most cities were troubled at first by gangs of boys who came in for mischief. In the first week or so they often caused great annoy¬ ance, so that a policeman was stationed in every i)layground in New York. The gang problem is becoming much less acute as the system becomes better organized and the workers learn better ho\v to deal with them. The gang can often be conquered by turning them into a gymnastic or basket ball team. In this they have the advantage over other teams in having a strong spirit of loyalty to each other. They will usually respect a gymnast who is capable and tries to help them, and they will expend their superfloiis energy in work instead of mischief. In order to do this it is usually necessary for the teacher to make friends with the leader. By making monitors of one or two of the moving spirits, the whole gang is often subdued and very effective assistants are gained in the playground. This is a method that must be used with discretion, as the influence of such monitors on the other children is not always good. This same method will very often work with the troublesome child in general. If he can be influenced to help or if he is put in charge of something, he ceases to be a nuisance and makes a very effective assistant. After the work of a playground is well organized the home talent will generally take such good care of its premises that a, troublesome gang will soon find the street a iileasanter abiding place. Gangs have not made much trouble for the past two years. Profanity , obscenity, and cruelty. — All of these offenses will be met with in the playgrounds. There are cases of children who are lewd both in actions and lan¬ guage. There has been trouble in some cases from loose girls in their early teens. The only cure of the evil seems to be to exclude the girl. Playgrounds cannot be made reformatoiies for such characters. The influence of the teacher is divided among too many children, and these characters may have a bad influence over many. The teacher can not correct it, because these things will be said when she is not around. There are some children who like to see animals and other children suffer. They will strike them just for the sake of hurting them. The writer once had a boy in a playground under his charge who would intentionally strike or otherwise hurt four or five smaller boys every half day he was in the playground. He seemed 24 EDUCATION EEPOKT, 1903. to take pleasure in the act for its own sake. No amount of talking to him seemed to have any effect, and he finally had to he excluded. Pl(ni(ir()}( ad spirit, — To a keen observer who visits different playgrounds it is sof)n evident that there is a different spirit in each. The children have a different attitude toward each other and toward the work and teachers in the various play¬ grounds. Some playgrounds do not seem to differ from the streets; there is no loy¬ alty. In other playgrounds you feel that there is an air of friendliness; you find older children assisting the younger ones; often the teacher may go away and the playground will take care of itself. It is the creation of this spirit that is the hardest task of playground teachers. It requires unusual qualities for one to be largely successful. The writer has never known but two or three such leaders of children. If this school spirit is analyzed it seems to me to resolve itself into a threefold loyalty. It consists in loyalty to the leader, loyalty to the playground, and loyalty to the other members. In most cases one or two of these elements are lacking, and consequently the result is imperfect. Discipjline. — There are not many ways of punishment open to the playground teacher. The main method must always consist in having the work so well organized, the children so friendly, and surplus energy so well consumed that disorder will not naturally occur. When it does occur, the moral penalty of the disapprobation of the teacher and the other children will then be a strong pre¬ ventive. When this is not effective the child is excluded from teams or games or, as a last resort, from the playground. Social and moral irtfluences. — As the playground has always been regarded as something of a social settlement, it remains to say a few^ words of its social and moral forces. The first of these is the playground itself, in removing the children from the temptations of the street. There is a suggestiveness about the play¬ ground which differs from that of the street. The child does not naturally think of doing the same things. The games themselves have a great influence on over¬ coming race i)rejudices and cementing friendships among the children. The teachers have often taken a great interest in the work and in the children, and their personal contact with them has borne fruit in a copied politeness, gen¬ tleness, and justice. GENERAL CONSIDERATIONS. Salaries and appointments. — In all cities in the early days, and in most cities still, the playgrounds are either a semiphilanthropy or a practice ground for the normal apprentice. At present the requirements for eligibility and the salaries of x>layground teachers are fixed by law in New York. The requirements for eligibility are a college diploma or experience in teaching. The salaries are $4 lier session for xirincipal of a iilayground, play center, or roof playground; $2.50 for a head teacher, and $1.50 to $1.75 for an assistant teacher. Value of directed play . — It has often been said that directed play is not good for or jileasing to children. The director, or better the organizer, of plays and games must not lie a man of mechanical rules and iron discipline, but there can be no doubt that children choose an older iierson for their leader. The children wnll always flock into the game being iilayed by the teacher and abandon their own games. Where there are two vacant lots side by side in one of which there is directed play while in the other there is not, there wnll always be found to be many more children in the lot v/itli the teacher, and often this will be crowded while the other is quite deserted. It is Joseph Lee's testimony that the free play¬ grounds in Boston are not used, and the observations of the writer in New York are (piite in line with this. Is it irortli while? — It is very evident to everyone that these new departments of school work represent a very great departure from the traditional work of the school. In it the school has left its allotted portion of the year and invaded the PLAYGEOUNDS. 25 vacation time. It lias undertaken to give not only physical, social, and moral training, hut ii: has attemiited also to provide for recreation. New York is spend¬ ing upward of $150,000 a year to provide the children with these facilities. Some have thought such an expense unjustifiable. Most of those who take a negative view of the value of the playgrounds consider them from a very narrow point of view. The street department could very nearly or quite afford to maintain the playgrounds for the sake of improving the streets. NeAV York iiays more than this for removing one large snowfall, yet there is no obstacle in the street that is half so troublesome as the child. You can steer around a post, but you never know where a child will be the next moment. Every kind of dray or carriage or car must reduce speed, and every driver of these thousands of vehicles is put under a nervous strain by the presence of the children, and the passers-by and the stores at the side are constantly annoyed by their games. The expense of the playgrounds is easily justified by the protection of the children. This means, hygienically, protection from extreme heat, from noxious dust and filth of nameless composition. It means, x>hysically, protection from accidents. Many parents have come to the playgrounds in Ncav York and told the teachers that formerly they could never take any comfort in vacation time because they were always leaning out of the window to see if their children were safe. Morally, the playground has meant to the children protection from almost constant temptations. The number of arrests of children in any neighborhood always falls off abruiDtly on the opening of a playground. The writer has in his possession the following clipping, believed to be from the report of the Chicago schools and addressed to the superintendent: My Dear Sir: I am pleased to drop you a line in relation to the decrease in patrol calls during the recent vacation. Ordinarily the telephone would ring almost continually, complaining of ]x)ys playing ball in the streets, stealing fruits, swimming in the canal, etc., but this year we have experienced quite a relief, and I am candid enough to believe it is largely due to your summer schools and the Mothers’ Club baseball grounds. ' Hoping for greater success during the next season along these lines, I am pleased to remain. Very respectfully, Chas. R. Y/right, Chief of Police. If the view herein set forth of what the playgrounds have accomplished in the Vv^ay of physical, mental, moral, and social training for the children is true the Xilay grounds are well justified by the positive benefits. Control of ]jlaug rounds. — The question still remains, admitting that this work is Avortli doing and should be done, does it belong to the department of education? So long as it is carried on in connection with the school buildings it can not be well left to any other department. But the question of the control of the neAV municipal or model playgrounds Avhich are being laid out so rapidly at present may Vvell be raised. If the question be well considered it will be seen that there are three or four departments concerned in the playground problem. Some of these departments do not yet realize it, apparantly, but it is sure to be forced on their attention in the near future. The first department is the tenement-house department, which must be brought to provide some playground in the center of the block for the small children. The center of a tenement block is to-day the dreariest spot in the “city wilder¬ ness.” Partially occupied by unsightly stables and tenements and factories, crossed by ugly partition fences and a labyrinth of clothes lines, it is the most depressing outlook in the city slum. This spot must be brought to stand for nature in the form of shrubs and flowers. It must be made a jilayground for the small children, who are not safe on the streets. The second dejpartment concerned is the street department. For the streets, EDUCATION REPOHT, 1C03. 2G after all. are agoing to be used largely in this capacity, and of many streets of my acquaintance it must be said that their function as playgrounds is much more important than their function as thoroughfares. Recognizing this fact, such streets should always be asphalted, thus giving a usable surface for running and roller shating. They should be cleaned not with a vievr of making them pass¬ able for wagons, but of making them fit playgrounds. The traffic should be so regulated or turned into other streets that the children vnll not be exposed to unnecessary dangers. The third department is the department of parks, which is at present so active in building model playgrounds. The fourth is the department of education. The question as to whether each of these departments should be stimulated to carry on this work and each set to compete with the other, or whether a play¬ ground department sliould be created to take charge of this side of the work of all departments will not be discussed, but this is certainly an important consideration at the present moment. Games in the curricutirm . — Should we introduce games into the curriculum as the Gernians have done? Should we attempt to make athletics compulsory where it is possible, as it is in the English juiblic schools? There vrould be a great improve¬ ment in the attitude of the teachers and scholars toward each other, if they might play together more often, and I hope this question will soon claim the attention of American educators. Xormal traininej for vacation teachers. — 11110 very rapid development and wide extent of the movement seems to demand that the normal schools pay more atten¬ tion to this side in their training. New York will employ nearly 2,000 teachers in this work this summer, yet her normal .schools are giving no training. The train¬ ing required wull pay more attention to gymnastics, to physiological law^s. and the aims and methods of social work. PSYCHOLOGY OF PLAY. Any treatment of the playgrounds would seem incomplete without som^e brief treatment of the psychology of play. There have been two cliief theories in the field — the Schiller-Spencer theory and the theory of Professor Groos. The first theory, which has been most inti¬ mately connected with the name of Herbert Spencer, is the theory that play is surplus energy. Spencer says an animal in its daily pursuits generates a certain amount of energy. When conditions of life become easier for any reason, the amount of energy which was only sufficient in other times now is in excess of requirements, and this excess is expended in play. It is like a locomotive; wffien it is running on the tracks and drawdng its load it uses its steam, but when it stops at the station it soon begins to blow off. The young animal having no seri¬ ous actiAuty, and no way to use the energy it generates, uses ail of this energy in pkiA^ and gains i^hysical development thereb^L The human brain is like a steam chest; as the process of nutrition goes on the brain cells are constantly being nourished beyohd the point of nervous equilibrium and tend to a nervous dis¬ charge. Children can not sit still. The writer has tried hundreds of small children, and there are very few children under fiA-e aaTio can be got by any inducement to sit still for one minute. By actual register Avith pedometers he found that the ordinary child of five or six not in school Avill walk or run around 8 or 0 miles a day. These facts seem to show the presence of this surplus energy and this tendency to nerAmus discharge. Anyone may notice the sedate pace of the ploAV horse as he comes from his work, and the wuld gambols of the idle steed unloosed froni his stall. Professor Groos says, hoAA^ever, that this is all A^ery good so far, but Avhy does PLAYGROUNDS. 27 one animal play in one way and another animal in another? Surplus energy may account for the presence of play, hut it can not account for its form. He says, further, that the young tiger, no longer fed by its parents, must inevitably starve if it had not gained that practice in its play which would enable it to spring upon and seize its prey. His solution, then, is that play is an instinct which gives the animal his education for the serious activities of life. He says: “The animal does not play because it is young, but rather it has a period of infancy in order that it may play.” Dr. Luther Gulick has also made some very interesting studies on play. In observing the differences between the plays of boys and girls, he finds that boys have a tendency, which begins to manifest itself about the age of puberty, to organize themselves into gangs and to play organized or team games. Girls have never invented teann games, and it is much harder to teach them to iday together as a team than boys. Doctor Gulick accounts for this by the past of the race. As human kind was emerging from savagery, the men had to organize for pro¬ tection and aggression, or the ones that did not organize were killed off by those who did. Out of this grew the life of the tribe or clan. This tendency to organize is transmitted as an instinct in the male line and manifests itself about puberty. The women have never had any such necessity for organization laid upon them. Each has lived apart as an individual in the home, and fhe girls consequently have not inherited this instinct. Doctor Gulick sees in this organizing tendency, and its resulting loyalty to tribe or clan, the second root of altruism, an unselfish element that has come to us through the male. It is generally believed that the form of games is derived from earlier activi¬ ties of the race. They are much conventionalized, ofttiines so that the original is hard to make out; but each game, which may have undergone many modifica¬ tions before it assumed its present form, w'as once a serious activity of some kind. As such it v/as learned by imitation, and the tendency to play it w^as transmitted in the form of instinct. Thus the games of children between 6 and 13 are com- X)etitive; the ideas of choosing, striking, throwing, or hiding away are elements in nearly all." These are also elements in the life of a savage. The team games, such as football or baseball, rex:)resent the life of the tribe or clan and are derived from the old game of war. The best example we have of a war game was the tournament, the great game of the days of chivalry. VALUE OF PLAY. PliUsicah — The mission of play in the animal world seems to be to give physical strength and muscular coordination. It is the only gymnastic of the animal or the small child. Play, however, stands for more than mere x>hysical strength; it is always graceful and represents a x>erfect coordination of imx)ulse and move¬ ment, It is action completely exx^ressing an idea. Play has a more healthful action on the vital organs than other activities, and is a greater stimulus to growth because it is activity for which we have inherited adjustments, and because the glow of x^leasure with which it is accomxianied gives tone to the whole system. InteUectucil. — Probably the stimulus that did most to arouse the dormant intel¬ lect of x^rimitive man and goad it on to think, v/as the stimulus of war. Vv hen life hung in the balance, stupidity was fatal. For this reason very likely x:)rimitive races have craved this stimulus naturally, as they have craved food. It is our great organized games, too, which represent this period, that offer the greatest stimulus that is ever given to a boy. What else does a boy's world ever offer him that is comparable with the reward of a difficult touchdovm on the football field? It gives him at once popular renown, the praise of the beautiful, and the admira¬ tion of his friends. He becomes a hero in an hour. Is there anything else that 28 EDUCATIOIT REPORT, 1903. can awaken a stupid intellect to the same degree? ‘ ‘ All work and no play makes Jack a dull hoyd’ Yes, and the way to brighten a dull boy is iday. Play develops a cniick reaction time, and the tendency to execute a purpose as soon as conceived. No halting Hamlet was ever j^roduced on the football field. It stands for self-control under strain. But the best thing it does for a man, perhaps, is to give him the play spirit. Sociid.- — Socially, play stands for good fellowship, for the ability to get on with others, to take knocks and give them, and smile tlirough it all. It stands for competition and cooperation. illorfh. — Children acrpiire their inemners and habits mostly from their play. Compare the ways of kindergarten children with those of similar children who do not go to kindergarten. A child has formed habits long before he comes to have serious activities. It seems to me that x)recept has very little to do Avith these; they are formed from imitation, impulse, and restraint, all acting together. I doubt if any man eA^er grevr up dishonest in business wdio had not been dis¬ honest hundreds of times before in playing croquet, checkers, or dominoes. I doubt if many are untruthful in manhood Avho Avere not untruthful as children at their T)lay, and vice A^ersa. I doubt if there are many aaJio are honest and truthful as children in their games Avho grow rq) dishonest or untruthful in business affairs. To my mind tlie most valuable game is the team game. It is the most valuable in CA'ery sense. It gi v^es the best physical training, it teaches the healthiest cooper¬ ation, it requires the most implicit obedience to law, it exacts the most manly spirit, it demands the constant subordination of the individual to the good of the A\diole. Corresi>onding to the life of the clan, it teaches all the virtues of unselfish¬ ness that have sprung from it. If Ave accept the recapitulation theory, then as this was the Avay the race first learned loyalty to each other and cooperation and obedi¬ ence to law, then this is the natural way to teach these virtues to the child, or in other words, to teach him to be a good citizen. BIBLIOGRAPHY. Constructive and Preventive Pliilanthropy. Josepli Lee. American Municipal Progress. Charles Zeuhlin. Play of Animals. Play of Man. Professor Gross. Biology. Herliert Spencer. The Children of the Poor. .Jacob Riis. The Battle Avith the Slums. Jacob Riis. III. — SETTLEMENTS. HISTORY OP THE MOA^EMENT. The name “ settlement ” implies residence. The essential idea of this new movement is that people from the more fortunate ranks of life shall come down and li\’e among the poor and Avretched and seek to raise them by personal example a,nd influence and liy improving the conditions under vrhich their life must be passed. It is an attenijit to bridge the chasm between the classes by bringing them to live together, Avith the hope that neighborhood shall breed respect and sympathy and that the Avise and the good may become the leaders to direct and inspire those who haA^e had fewer advantages. As such, the settlements are located among the most crowded tenement sections in our great cities. In America they liaA^e to deal almost altogether Avith a population of foreign parentage and mostly Avith recent immigrants. Only a A^ery brief treatment of this subject is here admissible. Consequently SETTLEMENTS. 29 no mention will be made of the early anticipations of this movement as found in the work and writings of Coleridge and Morris and Owens and Kingsley, and only the movement itself will be considered. In England. — The work began on the theoretical and r^ractical sides at almost the same time. Some thirty years ago John Rnskin v/as lecturing at Oxford on social conditions and seeking to make his students symiDuthize with the lives of the poor. One of the students who drank in his words and Avas fired by his spirit was Arnold Toynbee. The Rev. S. A, Barnett had already been laboring for some years among the poor in the Whitechapel district of London, To him Toyn¬ bee went to consult and confide his desire to do something to raise the lives of the wretched above the squalor and misery of their condition. In 1875 Toynbee, then tutor for the Indian service at Oxford, spent the summer in living among and in lecturing to the people of Whitechapel on economic subjects. After this he came every summer. He v/as much loved, both by the people with whom he labored and by his associates at Oxford, and when he died in 1883 his friends resolved to erect some sort of memorial to his life of self-sacrifice. At first they thought best to found and endow a university extension lectureshix:), but after consulting with Rev. S. A. Barnett, who came to Oxford to lecture at this time, they were convinced that the needs of the poor could not be met by outside influences or lectures, but that only those who had lived among them and knew their needs and had gained their confidences and symx)athy were in a position to help them. The outcome of this talk was the founding of the University Settlement Society, which built Toynbee Hall in 1885. Rev. S. A. Barnett was made warden, and so the first settlement began its career under the guidance of one with long experience in work among the poor. Toynbee Hall is situated just ofi from Whitechapel, in the interior of a very crowded block. It has accommodations for about twenty residents. A large x^art of its work, following the career of Toynl^ee, has been educational, consisting of university extension lectures, classes, clubs, etc. The residents have taken great interest in the municixial affairs of the neighborhood and have often held xoositions of xmblio trust. They have been inspectors of schools, supervisors of charities, etc., but the warden holds the actual contact with the people and the influence that comes from it as their most imx:>ortant services. There is a great mass of literature on the work of Toynbee Hall, but it is hard for an American who can only travel during his summer vacation to get a x^ersonal estimate of the v/ork, as it is closed and the residents are absent during most of the summer. Oxford House, London, was also founded in 1885. St. Margaret’s House, the ladies’ branch of the Oxford House, was founded in 1889. There are now proba¬ bly thirty or forty settlements in London, among which the Passmore Edwards Settlement is of especial interest, because it has been so closely associated with the name of Mrs. Humphrey Ward. Its aim is religions, and it may be said to rex)resent the views x)i'oniulgated by Mrs. Humphrey "Ward in Robert Elsmere. This settlement is notable as having been the first to establish a school for crippled children. Wagons were sent out for the children in the morning and redelivered the children to their homes at night. While in school they were under the treatment of a trained nurse. The cost per child v^as two or three times the rate in the public schools, but a class of children was reached which would other¬ wise have been neglected. To them school meant pleasure, health, strength, and the x^ossibility of becoming self-supx3orting. Since then there have been several such schools established in England. Last summer Mrs. V/ard started in this settlement the first English vacation school. There are settlements also in the other large cities of England. In general, I believe lecture and class work is made more x')rominent in England than it is in our American settlements. The religious motive is also more promi- 30 EDUCATION KEPOET, 1903. nent. The head vrorker, or Avarden as he is called there, is apt to he a clergyman. Athletics are emphasized mnch as gymnastics are with ns. The problem of the English settlement is greater than that of the American settlement. The shim Aintli Avhich it has to deal is more AA'retched and squalid -j ALLIED INSTITUTIONS, The settlement is not an entire stranger in American life. It lias had many cousins and some brothers and sisters. The Young Men’s and Young Women’s Christian Associations have carried on many of the settlement activities for years. Church Missions have often had clubs, gymnasia, and industrial classes, as have also the institutional churches. Boys’ clubs, and of late the evening play centers in the public schools, have been doing very similar work, though they do not have residents. AIMS OF SETTLEMENTS. Settlements may be divided into two general classes — religious settlements and nonreligious settlements. Religious settlements may again be divided into church houses, and settlements not connected with any church, but in v/hich religious teaching is carried on. The church house is a settlement planted and maintained by a particular church. It is the city mission of former days with the settlement activities superadded to it. Very often the activities of the settle¬ ment are mainly carried on by volunteer workers from the church. In this way it furnishes an opportunity for Christian activity to the parent church, the rich are brought to sympathize with the poor and the benefit is mutual. The nonreligious settlements may again be divided into those which make the settlement idea prominent, and those vfhich believe the best work of the settle¬ ment consists in organizing its community to work out its own salvation. This idea is often expressed by saying the settlement should be a neighborhood center. The first class of settlements have three general purposes: First, to secure through investigation and legislation the conditions of a decent life to the poor. In this capacity settlements are working for clean streets and better tenements, for parks, baths, and playgrounds, and to improve the conditions of labor. It would be hard to estimate just how much direct influence the settlements have had in improving conditions in the slums, but it has certainly been considerable. Sec¬ ondly, settlements seek to provide many utilities for the people in the form of legal aid, provident loans, cooperative stores, etc. These activities will be referred to later. Their third purpose is to reform the section from within by direct contact with its life. This is effected by the direct influence of the residents, by univer¬ sity extension lectures and classes, by art exhibitions, music schools, classes, etc. One of the chief factors in this work is the settlement building itself. The build¬ ings are alv/ays kept scrupulously clean, the rooms are generally models of taste in furnishing and arrangement, and there is always something to apiieal to the love of the beautiful. Besides works of art, all the New York settlements have windovf boxes of flowering plants in their windows. Then too the settlement building furnishes a common parlor to a neighborhood that ordinarily has none, so that the social life can go on under decent conditions. But the chief factor in settlement work is naturally the v/orker. It is hoped that in the direct contact in neighborhood life and work of the cultured and the uncultured, that culture will tell and the workers will become the leaders in the community life and will be imi¬ tated in all their ways. Some of this influerice vAll be direct and personal and some •wull come through their hold on clubs. The idea of Stanton Coit in founding neighborhood guilds was that these guilds should organize the life of each community for common ends. He finds the source of many of the ills of slum quarters in the fact that there are no social ties that bind the district into a community. If neighborhoods are thus organized for self help, with a guild hall as a neighborhood center which can serve as parlor and sitting room for the tenements that have none, then they can administer charity more wisely to their own members than can any outside agency. They can help each other to secure employment and in every way the neighborhood 32 EDUCATIO]^ REPOET, 1903. will be served. This is n, revival of the guild of the middle ages with the idea of neighborhood instead of trade as the basis of organization. There are others (among whom may be mentioned Dr. Ossian Lang, editor of the Kellogg publications) rvho agree with this reasoning in general, and say fiir- tlier that each cominunity lias such a center already provided in the jiublic school, an institution whicli is nonsectarian and nonpartisan, and in which all are wtally interested. It certainly doss look as though some phases of settlement work are to become permanent iiliases of school work. The tendency of all iirogress is undoubtedly toward public administration of public necessities in the vhde sense. Private enterprise must test each new candidate for the school curriculum, but after it is proved and its value determined it always tends to become a part of a school course. In this v.^ay the schools have taken up drawing, painting, music , and gymnastics. Will social work follow? The settlements claim to train character, while the pedagogue asserts that the training of character is the chief aim of education. If both these statements are true then the work or a part of the work of the settlement falls well within the educational field. The public schools of most of our great cities have already invaded this field through their playground movements, but more especially through their evening play centers and evening- roof gardens. This is not using the school as a neighborhood center, but we also have an example of a school being used in this way in the Long Acre League on West Forty-fourth street, Kew York City. This is the organization of a neigh¬ borhood around a public school by which various social and educational activities are maintained. This problem, however, is peculiarly difficult in American slums from the fact that so few of the people speak English. AIMS OF SETTLEMENT WORKERS. Miss Addains says that there are three chief aims which animate workers in settlements. The first of these is a “desire to socialize democracy.” She says that we have a political democracy, but a social aristocracy. We recognize the right of every man to a vote, but we do not recognize that he has the right to meet us on terms of equality in the dravvfing room or parlor. Yet by this separa¬ tion of the classes Miss Addams thinks the rich are losing quite as much as the poor. They are missing the broadening, deepening infiuence of wide sympathy and life, which alone can make life really happy or worth living. The second aim she sees in “ the desire to mingle with the common life.” It is the old gregarious impulse coming to light once more, the desire to be at one wuth the ra,ce. The third aim she finds in the working out of Christian brotherhood, in the desire to lead such a life of personal intimacy and equality among men as Christ Ifni in Galilee. Mr. Yy^ oods has said: “ The true attitude of every social worker is that of a mem¬ ber of a noble family, in which is the widest inequality, but equality and inequal¬ ity are never thought of, and greater knowledge and strength mean only greater love and service.” This is of course only a general statement of the teaching of Christ. This spirit is beautifully illustrated in an incident that is told of Charles Kingsley. Tie was entertaining a, distinguished guest, and this guest had just told a particularly good story when Kingsley turned to his wife and said, “ Call Mary, my dear; I thinlc she would enjoy that story,” and the distinguished guest was asked to repeat the story for the servant's benefit. It would be hard, however, to get a better illustration of the difference between the old and the new spirit than we find in Lowell's Vision of Sir Launfal. You will remember, how, when Sir Laun- fal rides forth in search of the Holy Grail, he is met at his gate by a leper who asks for alms. Sir Launfal despises him in his rags and filth and wretchedness, and tosses him a piece of gold in scorn. The leper does not take the gold. Years SETTLEMENTS. 33 pass by, Sir Laimfal, having spent liis life in a fruitless search, returns to his castle only to be denied admission. Once more the leper stands before him and asks for alms, but this time Sir Launfal’s heart goes out to the leper in his suffer¬ ings, and he divides 'with him his crust and brings him 'water from the brook. The first attitude of Sir Launfal has been too often the attitude of the alms¬ giving rich in the past; his last action shows the true spirit of the social worker. Nothing is more fatal to the success of the work than the spirit of condescension that the rich too often show toward the iioor. LIFS OF A RESIDENT. Very mistaken ideas are often entertainad by outsiders as to what the life of a resident is. There is so much said about sharing the life of the poor, living the life of the people, etc., that many seem to think that to live in a settlement means to live on a very frugal fare and in mean and unattractive apartments, but this is one of the things which settlements do not stand for. The aim is to plant a higher life among the poor, hence the building itself and the rooms of the residents are generally commodious and m_odels of taste. They are very niuch better than the ordinary room of the college student. The board is usually very good and the people of the neighborhood do not dine v/ith the residents, as many seem to thinkf' except wdion they are invited to do so. HoAvever, the effect of the quarter can not bo avoided and it is not best that it should be. There are the noises, the unpleas¬ ant odors, the dirt of the district, and the constant presence of sights of 'wretch¬ edness which wear upon the nerves and sympathies. There are the endless rov/s of pushcarts and brick buildings and dirty streets, and usually there is no toucli of nature to redeem the barrenness and monotony. The resident’s time is never his own, as he is constantly being visited by people of the neighborhood and by guests of the settlement who 'wish to see the work and the life. These things can not well be otherwise, because it is through the intimate contact with his neigh¬ bors and bj^ entertaining them in his own room or the club room that the worker is to gain his indneiice. There is usually a very ideal social life among the work¬ ers v/ho live thus separated from their former associates in a city slum. The common work and isolation alike draw them together. Then there are many interesting people who are constantly coming to visit the settlement. It is always a favorite place of resort for sociologists and jihilanthropists. ■ The workers at a settlement consist of a head worker, one or more assistants, a matron, resident volunteers, volunteers vdio- come in from outside to assist in taking charge of the clubs and the library, the teachers of classes, etc. The head worker of most settlements devotes all of his or her time to the work, and is gen¬ erally paid, as are also the assistants. Of the other residents some devote all of their time to the v/ork, but many only devote their evenings or a part of their evenings to it. They receive no compensation and usually pay six or seven dollars a week for their board. They might be called social apprentices, though many are thus giving tlieir lives to the work. Miss Addaiiis thinks that social work of this kind, either as a volunteer or as a resident, is an in valuable part of the edu¬ cation of a young woman of competence who has graduated from college and finds herself without any serious 'work in life. The widening of her sympathies through contact with the people is sure to make her more attractive and useful in any circle, while at the same time she is giving to the poor the results of her years of training and of a life of rich opportunities. When a settlement is planted in a slum there is always a struggle for the mastery to determine which is to leaven the other. There is the same struggle het'ween the individual residents of the settlement to determine whether they are to hrin^ ED 1903 - 3 34 EDUCATION KEPOliT, 1903. tlie peox^lo lip to their stanaartl or Y.'hether they shall adopt the ways of thinking of the neighhorhood. There is an inevitahle leveling and dov\*n where the contcict is intimate wliich works both ways, and it is therefore desirable that the residents should lead a life of wide interests and sympathies without as well as v’ithin the settlement. ACTIVITIES OF SETTLEMENTS. A considerable part of the energy of the New A^ork settlements during the past year has been given to the investigation of child labor in that city and securing the x^assage of a more stringent law against the emxiloyment of children of school age, and in saving the new tenementdiouse law, which promises to the NewATork of the future such greatly iinirroved dwellings for the poor. The L^gal Aid Society. — One of the useful activities connected with most settle¬ ments io the legal aid. The people in settlement neighborhoods in this countiy are apt to be immigrants who have only been here a short time. Consequently, they do not understand either our language or our laws, and are x)eculiarly liable to be cheated by emidoyers and business concerns. To such the Legal Aid Society offers free advice, and, if circumstances seem to warrant it, vrill even prosecute for its client. A small fee is charged if it appears that the client can aftord to p^y it. The F) ovident Loan Society. — Tlie Provident Loan Society is another society connected with some of the settlements. This is a model xiawn shop. The regu¬ lar pavvm sliops of these neighborhoods usually charge 3 or 4 jier cent a month on the money loaned. If the borrower does not redeem his pledge promptly the article is often sold at a great sacrifice to him. The Provident Loan charges 1 per cent a month on all its small loans on short time. Thus far it has j^roved both a practical idiilanthroxmy and also a good business investment, paying about 5 per cent on the capital invested. The Provident Loan of the Universit}" Settlement in New A"ork does over $3,000,000 worth of business a year. As the work is among the Jews, thepdedges are largely diamonds. , The penny provulent banl\ — The penny provident bank is a feature of all settlements, so far as the vniter knows. The curse of the poor is their imxu’ovi- dence. They seldom have any xilan v/liich surveys the income and arranges e:qienditures so as to leave a margin. Consequently, when times are good they live v/ell and often spend much on trilies, but in case of sickness or loss of v'ork there are no savings to draw from amd suffering is almost immediate. The Eng¬ lish settlements often send around a collector to the houses and urge the people to put in a iienny a v:eek if they can do no better. In America the settlements have bank day two or three afternoons or evenings a week. The deposits are nearly all made by children and range from one cent to three or four dollars. The usual dexiosit is about five or ten cents. When the amount reaches $5 the child is advised to xmt his money in a savings bank, as the xienny xirovident bank does not pay interest on deposits. The banking sj'stem is very siinxile. The child takes out a bank book, he puts in 10 cents and has a 10-cent stainii xiasted in his book. The bank will redeem the book at any time for the value of its starni^s, that is, penny xu’ovident stanqis. Ihe kindergarten. — Kindergartens are a regular feature of settlement work. They differ from school kindergartens in that a small fee is generally charged (usually 5 cents a week). The kindergartners visit the children and iiarents in their homes and organize mothers meetings. They receive salaries for their services. The creche. — Most of the newer settlements have day nurseries connected Muth them. Many of the mothers of the neighborhood work out during the day, and SETTLEMENTS. 35 either they must take the hahy with them, leave it with a neighhor, or keep one of the older children home from school to take care of it. None of these alter¬ natives is pleasing, and the settlements have done a service to the poor'hy ijro- viding a place v/here the baby can be left and cared for during the day. The mother leaves the baby at the creche when she goes to work in the morning and calls for it at night. A fee of 5 cents is nsiially charged. The trained nurse. — The trained nurse is one of the latest additions to the staif of settlement residents. Most settlements nov/ have one. She attends the needy sick of the neighborhood, and naturally gains a very strong hold on the i^eople. Lectures, classes, etc. — Hull House, Chicago, is a center for university extension lectures of the University of Chicago. Many of the New York settlements are regular lecture centers under the board of education. Settlements usually have classes in music, dancing, cooking, and gymnastics, and sometimes carpentry. The teachers are usually paid. Tsiany of these classes are organized as clubs and meet perhaps once or twice a wnek as a club and once a week as a class. Art. — There is a general feeling that settlements should do something to relieve the barrenness of the lives of the poor and bring as many elements of beauty into the neighborhood as possible. For this reason they sometimes have a programme of concerts. Often there are art exhibitions and flower shows during the year. Libraries. — Settlement libraries are extensively used by the children of the neighborhood. The library of the university settlement in New York had the largest circulation per book of any library in the State last year. Probation ivork. — Another resident who has been recently added to the list of workers is the probation offlcer. It has been felt for years that our penal system, whereby a first offender was sent to jail with hardened criminals wdio taught him the wmys of crime, had its faults. The young man who came back from the prison had the brand of the jail upon him and found it hard either to secure honest employment afterwards or to live down the obloquy of his former life. The probation vrork comes in as a relief from this condition of things. When a young man or wmman is brought into court charged with his first or second offense, the judge gives the case to a probation officer to investigate. If the officer thinks on investigation that mercy should be shown, he advises the judge to this effect, and the offender is often put under control of the i^robation officer. This means that the delinquent must give an account of himself and his voork every week to the satisfaction of the officer. Almost 60 per cent of those thus committed, are redeemed from the criminal class. The iDrobation officer is sup¬ posed to take a personal interest in these probationers to a decent life — to advise with them, to help them to secure vrork, or even give them financial aid in some cases. He maj^ send the probationer to jail without a warrant if he is not satisfied with his efforts to improve. Club ivork. — A large part of the work in a settlement building consists in club work. A club is a, self-governing body, voluntarily organized^, for personal ends. It has a president, vice-president, secretary, treasurer, committees, etc,, and gen¬ erally a club adviser, who is a settlement resident or volunteer vzorker who meets with the club and seeks to influence its members for good. In the New York settlements there is much greater demand for club rooms than there are rooms to offer. The university settlement has had to turn away about two hundred clubs during the past year. The reason for this great demand lies in the absence of sitting rooms or parlors from the neighboring tenements, so that the young people must find some other place for sociability. There are many different kinds of clubs and many of them meet on certain nights or in the afternoon as classes. There are social clubs, debating clubs, 3G EDUCATION EEPOET, 1903. literary clubs, industrial clubs, etc. When a club is organized the first meeting is usually taken up by the election of officers and the choosing of a name. In former years the adoption of a constitution was the next weighty matter, but now that clubs have so multiplied, this matter is greatly simplified by the new clubs borrowing the constitution of an old club and adopting it with a few modifications. The membership is made up in much the same v/ay as it is in a gentleman's club; a group of friends organize the club and the membership is increased by bringing in other friends. In boys’ clubs there is generally a minimum and maximum age limit of lueniliers. The first idea was to have large clubs of a hundred or more, but novr the idea is rather to have clubs of twelve or fifteen. A boy will generally be more loyal to a small club and there will be more intimacy between the members and a greater opportunity for the director to understand and infiuence each mem¬ ber personally. There are two varieties of club activity, the business meeting and the programme of vrork. whatever it may be. The business meeting is apt to occupy too much time and becomes disorderly in the case of clubs of boys or girls under IG. It also presents many valuable sociable opportunities for the club adviser. If he is vrell versed in parliamentary lav/ and gets his club to observe due form in its proceedings, this adds greatly to a club's self respect. If he can instill into the club the purpose to live up to its own constitution and by-laws he is teaching both regard for the club and obedience to lavf . The business meeting is well adaiDted to teaching several of the elements of success in modern life and also good citizen¬ ship. It teaches the boys or girls to cooperate in securing common ends. It teaches loyalty to a voluntary organization and obedience and respect to a self- enacted law. The discipline of a boys’ or girls’ club is a problem at first. There are three ways of securing such a degree of orderliness as is necessary to preserve the club’s self-respect and will enable it to secure its objects. Discipline mmst be lenient if the children are to seem natural. The first and best method is to get the mem¬ bers of the club so much interested in it and what it is trying to do that they will restrain themselves, and to give them such a high ideal of club life and so much self-respect as a club that disorder will seem unnatural. The second way of maintaining order is through the club president, who by his manner, by imposing fines, or sending members from the room will alone often keep a club well dis¬ ciplined. Clubs usually have a sergeant-at-arms, who is at the command of the president. The third way of maintaining order is by the presence of the club adviser and the respect he inspires. Most of the organizations of the past, such as the priesthoods of Greece and Rome, and later, the Odd Fellows and the Masons in our own country, have devel¬ oped a long ritual in connection with initiation and the conduct of business. There were also certain secrets not to be revealed. Boys show this same tendency strongly and sometimes organize into a gang to keep a secret they have made up themselves. A ritual of initiation, with secret grip, password, etc., adds greatly to the interest and impressiveness of this v/ork for boys. As to whether it is best the vu'iter leaves each to decide for himself. The club adviser or director has a difficult position to fill. He must direct v/ith- out commanding and lead while he seems to follow. If he attempts to force his ideals on the club they will lose interest. The great thing which he must do for the club is to select some worthy aim for its activity, and then by his own efforts and by cooperation with them keep u}) a constant enthusiasm for the work. A club must have some object if it is to be worthy of existence. If the adviser is to be successful socially he must have an intimate acquaintance with every boy and learn all about his life, so that he can advise and sympathize with him on all the SETTLEMENTS. 37 affairs of life, as a cultured parent would do u/ere tlie boy so fortunate as to pos¬ sess one. In Boston they are coming to think that an industrial club is more successful than any other. The main object of those who began the club movement was to remove the boys and girls from the temptations of the street, and especially of the saloon. A second good object is the forming of intimate friendships and gaining the ability to cooperate. A third is a training in manners and cleanliness through the inffuence of the director and of the club as a whole. Clubs train boj^s to be gentlemen. In this way the work has been very successful. A fourth good object may be a training in morals through talks by the leader and the penalties inflicted on offenders by the club itself. A fifth object in any Avell-regulated club is a training in good citizenship through the development of a sense of loyalty to an organization and its members and through obedience to self-elected leaders’and self-enacted laws. Vacation homes and summer camps. — During the summer a large part of the regular activities of settlements are discontinued and the club members and chil¬ dren are sent to some camp in the country for one or two weeks. They usually pay about half their expenses. The plan adopted by most of the blew York settle¬ ments has been to secure an abandoned farm with a good farmhouse. A matron is placed in cha,rge and there is some worker to organize games. PERMANENCE OP SETTLEMENTS. One sometimes hears the questions asked, “Is the settlement a permanent insti¬ tution?’' “Is it to be a feature of our social life in the years to come?” The answer seems to be that the settlement, as a settlement, is a phase of the “battle v/ith the slum.” To those of us vrho are sanguine enough to believe the slum is going to be conquered in its struggle vrith civilization, it v.muld appear that the settlement as a place of residence for another class must disappear with the slum, but it may be maintained as a neighborhood center. To us, however, the fight with the slum is peculiarly difficult, for however well we subdue the evil condi¬ tions in our midst, each steamer that comes to us from southern Europe brings us a nev/ slum, and vre have to begin the battle over again. The slum must be conquered there before we can esca]>8 from its influence here. There are many who believe that our present slum condition is due to the sepa¬ ration of the rich and poor, who have come to live in different sections of the city. This has brought about a failure to understand each other and an almost complete breach of sympathy between the classes. These theorists believe the solution of the vdiole p>roblein is to bring the rich to live among -the poor, and the able will thus become popular leaders, and labor and capital will understand each other, and their cooperation will lead to kindlier feelings and the wiping out of slum conditions. RESULTS. When we consider the efforts vrhich the more fortunate classes are making for those less fortunate, when we regard the vast sums of money which are being con¬ tributed by the rich to raise the condition of the poor, when we see the manifold activities novv’- being carried on to relieve their wretchedness or give them real pleasure, we can not but ask ourselves. Can the laboring people who see all this ever again regard society a.s their enemy? If an era of better understanding and. better feeling bet vreen rich and poor is really approaching, as the writer believes is the case, the settlements have had no small part in reestablishing this harmony. 38 EDT^CATIOK EEPOKT, 1903. BIBLIOGRAPHY. Practical Socialism. Rev. A. B. Barnett. iS^eigliborliood Guilds. Stanton Coit. Philanthropy and Social Progress. .Jane Addains. •Social Settlements. Professor Henderson. Function of the Social Settlement. Jane Addams. Elements of Sociology. Frank Giddings. Arnold Toynbee. Johns Hopkins Press. Universities and the Social Problem. Knapp. English Social Movements. Robert A. Woods. The City Wilderness. Robert A. Woods. Life and Labor of the People. Charles Booth. Hov" the Other Half Lives. Children of the Poor. The Battle with the Slums. Jacob Riis. Bo3's Self-Governing Clubs. Winifred Buck. CHAPTEE II, GENERAL LAWS RELATING TO AGRICULTURAL AND MECHANICAL LAND GRANT COLLEGES. [This compilation forms a contimaation of that which appeared in the Commissioner’s Report of 1902 (Chap. I, pp. 1-90), and which included the acts of Congre;ss relating to the land grant colleges and the laws o:^ Alabama, Arizona, Arkansas, California, Colorado, Connecticut, Dela¬ ware, Florida, Georgia, Idaho, liiinois, Indiana, Iowa, Kansas, Kentucky, and Louisiana.] MAINS. Ccnstitntion (1820): Art. YIII. A general diffusion of the advantages of educa¬ tion fceing essential to the preservation of the rights and liberties of the people, to promote this important object, the legislature is authorized, and it shall be their duty to require the several towns to make suitable provision, at their own expense, for the support and maintenance of public schools; and it shall further be their duty to encourage and suitably endow, from time to time as the circum¬ stances of the people may authorize, all academies, colleges, and seminaries of learning within the State: Provided, That no donation, grant, or endowment shall at any time be made by the legislature to any literary institution nov/ established, or which may hereafter be established, unless at the time of making such endow¬ ment the legislature of the State shall have the right to grant any further powers to alter, limit, or restrain any of the powers vested in any such literary institution as shall be judged necessary to promote the best interests thereof. V ’ [The matter whicla follows is ta,ken from the Revised Statutes of the State of Maine, passed August 29, 1883, and a Supplement to the Revised Statutes of the State of Maine, for the years 1885-1895, inclusive, by Elias Dudley Freeman, esq. Portland, 1895.] X Chapter 11: Sec. 123. Presidents of colleges are removable at the pleasure of the trustees and overseers, whose concurrence is necessary for their election, i; Sec. 124. No officer of a college shall receive as perquisites any fees for a diploma or medical degree conferred by such college, but such fees shall be paid into the college treasury. f Sec. 125. If an innholder, confectioner, or keeper of a shop, boarding house, or livery stable gives credit for food, drink, or horse or carriage hire to any pupil of a college or literary institution in violation of its rules or without the consent of its president or other officer authorized thereto by its government, he forfeits a sum equal to the amount so credited, whether it has been paid or not, to be recov¬ ered in an action of debt by the treasurer of such institution; half to its use and half to the town vfhere it is located; and no person shall be licensed by the munic¬ ipal officers for any of said employments if it appears that wuthin the preceding year he had given credit contrary to the provisions hereof. Chapter 58: Section 1. The Maine board of agriculture for the improvement of agriculture and the advancement of the general interests of husbandry consists of the president and the jirofessor of agriculture of the State College of Agriculture and the Mechanic Arts, together wuth one person from each county elected by ballot by any county agricultural or horticultural society at its annual or other meeting called for the xjurpose, and they hold their offices for three years from the third Wednesday of January thereafter. Sec. 4. The board, by its secretary and one of its members, shall hold annually two farmers’ institutes in each county and as many more as it deems expedient or finds practicable with the means at its disposal for the public discussion of topics relating to husbandry and the best methods of building and maintaining public ways, either independently or in connection with any organization devoted to the same general object, and it may issue bulletins, employ experts, lecturers, a 39 40 EDUCATION EEPOKT, 1903. l eiiori’or. or other aids to enhance the nsefnlness of said institutes to the public, and shall so far as practicable aid and encourage agricultural societies and asso¬ ciations i]i their efforts. Sfx’. .■). It shall also be the duty of the board -with such experts, lecturers, and assistants as it may employ, by means of maps, charts, cuts, drawings, printed or vrritten articles, lectures, or otherwise, to disseminate knowledge throughout the State concerning the best known methods for the building and maintaining of high- v/ays. including bridges and sidewalks in the cities and towns of the State, and particularly to imixirt such information, in manner as aforesaid, to the county commissioners of counties, the street commissioners of cities, the selectmen of towns, and other municii^al ofhcers Avhose duty it may be to have the care and management of the expenditures of money and the building and keeping in repair of the highways of the State. The members shall receive no compensation for time and services, but shall l)e reimbursed ‘for expenses incurred in the discharge of their duties $3 a day for subsistence and G cents a mile for travel. The whole expenses under this section shall not exceed $3,500 annually. (As amended by chapter 2GG in the acts of 1897.) Chapter G. [Property exempted from taxation]: All property which by the articles of separation is exempt from taxation, the personal property of all benevo¬ lent and charitable institutions incorporated by the State, the real estate of all literary and scientific institutions occupied by them for their own purposes or by any officer thereof as a residence, * * and any college in this State author¬ ized under its charter to confer the degree of bachelor of arts or bachelor of science and having real estate liable to taxation shall, on the payment of such tax and proof of the same to the satisfaction of the governor and council, be reimbursed from the State treasury to the amount of the tax so paid: Provided, however, The aggregate amount so reimbursed to any college in any one year shall not exceed $1,500: And provideel f urther. That this claim for such reimbursement shall not apply to real estate hereafter bought by any such college. Acts and Resolves, 18G3, chapter 275, Resolves: Full assent is hereby given to the irrovisions and conditions of the act passed at the second session of the Thirty- seventh Congress and approved July 3, 1862, and the same is hereby accepted, and the governor is hereby authorized and directed to notify the President of the United States of said acceptance by the State of Maine and to receive from the Secretary of the Interior the scrip for Maine’s proportion of 210,000 acres of land donated by said act and to hold the same subject to the order of the legislature. (Apiu'oved March 25, 1883.) Ibid., 1864, chapter 343, Resolves: Whereas, information has been received from Governor Corey of the reception of the land scrip issued for the benefit of the agri¬ cultural college under the lavv" of Congress approved July 3, 1863; and whereas a sug¬ gestion of concert of action between the States with regard to the sale of the same has been made by Governor Andrew of Massachusetts, which commends itself as a vrise and prudent measure, therefore resolved that the governor of this State is hereby authorized and em]jovrered to act in concert with the governors of the other States in selling the land scrip issued to this State for the benefit of an agricultural college. He may unite rvith them in the employment of such selling agents in the cities of Hew York, Pliiladelphia, or Boston as he may deem expedient and fix the price per acre at which said scrip shall be sold at such sum as maybe mutually agreed upon, and such agents so employed shall receive a compensation not exceed¬ ing one-half of 1 per cent on sales. All moneys received for the sale of said scrip shall be paid to the State treasurer and be by him invested in the G per cent stocks of this Skate and such stock, with the interest accruing thereon, shall be inviolably held for the sole benefit of said agricultural college. (Approved March 24, 1864.) Il)id. , chapter 362, Resolves: llesolved, That the governor and council be author¬ ized to appoint three commissioners whose duty it shall be to memorialize Congress for an extension of the term during which the college for the benefit of agriculture and the mechanic arts may be provided. Said commissioners are also hereby author¬ ized and directed to invite and receive donations and benefactions in aid of said col¬ lege, and also proposals for the location thereof , to visit and examine all such pro- loosed locations when so directed by the governor and council, to consider the respective advantages of all such locations, to entertain all i}ropositions which may be made for tins purpose, to confer v/ith other States engaged in the same enterprise, and to learn vrhat they can of the history, present working, and pros¬ pect of usefulness of similar institutions, and to gather all such other information regarding the establishment of such an institution as they may be able to do, and report thereon to the next legislature. (Approved March 25, 1864.) Acts and Resolves, 1865, Private and Special Acts: Section 1. Samuel F. Perley, etc. (fifteen other iiersons), are hereby constituted a body politic and corporate, by LAWS KELATIISTG TO LAND-GEAET COLLEGES. 41 the name of the trustees of the State College of Agriculture and Mechanic Arts, having succession as hereinafter provided, with po'wer to establish and maintain, subject to the provisions and limitations of this act, such a college as is authorized and provided for, by the act of the Congress of the United States, i^assed on the 2d day of July, in the year 1862. They shall be entitled to receive from the State the income which shall accrue from the funds granted to the State by the act aforesaid, and shall apply the same, together with all such income as they shall receive from any other sources to the maintenance of the college in conformity with the act of Congress. Sec. 2. The trustees shall annually elect one of their number to be president of the board. They shall appoint a cleric and treasurer, both of whom shall be sworn, and shall hold their offices at the pleasure of the trustees. The clerk shall record all proceedings of the board, and copies of their records certified by him shall be evidence in all cases in which the originals might be used. The treasurer shall be required to give suitable bond, and to renew the same v/henever the trustees shall require. Sec. 3. The governor and council shall at all times have the power, by tliem- selves, or such committee as they shall appoint, to examine into the affairs of the college, and the doings of the trustees, and to inspect all their records and accounts, and the buildings and premises occupied by the college. Whenever the governor and council shall have reason to believe that the trustees are exercising or attempting to exercise any unlarvful powers, or unlawfully omitting to per¬ form any legal duty, they may direct the attorney-general to institute process against the trustees in their corporate capacity, in the nature of a complaint in equity before the supreme judicial court in the county in which the college may be established, and the court after notice, shall hear and determine the same, by summary proceeding in term time, or by any judge in vacation, and may make any suitable decree restraining the trustees from performing or continuing the unlawful acts complained of, or requiring them to perform whatever is unlaw¬ fully omitted, and may enforce such decrees. In like rnanner a complaint may be instituted against any individual trustee, and be heard in the county where he resides, alleging against him any cause deem^ed by the governor and council suffi¬ cient to disqualify him for_ the trust; and if in the judgment of the court such allegation shall be sustained, a decree shall be made removing such trustee from office, and his place shall be thereby vacated. Sec. 4. Uo person shall be a trustee who is not an inhabitant of this State, nor any one who has reached the age of 70 years. The clerk of the trustees shall give notice of all vacancies to the governor and council; vacancies occurring in any of the foregoing- modes, or by the resignation or decease of any trustee, shall be filled in the follovdng manner: The first vacancy that shall occur shall be filled by the legislature at the next session thereafter by joint ballot of the two branches; the second vacancy shall be filled by the trustees at their next meeting; and all suc¬ ceeding vacancies shall be filled in like manner, alternately by the legislature and the trustees. Sec. 5. The trustees in their corporate capacity may take and hold in addition to the income which they shall receive through the State from the endowment made by Congress, such other real and personal property as may be granted or devised to them for the purpose of promoting the objects of this act. But they shall not be entitled to receive any benefactions made to them upon conditions inconsistent with the act of Congress aforesaid or for purposes different from what is therein prescribed. Sec. 6. The governor and council shall take measures, as soon as may be advan¬ tageously done after the passage of this act, to sell the land scrip received by this State under the act of Congress, and to invest the same as required by the fourth section of said act. The securities shall be kept by the State treasurer, and he shall report annually to the legislature the amount and condition of the invest¬ ments, and of the income of the same. He shall from time to time, as the income shall accrue, pay over the same to the treasurer of the college. Sec. 7. It shail be the duty of the trustees, as soon as may be after their organ¬ ization, to procure a tract of land suitable as a site for the establishment of the college. If no other x')ro vision shall be made therefor, there shall be x)laced at the disposal of the trustees for this purpose, such proportion as the governor and council may deem suitable of that part of the fund which is authorized by the fifth section of the act of Congress to be expended for the purchase of lands for sites or experimental farms. Sec. 8. The trustees shall appoint such directors, professors, lecturers, and teachers in the college, and employ such other persons therein from time to time as the means at their command may permit for the accomiDlishment of the objects 42 EDUCATION REPORT, 1903. enniuGrated and described in the fourth section of the act of Congress. Every officer and every person employed shall liold his office or employment at the lueasure of the trustees. They shall, as soon as may be, arrange and make known the several courses of iiistr action v.’hich they will undertake at the outset of the college, and shall enlarge and improve the same whenever practicable, subject to the limitations prescribed by Congress. They shall also establish the qualifications for admission and modify the same as circumstances may require. But no stu¬ dent shall be admitted into or continued in the college, nor shall any person be employed in any office or service, who is not of good moral character and pure life. Sec. 9. Ill addition to the instruction which is to be given by classes, text¬ books. lectures, and apparatus, in such branches of learning as are related to agriculture and the mechanic arts, the trustees shall provide, as fully as may be, for practical experiments and demonstrations of scientific principles and rules. They shall encourage, and for due proportions of time, at different seasons of the ^•ear, and with reference to other exercises, require all the students to engage in jictual labor upon the lands and in the workshops with Vvffiich the college may be furnished, and shall iirovide suitable oversight and direction in such labor, so that they ma}" become habituated to skillful and productive industry. Sec. 10. Military tactics shall be taught during some suitable part of each year to all the students, and they shall be required to form and maintain such habits of obedience and subordination as may be useful to them if called into military serv¬ ice. The adjutant-general shall be authorized to furnish to the college for mili¬ tary drill such arms and equipments, not needed by the State for other service, as may suffice for the number of students. He shall also furnish to the college a United States flag. Sec. 11. Such other studies are to be taught vfithin the limitations of the act of Congress as the facilities of the college and the periods of instruction will permit. Sec. 12. Students who satisfactorily complete any one or more of the prescribed courses of study may receive public testimonials thereof, under the direction of the trustees, stating their proficiency. Sec. 13. No charge shall be made for tuition to any student who is an inhab¬ itant of this State, and the trustees and all persons employed by them shall con¬ stantly endeavor, by the adoption of judicious and effective arrangements in all the labor departments of the college, to reduce the cost of subsistence to the stu¬ dents and to render the institution as far as possible self-sustaining. Sec. 14. It shall be the duty of the trustees, directors, and teachers of the col¬ lege to impress on the minds of the students the principles of morality and justice and a sacred regard to truth; love to their country, humanity, and universal benevolence; sobriety, industry, and frugality; chastitjq moderation, and tem¬ perance, and all other virtues which are the ornaments of human society; and among other means to promote these ends and to secure the best personal improve¬ ment of the students the trustees shall provide, as fully as may be practicable, that the internal organization of the college shall be on the plan of one or more well-regulated households and families, so that the students may be brought into relations of domestic intimacy and confidence with their teachers. Sec. 15. If at any time the number of students applying for admission shall be greater than the means of the trustees will enable them to receive, they shall make regulations for the number to be admitted, having reference to the proportions of population in the several senatorial districts of the State, and equalize the admis¬ sions according to such proportions as nearly as may be. Sec. 16. Tlie trustees shall hold a regular ses.sion at the college at least once in eacli year; and may provide for T^eriodlcal visitations by committees. No trustee shall receive any compensation except actual traveling expenses, to be paid from the treasury of the college. Sec. 17. The treasurer of the college shall make, as often as once in six months, a detailed report of all receipts and expenditures, and the trustees shall cause the same to be verified by full inspection and settlement of all his accounts, and shall transmit a copy of the same, as verified by them, to the governor and council. The trustees shall also cause to be made, annually, such report as is required by the fifth section of the act of Congress, and communicate the same as therein provided. Sec. 18. The legislature shall have the right to grant any further powers, to alter, limit, or restrain any of the powers vested in the trustees of the college established by this act, as shall be judged necessary to promote the best interests thereof. (Approved February 25, 1865.; Acts and Resolves, 1866, Private and Special Laws, chapter 59: The inhabitants of Orono are hereby authorized to raise money by taxation or loan, not exceeding $11,000, for the purchase of the White farm and the Goddard or Frost farm. LAWS EELATma TO LAA^D-GEAM COLLEGES. 43 so-called, in said Orono, and convey tlie same, or cause tliern to be conveyed, to the trustees of the Maine State College of Agriculture and Mechanic Arts: Pro¬ vided, that the inhabitants of said Orono, at a legal meeting within thirty days from the approval of this act, by a vote of two-thirds of their legal voters present and voting, shall agree thereto.- (Approved February 9, 1886.) Ibid., chapter 66: The inhabitants of Oldtown are hereby authorized to raise money by taxation or loan, to aid in the purchase of land in Orono, for the use of the State College of Agriculture and Mechanic Arts, and to convey the same, or cause it to be convej^ed, to the trustees of said college: Provided, that the inhabi¬ tants of said Oldtown, at a legal meeting within thirty days from the approval of this act, by a vote of two- thirds of their legal voters present and voting, shall agree thereto. (Approved February 10, 1866.) Acts and Resolves, 1867, Private and Special Laws, chapter 362: Section 1. hTo vacancy occurring in the board of trustees of the State College of Agriculture and the Mechanic Arts shall hereafter be filled until the number of said trustees shall be less than seven; and thereafterwards the number of said trustees shall be seven and no more. Sec. 2. The appointment of the nev/ board of trustees shall be made by the gover¬ nor, with the advice and consent of the council. As soon as may be, after the nev7 board of trustees shall have been appointed, they shall delegate by lot one of their number to hold ofSce one year, one two years, one three years, one four years, one five years, one six years, and one seven years, so that the office of one trustee shall become vacant every year. ' And thereafter the term of office of every trustee shall be seven years; but any vacancy occurring by reason of death, resignation, or otherwise, before the expiration of the term of office, shall be hiled for the remainder of the term. Sec. 3. All vacancies occurring in the board of trustees shall be filled by the governor and council, on the nomination of the trustees. In case the nomination by the trustees shall not be confirmed by the governor and council, said trustees shall make another nomination, and so on till the iiomination shall be confirmed. (Approved February 25, 1867.) Acts and Resolves, 1868, Resolves, chapter 274; That the sum of $10,000 is hereby appropriated, out of any money in the treasury of the State not otherwise appro¬ priated, for the erection and completion of the necessary college buildings and the purchase of apparatus and furniture and other necessary expenditures for the use of the State College of Agriculture and the Mechanic Arts; to be expended under the direction of the trustees of said college. (Approved March 7, 1868.) Ibid., 1869, Resolves, chapter 89: That the sum of $28,000 is hereby appropriated in aid of the State College of Agriculture and the Mechanic Arts, provided that the inhabitants of the town of Orono shall make to said College of Agriculture and the Mechanic Arts an absolute conveyance of the same premises heretofore conveyed, subject only to the condition that in case the location of said college shall be changed from Orono, or be abandoned, or cease to be used for the purposes con¬ templated by the act establishing said college, then, in such an event, the State shall refund to the inhabitants of Orono the sum originally paid for such lands, viz, $11,000. (Approved March 12, 1869.) Ibid., 1870, Resolves, chapter 179; That the sum of $22,000 is hereby appropria- ated in aid of the College of Agriculture and Mechanic Arts, and the sum of $28,000 appropriated by resolve of March 12, 1869, not drawn or made use of by the col¬ lege, is hereby reappropriated, and that chapter 89 of the resolves of 1869 is hereby repealed, provided that before either of said sums is paid out of the treasury there shall be vested in the State a perfect title to the premises heretofore conveyed by the town of Orono for the purposes of said college, the only condition of said conveyance being that if, at any time, the said land shall cease to be used for the purposes of said college, then the State shall pay to said town of Orono the sum of money heretofore expended by that town in the purchase of said premises, viz, $11,000. Ibid., 1871-, Resolves, chapter 251: Appropriates $6,000 for comx)letion of college buildings and purchase of apparatus and furniture. Ibid., 1872, Resolves, chapter 56: Appropriates $18,000 to reimburse trustees “ for money advanced by them ’ ’ to the extent of $13,000 and $5,000 for building ‘ ‘ a suit¬ able house ” for the president. Ibid., 1872-74, Public Laws, chapter 194: All vacancies occurring in the board of trustees of the State College of Agriculture and the Mechanic Arts shall be filled by the governor with the advice and consent of the council. (Approved February 25, 1874.) Ibid., Private and Special Laws, chapter 147: Females who possess the suitable qualifications for admission to the several classes may be admitted as students in 44 EDUCATION REPOET, 1903. the college; subject to tlie reqnireriients of labor and study, which may be deter¬ mined by the faculty of instruction and by the trustees of the college. (Approved February 23, 1872.) Ibid., 187 G, Ilesolves, chapter 172: Apiu'opriates $8,000 for instruction and con¬ tingent expenses. Ibid., 1877, Resolves, chapter 258: Appropriates $15,218 for various current pur¬ poses. Ibid., 1878, Resolves, chax)ter 57; That the governor and council are hereby requested to indicate, in anyway they may think proper, their readiness to receive proposals from denominations, associations, or organizations, to take from the State, the State College of Agriculture and the Mechanic Arts at Orono, and agree to sustain it, according to its original plan, as to protect the rights of all parties, and report to the next legislature. (A.pproved Februarj^ 19, 1878.) Ibid., 1878, Resolves, chapter 80: Appropriates $6,500 for current expenses. Ibid., 1879, Private and Special Laws, chapter 173: Section 13 of chapter 532 of the private and special laws of 1865 is hereby amended so as to read as follows: Sec. 13. A reasonable charge shall be made for tuition, the amount of which shall be determined from time to time by the trustees, and all persons employed by them shall constantly endeavor by the adoption of judicious and eifective arrangements in all the labor departments of the college, to reduce the cost of subsistence to the students, fmd to render the institution, as far as iwssible, self-sustaining, (Ap- in'ovcd February 27, 1879.) Ibid., 1880, Resolves, chapter 197: Approxmiates $3,000, Ibid., 1881. Resolves, chapter 13: Whereas, the State of Maine holds in trust for the benefit of the State College of Agriculture and the Mechanic Arts, a registered bond of the State of Maine, numbered 251, for the sum of $30,000, which became due August 15, in the year of our Lord 1868, and the State of Maine, by a resolve apx)roved March 24, in the year of our Lord 1864, directed the treasurer of State to invest all money received from the sale of land scrip donated to said college by the United States in the 6 per cent stock of this State, to be inviolably held for the benefit of said college, and this sum of $30,009 being a portion of said investment; therefore be it resolved, that the treasurer of State be authorized and directed to issue a ne\v registered bond in favor of said college for the sum of $30,000, bearing interest at the rate of G per centum per annum, payable semiannually, to bear date of August 15, 1888, and payable nine years from date; the same "being in lieu of bond number 251, for a like sum due August 15, 1888; said bond to be signed by the treasurer, countersigned by the governor, and attested by the secretary of state. (Approved February 24, 1881.) Ibid., 1881, chapter 60: $3,500 is appropriated for the two years, 1881 and 1882. Ibid., 1883, Public Laws, chapter 196: Section 1. One additional member shall be added to the present board of trustees of the State College of Agriculture and th.e Mechanic Arts, vcho shall be a graduate of said college, and not less than 25 years of age, and a^ resident of this State, and shall hold his office for a term of three years, so that said board of trustees shall hereafter consist of 9 members, including the secretarj^ of the Maine board of agriculture. Sec. 2. The governor, with the advice and consent of the council, shall appoint such member of said board of trustees to fill such vacancy, upon nomination of the alumni association of said college, made at any regular meeting of said asso¬ ciation lield for that purpose and made knov^n to the governor and council by the secretary of said association, under seal. Sec. 3. Said alumni association shall make such ajipointment, and the secretary shall make the appointment knov/n to the governor and council within six months after any vacancy may occur in such position, or after the approval of this bill by the governor; and in case such appointment shall not be made by said association within said six months, or said appointment shall not be made known to the gov¬ ernor and council within said six months, as hereinbefore provided, then the gov¬ ernor and council shall appoint some person who is a, graduate of said college, subject to the provisions of section 1, to fill said vacancy. (Approved March 10, 1883.) Ibid., 1885, Resolves, chapter 196: Apr)roi)riates $12,400 to be expended during tlie year. Ibid., 1887, Public Laws, chapter 119: Section 1. For the purpose of carrying into effect the provisions of an act of Congress of the United States approved March 2, 1887, to establish agricultural exiieriment stations in connection with the colleges established in the several States under the provisions of an achapproved July 2, 1862, and of the acts supplementary thereto, the State hereby assents to the purposes of said grants and accepts the grants of money authorized and appro¬ priated by said first-named act, approved March 2, 1887, and assigns the same to LAWS EELATma TO LAND-GEANT COLLEGES. 45 the Maine State Coliege of Agricnltnre and the Mechanic Arts, and there is hereby established at said college in connection therewith, and under its direction, a department to be known and designated as the Maine Agricultural Experiment Station. Sec. 2. The act of the legislature of this State, approved March 3, 1885, estab¬ lishing the Maine Fertilizer Control and Agricultural Experiment Station, is hereby repealed, this repeal to take effect October 1, 1887. Sec. 3. All apparatus, chemicals, and other property belonging to said station, and the unexpended balance of money in the State treasury appropriated by the State to said station for the year 1887, shall, on October 1, 1887, be transferred and paid to and become the property of the Maine State College of Agriculture and the Mechanic Arts, and the treasurer thereof shall receipt for the property so transferred by the board of managers of said experiment station and the iinex^ pended balance so paid over by the treasurer of State. (Approved March K), 1 887, ) Ibid., 1887, Resolves, chapter 54: Appropriates $34,600 for two years, $25,000 to be for the erection of a building for the departments of natural history and agri¬ culture, and the remaining part for current purposes. Acts and Resolves, 1887, chapter 105: That the treasurer of State be authorized and directed to receive from the Maine State College of Agriculture and the Mechanic Arts, situated in Orono, in the county of Penobscot, in trust, the sum of $100,000, bequeathed to said college by Hon, Abner Coburn; and said treasurer shall apply the same in j)ayinent of the debt of the State of Maine, and shall issue to said college an unnegotiable registered bond for the sum of $100,000, bear¬ ing interest at the rate of 4 per cent per annum, payable semiannually on the first days of January and July in each year, at the treasurer’s office, ^id bond shall be payable in thirty years from the first day of July, in 1887, and shall be signed by the treasurer, countersigned by the governor, attested by the secretary of state, and the State treasurer and Ms successors in office shall pay to the treas¬ urer of said college the interest on said bond from the time he receives said sum until the maturity of the bond. (Approved March 16, 1887.) Acts and Resolves, 1891, Resolves, chapter 43: Appropriates $24,500 for 1891 and 1892. Acts and Resolves, 1893, Resolves, chapter 178: Appropriates $12,000 for 1893 and 1894. Acts and Resolves, 1897, Resolves, chapter 215: That in order to defray the cur¬ rent exx3enses of the State College of Agriculture and the Mechanic Arts, there be appropriated to the trustees of said college, for the year 1897, and for each year thereafter for the term of ten years, the sum of $20,000. Resolved that the said trustees are hereby directed to charge all students a reasonable tuition, but they may abate said tuition to such worthy pupils, resident in the State, as may be financially unable to pay the same. (Approved March 20, 1897.) Acts of 1897, chapter 551: Section 1. The name of the corporation known as the trustees of the State College of Agriculture and the Mechanic Arts is hereby changed to the University of Maine, and the said University of Maine shall have all the rights, powers, privileges, property, duties, and responsibilities which belong or have belonged to the said trustees. Sec. 2. This act shall take effect on some day in June, 1897, to be fixed by said trustees. (Apiiroved March 20, 1897.) ' Ibid., chapter 547: Section 1. Graduates of the State college shall enjoy before State boards and in the practice of any profession or the pursuit of any calling for which they may be prepared, rights, privileges, and exemptions equal to those granted to the graduates of any other institutions within or v/ithout the State. (Approved March 26, 1897.) Ibid., chaxiter 550: The trustees of the Maine State College of Agriculture and Mechanic Arts shall receive $2 a da.y for their regular visits at said institution ami the same sum for every 20 miles travel. (Apxiroved March 26, 1897.) MARYLAND. Declaration of Rights, article 43: That the legislature ought to encourage the diffusion of knowledge and virtue, the extension of a judicious system of general education, the promotion of literature, the arts, sciences, aphculture, commerce, and manufactures, and the general melioration of the condition of the laeople. Laws, 1856, chapter 97 [amended by laws of 1866, chapter 53] : Whereas it hath been represented to the legislature that certain wise and virtuous citizens are desirous of instituting and establishing in som.e convenient locality within this 46 EDUCATIOK EEFOET, 1903. State an agricultural college and model farm, in winch the j^outhful student may especially be instructed in those arts and sciences indispensable to successful agri¬ cultural 'pursuits; and whereas it doth appear to this legislature that while the wise and learned in the present age have cultivated with laudable industry and apr)lied with admirable success the arts and sciences to other pursuits, the most necessary, useful, and honorable pursuits of agriculturists have so far been most lamentably neglected; and whereas it is the province and duty of the legislature to encourage and aid the philanthropic and patriotic citizens in their efforts to disseminate useful knov>dedge by establishing an agricultural college and model farm, v/hich shall in addition to the usual course of scholastic learning particu¬ larly ind4.octrinate the youth of Maryland theoretically and practically in those arts and sciences, which vrith good manners and morals shall enable them to sub¬ due the earth and elevate the State to the lofty position its advantages in soil, cli¬ mate, etc., and the moral and mental capacities of its citizens entitle it to attain; therefore. Section 1. James T. Earle and [eight others are named] are appointed commis¬ sioners. by ^sdiom or under whose direction subscriptions may be solicited and obtained to the stock of the Maryland Agricultural College, and they are hereby authorized to take, hold, and dispose of, as hereinafter provided for, voluntary subscriptions to the amount not exceeding $500,000, in shares of $25 each. Sec. 2. As soon as at least 2.000 shares of stock aforesaid, in manner aforesaid, be subscribed for, the subscribers aforesaiel, their successors and assigns, shall be and are hereby made and declared to be incorporated into a company by the name and style of the Maryland Agricultural College,'’ and by that name be capable in law of suing and being sued, etc., to use a corporate seal, and to do and cause to be done all things necessary for the attainment oUthe object aforesaid. Sec. 3. [xlssoon as the provisions of section 2 have been complied with and one li alf of subscription paid in cash and the other secured a meeting of the stock- liolders must be called, which assemblage must elect 22 trustees, one from each county and one from the city of Baltimore, any five of whom shall constitute a quorum capable of transacting business.] Sec. 4. [The first board of trustees were to hold office five years, but subse- cpuently elected trustees ^.vere to serve for two years.] (Repealed by law of 1868, chap. 9T, q. v.) Sec. 5. [Board had full power to appoint professors and teachers in the college, prescribe their duties, salaries, and fix and determine the duties, wages, cost, and cnarge of all other officers and servants, tuition and board of students, course of study, vacations, examinations, exhibitions, and control and manage all persons and things in and belonging to the college and conducive to the successful operation of the college and model farm.] Sec. 6. [Board shall cause to be made annupJly on the model farm “ a series of experiments upon the cultivation of cereal and other plants adayited to the latitude and climate of Maryland and cause to be carefully noticed upon the records of said institution the character of said experiments, the kind of soil upon which they rvere undertaken, the system of cultivation adopted, the state of the atmos¬ phere and other particulars which may be necessary to a fair and complete under¬ standing of the results of said experiments, and they shall also require the instruc¬ tor of chemistry, as far as- may be consistent with his other duties in said institution, to carefully analyze all specimens of soil that may be submitted to him by any citizen of this State, free of charge, and specially furnish the applicant with an accurate statement of the result.” ] Sep. 7. [The trustees have care, control, and management of all the real and X)ersonal property and money of the said company, and shall appoint a register and cause to be registered in a book to be kept for that purpose all the acts, etc., of the trustees. They meet four times or more a year at the college and shall make a report to the legislature.] Sec. 8, [Declares that when the forementioned provisions have been complied with and not fewer than 50 acres for the model farm have been pturcliased and the college and farm buildings erected, “the said stockholders under the name and style of the Maryland Agricultural College shall bQ entitled from the treas¬ ury of the State of Maryland to the annual sum of $6,000, rvhicli said annual sum of $6,000 is hereby appropriated out of any unappropriated money in the treasury as an annual endovrment of the said Maryland Agricultural College, and shall by tiie board of trustees hereinbefore mentioned be applied to the payment of salaries of i)rofessors and such other purposes as shall promote the welfare and success of the said agricultural college, and upon notice being given in writing by the said Maryland Agricultural College, that the subscriptions aforesaid have been bona fide tzujlq ctnd a board of trustees duly appointed, and the lands for said model LAWS EELATING TO LA]>TI)-GEAITT COLLEGES. 47 farm ha\^e been piircliased. and. the necessary buildings erected thereon, to the comptroller of the treasury, he shall forthwith, if at any time before the 1st day of February, 1858, said report is made, issue his warrant to the treasurer, and the treasurer shall pay to the said board, of trustees or their order then, and annually thereafter, the said sum of $6,000 above appropriated.” ] Se:c. 9. [Forbids stockholders and trustees to issue any promissory obligation or “ use or attemiDt to use any banking privileges whatsoever.” ] Se:c. 10. [Repeals charter if provisions of section 3 are not complied with by February 1, 1858.] Seo. 11. [Right to annul annual grant of $6,000 and “ make void all and every part of the incorporation aforesaid and all rights, privileges, and immunities here¬ inbefore mentioned.”] Sec. 12. [Declares subscribers shall receive back their subscription in case of no incorporation by failure to secure 2,000 shares.] ■ Sec, 13. [Arranges for the annual meeting of the stockholders-. Repealed by lavf of 1868, chap. 820, q. v.] (Passed March 6, 1856.) Laws, 1858, chapter 265 [amended by laws of 1866, chapter 53] : Whereas it is represented to the legislature that the interests of the Maryland Agricultural College will be greatly advanced by the probable increase in the number of sub¬ scribers to the stock thereof (uf reducing the amount of subscription to the shares or stock in the same, thereby diffusing more wide and general interest among the agriculturists of the State; emd also by granting to the District of Colnmbia a trustee for the management of said institution in view of the X'a'oximity of its location and site to said District, and the great interest already manifested by large subscriptions to its stock by the inhabitants of that district; and whereas it is also r8X)resented that the/)rigmal act- incorporating said institution contains no provisions for filling vacancies occurring in the board of trustees recently elected, without a general call or meeting of stockholders; therefore, etc. Sec. 2. [Relates that there shall be three trustees at large, one from the eastern shore and one from the v/estern shore and also a trustee from the District of Columbia.] Sec, 4, [Relates that honorary members may be chosen by the board from among the citizens of other States.] (Passed March 10., 1838.) Laws, 1864, chapter 90: Section 1. That the following sections relating to col¬ leges for the benefit of agriculture and the mechanic arts be added to the article “Schools,” of the Code of Public General Laws entitled “ An act assenting to the provisions of the act of Congress donating lands to the several States and Terri¬ tories for the benefit of education.” ! Sec. 17. The State of Maryland hereby declares its acceptance of the provisions of an act passed by the Coiigress of the United States, entitled “ An act donating public lands to the several States and Territories wdiicli may provide colleges for the benefit of agricnltiire and mechanic arts.” approved July 2, 1862; and the governor is hereby authorized to give such notice of the said acceptance as may be proper. A Sec. 18. The comptroller of the treasury is hereby authorized to receive from the proper authorities of the United States the land scrip to be issued for the lands granted to this State by the said act of Congress, and to give ail necessary receipts and acknowledgments for the scrip which may be received by him. , Ssc. 19. The said comptroller is hereby authorized, by and v/ith the approval and concurrence of the governor and treasurer of the State, from time to time as he may deem proper, to sell such land scrip, or any part thereof, for cash, or for stocks of the United States, or of the States, or some other safe stocks, yielding not less than 5 per cent upon the par value of said stocks, and to execute ail necessary and proper transfers thereof; but no scrip shall be transferred and delivered to any purchaser thereof until the same shpJl have been fully paid for, or until i3ayment shall have been fully secured by collaterals of such stocks as above specified. Sec. 20. The comptroller shall make all such arrangements, employ such agents and adopt such measures in all respects as he may deem most expedient for effecting a judicious sale of the said land scrip; and the treasurer, on the w^arrant of the Comptroller, shall from time to time pay out of any moneys in the treasury, not otherwise appropriated, all the expenses of management and superintendence, and taxes, if any, for the selection of said lands previous to their sale, and all expenses incurred in the management and disbursement of the moneys which may be received therefrom, and of all incidental matters connected vritli or arising out of the management and sale of said lands, so that the entire proceeds of the sale of said lands shall be applied without any diminution whatever to the iDurposes 48 EDUCATION EEPOET, 1903. Sec. 21. The moneys which may he received in the sale of said land or scrip shall from time to time, and as often as there shall he a sufficient accumulation for that purpose, he invested hy the comptroller in stocks of the United States, or of this State or some other safe stocks yielding not less than 5 per cent per annum on tlie par value of said stocks, and the money so invested shall constitute a i:>erpetual fund, the capital of which shall remain forever undiminished, except as provided for in and hy said act of Congress. Sec. 23. The comptroller shall keep separate hooks of accounts in his office of all matters relating to the said land scrip and lands, and the care, management, sale, and disposition thereof, and of the investment of the moneys derived from the sale of the said lands and land scrip, and of the manner in which the income of the said fund may he disposed of, pursuant to an act of the legislature here¬ after to be passed authorizing the application thereof in conformity with the pro¬ visions of the act of Congress aforesaid. Sec. 23. The comptroller, in his annual report to the legislature, shall state the condition and amount of said fund, the exx3enditures on account thereof, and all his proceedings and acts in regard thereto. Sec. 34. All moneys received hy the comptroller under the provisions of this act shall be forthv/itli deposited hy him in the treasury of the State as a trust fund, with which a sxjecial office and hank account shall he kept hy the treasurer so tliat the said mojieys shall not he intermingled with the ordinary funds of the State; and the said moneys shall Ire xraid out hy the treasurer from time to time, on the warrant of the comptroller, Vvdien required hy him for the purpose of being invested as hereinbefore mentioned. (Passed February 17, 1864.) Laws, 1805, chapter 178: Section 1. After the comptroller shall have sold the said scrip and invested the proceeds thereof as x^i’ovided hy the act of the gen¬ eral assembly, xiassed in 1804, the annual interest or income of said investment shall he regularly xiaid hj him wuthout diminution to the Maryland Agricultural College, and the leading object of said college shall he, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in order to xiroiiiote the liberal and xiractical education of the industrial classes in the sev¬ eral pursuits and x^rofessions of life, and the money so to he received by the said college shall he applied to the objects enumerated in the said act of Congress and to no other x^m’poses whatever, and the said college shall in all resiiects comply v/ith the several requirements of the said act as to making and recording experi¬ ments and reporting the same as therein x^rescrihed; Provided, That nothing herein contained shall he construed to xirohibit or xu'eclude the general assembly, at any time hereafter, from making any other disposition of said funds, not inconsistent with the act of Congress making said donation. Sec. 2. From and after the xiassage of this act the State hoard of education shall he ex-officio members of the hoard of trustees of the said college. (Passed March 22, 1865.) Laws, 1866, chapter 53 [amended in Sec. 4, see laws of 1880, chapter 231; also laws of 1888, chapter 53] : Section 1. The trea.surer, upon the warrant of the comp¬ troller, he, and he is hereby, authorized and directed to pay to the hoard of trus¬ tees of the Maryland Agricultural College the sum of $45,000, the said sum to he payable in three annual installments of $15,000 each, the first of said installments to he paid on the 1st day of April, 1866, and the balance in two equal installments on the 1st day of April, 1867. and the 1st day of April, 1868, respectively, the said amount of $45,000 to he aiiproxiriated hy the trustees to the liquidation of the pres¬ ent indebtedness of the said college and the purchase of furniture and apparatus for the said college: Provided, The trustees of the said Maryland Agricultural College shall, on or before the 1st day of April, 1866, make, hy a good and valid title, the State of Maryland equal joint owner of the property of every kind and descrixition, real, personal, and mixed, now owned by the said college. Sec. 2. Ux3on the acceptance of this act hy the majority of the stockholders, at a meeting to he called and held in xmrsuance of the act of incorporation, the trus¬ tees of said college are hereby authorized and fully empowered to make, by a good and valid title, the State of Maryland equal joint ovmer in all the prox)ei*ty of every kind and description, both real, personal, and mixed, now owned by the said Maryland Agricultural College. Sec. 3. So much of the third section of the act of 1856 and the second section of of the act of 1858, which requires the hoard of trustees to consist of 22 trustees, 1 from each county, and 1 from the city of Baltimore, and authorizes the appoint¬ ment of a trustee from the District of Columbia and 1 from the eastern shore and 1 from the western shore, for the State at large, is repealed. LAWS EELATING TO LANE-GEAISrT COLLEGES. 49 Sec. 4. The board of trustees of the Maryland Agricultural College shall, on and after the 1st day of March, 1866, be composed of 11 trustees, 4 of whom shall be members of the State board of education, to represent the State's interest as joint owner, and the other 7 shall be elected by a majority of the private stock¬ holders in the manner nov/ provided by law, 6 of whom shall be residents of the State of Maryland , and 1 of the District of Columbia. Sec. 5. The said board of trustees hereinbefore provided for shall possess the same and like powers and authority with the trustees authorized to be appointed by the original acts to which this is amendatory. Sec. 6. The said board of trustees shall have power and authority to appoint and select msitors for said institution, 1 from each county and 2 from the city of Balti¬ more, v/ith authority to attend the meetings of said trustees, but without the right of voting in the management of the said Maryland Agricultural College. Sec. 7. A sum of money not exceeding 10 per cent upon the amount received by this State, under the provisions of the act of Congress of 1862, Vv^hich is authorized to be expended for the purchase of lands for sites or experimental farms, is hereby expressly reserved and set apart, to be paid into the treasury of the State to reim¬ burse the said State in part for the amount appropriated to the said Maryland Agricultural College by this act; and that so much of the act of 1865 as is incon¬ sistent with this section of this act is repealed. (Passed February 7, 1866.) Laws, 1868, chapter 320: Section 1. Sections 4 and 13 of the act of assembly, passed 1856, chapter 97, are hereby repealed and the following sections enacted in lieu thereof: ‘ ' Section 4. The president of the Senate shall be, ex-officio, a member of the board of trustees of the Maryland Agricultural College, in the place which the lieutenant-governor formerly held in the said board. “ Sec. 13. A general meeting of the stockholders of the Maryland Agricultural College shall be held annually, on the second Wednesday of April, in the city of Baltimore, at such special hour and place as the president of the existing board of trustees may appoint, and one week's notice of such meetiiig shall be published in tv>^o of the daily newspapers of Baltimore, and that a meeting may be called at any time and at any convenient place during the interval betv/een the said annual meetings by the president and trustees, or a majority of them, or by the stock¬ holders owning at least one-fourth of the whole amount of stock subscribed, upon giving thirty days public notice of the time and place of holding the same, by advertisement published in one or more newspapers of general circulation in the State ; and at all meetings of said stockholders one-fourth in value of said stock¬ holders being present in person or by written proxy shall constitute a quorum for the transaction of all business; and that if less than such quorum shall be present at any such meeting said meeting may adjourn from time to time until a quorum is obtained, and that all general meetings of the stockholders where such a quo¬ rum is present a majority in value of the stockholders iiresent in person or by written proxy may fill any vacancy that may occur in the board of trustees which can be lawfully filled by the stockholders, and may remove from office any presi¬ dent or any of the trustees elected by the stockholders, and may appoint others in their stead.” (Approved March 30, 1868.) Laws, 1870, chapter 183: Section 1. The adjutant -general is authorized to fur¬ nish for the use of the Maryland Agricultural College 100 A^ustrian muskets, in the armory at Annapolis, or such other suitable arms as may now be in the armory, with accoutrements comidete, and the necessary number of officers’ swords and belts. Sec. 2. The trustees of the Marjdand Agricultural College shall, upon the receipt of said arms and accoutrements, execute to the State of Maryland a good and sufficient bond for the amount of the value of said arms and accoutrements for their safe keeping and return to the adjutant-general whenever required by the legislature so to do. (Approved March 31, 1870.) Laws, 1872, chapter 415: Whereas the legislature of Maiwland by act of assem¬ bly, 1864, formally accepted the provisions of the act of Congress doimting public lands to the several States and Territories which may provide colleges for the bene¬ fit of agriculture and the mechanic arts; and whereas section 20 of said act of assembly, in accordance with the requirements and almost in the words of said act of Congress, directs the treasurer, on the warrant of the comptroller, to pay all expenses of the management ,;'srq)erintpixdence, and taxes for, and all the inci¬ dentals connected with or,f«a*iVmg c/qt of the management of said lands, so that the entire proceeds of salelh^AlL^b^apiilied witfioiit’any diminution whatever to the purposes mentioned in, the act of Congress, aiid'as f^xpressly required by that act; and whereas by, act of As.sembly, 1865, the whole Annual income from the fund ED 50 EDUCATION EEPORT, 1903. arising from the sale of agricultural land scrip appropriated as aforesaid by act of Congress, vras directed to be paid regularly by the comptroller ’’ without diminu¬ tion'’ to the Maryland Agricultural College; and vrhereas by act of assembly of 1800 the legishAture did diminish the said land fund so provided by act of Congress and so accepted by act of assembly, and so appropriated to the said Maryland Agricultural College, by directing 10 per centum of the whole amount to be paid into the treasury of the State, so diminishing the said fund by the sum of $11,250; and Vvdiereas the comptroller of the treasury in the several years past has further diminished the annual interest arising from the said fund by withholding from the yearly payments the sum of $90 as a State tax; and whereas section 5 of the said act of Congress, the terms of Avhich were formally accepted by the State, expressly recxnires ” that if any x^ortion of the funds, or any lAortion of the inter es"! thereof shall, by any act or contingency be lost or diminished, it shall be replaced by the State;” therefore Section 1, The comptroller of the treasury is recpuired to invest in 6 per cent State bonds for the use and benefit of the Maryland Agricultural College the sum of $11,350, and to pay over to the order of said trustees, semiannually, on the 1st day of April and October in each and every year, the interest upon said sum so invested, and to account to and pay over to said trustees the interest upon said jirinciiial so withheld from said trust fund and diverted to the use of the State from the time such diversion v/as made. Sec. 2. The comptroller is required to account to and refund to the said trustees the tax erroneouslj^ withheld . from the semiannual interest derived from the sum invested in the Southern relief fund set apart and invested for the use of the Maryland Agricultural College. (Approved April 1, 1873.) Laws, 1874. [Aiipropriation bill carries $o,0D0 *• For the Maryland Agricultural College.” The same sum is approiiriated in 1875] . Laws, 1830, chapter 331 (see lavrs 1888, chapter 336): Section 1. Section 4 of an act passed at the January session, 1866, entitled ‘‘An act amendatory of an cmt to estaldish and endov/ an agricultural college in Maryland, iiassed at January ses¬ sion, 1856,” etc., is repealed and reenacted so as to read as follows: Sec. 4. The board of trustees of the Maryland Agricultural College shall be constituted and composed as follows; There shall be 12 trustees, 5 of whom shall be elected by a majority of the private stockholders of said college in the manner now jirovided by law: Provided, That 4 of the 5 shall be residents of the State of Maryland and 1 of the District of Columbia, and the following 6 named persons shall represent the State’s interest in said board, namely, the governor, comptroller, treasurer, president of the senate, speaker of the house of delegates, and attorney- general; and the United States Commissioner of Agriculture shall be ex otiicio one of said board. (Axsproved Axiril 10, 1880.) Laws, 1880, chapter 307: Section 1. A commission of 6 x^ei’sons is ax^spointed as - follows: Two persons engaged in agriculture, 1 from the vrestern shore and 1 from the eastern shore, to be named by the governor; 1 person by the faculty of the Johns Hoxdiins University, 1 hy the Maryland State Farmers’ Association , and 1 iierson by the Maryland State Agricultural and Mechanical Association, whose duty it shall ]}e to inquire into the xiroiwiety of e.stablisliing an agricultural exxieri- ment station, and to rex^ort to the next general assembly the result of their inquiry, and to submit such recommendations as to location, management, and other mat¬ ters i)8rtaining to the same as they may deem xu’oper. Sec. 2. Tlie siiiii of $1,000, or so much thereof as may he necessary, is ax)pro- priated from any funds in the treasury not otherwise aiix^roxiriated to pay tlie expenses of said commission incurred in performing the duties herein xirescribed, to 1)6 x'>aid by the treasurer on the warrant of the comptroller upon the order of a majority of said commission. (Ax3proved April 7, 1886.) Axq)rox)ria'tioii law for 1888: * * “ To the Maryland Agricultural College, $5,000 and no more.” Laws, 1888, chaxJer 55; Whereas by an act of Congress x'^assed a,t the second session of the Forty-ninth Congress of "the United States, enti'tled “An act to estab¬ lish agricultural experiment stations to connect with the colleges established in the several States, under the provisions of an act axiproved July 2,1803, and of the acts snx)i)lementary thereto.” the sum of $15,000 per anniim for each State having col¬ leges establislied under the xu’ovisionq'pf said act of July 2, 1862, was apiaropriated for the establishing of agricultiiralr exxTerimf^ii'j: stations’, and vdiereas the said act of the second session of the Foidv-ninth Oong^'^ss^ provides^ that before the said fund shall be iiaid to any State Su‘di State shall give* its Jefeislative assent to the Xmrposes of said grants;- and ]v?Tiereas the Maryland Ag'riCultnral College is the onlv college established in' the State of Maryland under 'Lhe provisions of said act ofi8G2, . be LAWS RELATma TO LAND-GRANT COLLEGES. 51 Section 1. The assent of the State of Maryland, is given to the 111111)0868 of the grant made by said act and the said Maryland Agricultural College is desig¬ nated as the college entitled to receive the sum appropriated for Marjdand, and the treasurer of said college is designated as the proper person to receive the same. Sec. 2. The assent of the State of Maryland to the grants of moneys for the pur¬ poses, upon the terms and in accordance ivith the several conditions and provi¬ sions in said act contained, is signihed and expressed, and the secretary of state is hereby directed to transmit a certified copy of this act to the Secretary of the Treasiiiy of the United States. (Approved March 6, 1888.) Laws, 1888, chapter 326: Section 1. Section 4 of the act of 1866, chapter 53 * * * is hereby repealed and reenacted so as to read as follows: Sec. 4. The board of trustees of the Maryland Agriciiltiiral College shall be con¬ stituted as follows; There shall be 18 trustees, 5 of whom shall be elected by a majority of the private stockholders of said college in the manner now provided bj^ law: Provided, That 4 of the 5 shall be residents of the State of Maryland and 1 of the District of Columbia, and the following 6 named persons shall represent the State's interest in said board, namely, the governor, comptroller, treasurer, president of the senate, speaker of the house of delegates, and attorney-general, and the United States Commissioner of Agriculture shall be ex officio one of said board, and 1 person from each of the Congressional districts of this State, v/ho shall be a practical farmer or immediately interested in agricultural pursuits, who shall be appointed by the governor by and with the consent of the senate, to be classified as follows: Two for the term of 2 years, 2 for the term of 4 years, and the remainder for the term of 6 years, all to date from the 1st day of February, 1888, and thereafter the term of all such appointments shall be for the term of 6 years, except that appointments to fill vacancies occurring otherwise than by expiration of term shall be only for the unexpired portion of the term so vacated. (Approved April 4, 1888.) Laws, 189G, appropriation law; “ To the Maryland Agricultural College the sum of $3,000 for the fiscal year 1891, and the like sum for the fiscal year 1892.” Laws, 1892, chaxjter 125: Section 1. The act of Congress approved August 30, 1890, is assented to and accepted on behalf of the State of Maryland, subject to all the purposes and conditions of the said grant. Sec. 2. The Maryland Agricultural College, to which the benefits of said act of Congress apply in this State, is hereby authorized and directed to make suitable provisions for complying v/ith all the requirements of the said act. (Approved March 15, 1892.) Ibid., appropriation law: “To the Maryland Agricultural College the sum of $6,000 for the fiscal year 1893, and the like sum for the fiscal year 1894.” Ibid., 1894, appropriation law: “ To the Maryland Agricultural College the sum of $9,000 for the fiscal year 1895, and a like sum for the fiscal year 1896.” Ibid., 1890, appropriation law: “ To the Maryland Agricultural College the sum of $9,000 for the fiscal year 1897, and a like sum for 1898.” Laws, 1898, chapter 291: Section 1. The sum of $14,000 is hereby appropriated out of any money in the treasury not otherwise appropriated to the Maryland Agricultural College, $10,000 of w’hicli shall be used for the erection of a suitable building for recitation rooms and laboratories for the department of agriculture and its allied branches, the remainder of $4 ,000 for the proper sanitary plumbing in the present dormitories. Sec. 2. The comptroller of Maryland is directed to issue his warrant on the treasurer of Maryland, iiayable to the order of the Maryland Agricultural College, or to its accredited agent, for the sum of $14,000, said sum to be used solely for the purpose hereinbefore set forth. (Approved April 7, 1898.) Laws, 1900, chapter 620: Section 1. [Appropriates to the Maryland Agricultural College the sum of $9,000 for the year 1901, and a like sum for 1902.] Laws, 1902, chapter 512: Section 1. [Appropriates] To the Maryland Agricul¬ tural College, the sum of $9,000 for the fiscal year 1903, and the like sum of $9,000 for the fiscal year 1904, together with the further sum of $3,996 for the fiscal year 1903, and the sum of $1,773 for the fiscahyear 1904, the said latter amonnts, viz, $3,996 and $1,776 being 2 per centum on the endowment of $88,800 for three years and three months, or the difference between 2 [3] per centum and 5 per centum, at vrhich latter rate the endowment is required to be invested by acts of Congress; said appropriations being made upon the recommendation that the said college become the properly of the State of Maryland and be made exclusively a tech¬ nical school. Ibid., 1902, chapter 625: Section 1, Appropriations are hereby made to the Maryland Agricultural College, for its use and for the experiment station, for the furtherance of the work of those institutions in their several departments, and 52 EDUCATION EEPORT, 1903. also in order to make provisions whereby more of the people of Maryland may avail of the advantages of an agricnltnral and industrial education, and at the same time provide for the proper fulfillment of the compacts made by this State in accepting certain grants from the United States Congress to this State. The amounts which are hereby x)rovided for shall be expended, respectively, according to the provisions of sections 1, 2, 3, 4, 5, and 6 of this act. Sec. 2. In order to provide dormitory accommodations for at least double the number of students as present facilities vfill accommodate, and to provide modern and sanitary kitchen and dining room accommodations for students, and also to provide for a general assembly hall for chapel and other public functions, the sum of 825,000 is hereby appropriated. Sec. 3. To provide for the proper heating, ventilation, and general renovation of the present dormitory building, the sum of $3,000 is hereby appropriated. Sec. 4. To provide for the enlargement of the mechanical building, so as to release its overcrowded condition and also to make possible the installment of new appliances, the sum of $5,000 is hereby appropriated. Sec. 5. In order to provide for the maintenance, repairs, and insurance of the building of the experiment station, to provide for the printing of bulletins and making exhibits, showing the results of the work, and also to provide for the investigations on the tobacco crop, in meat production, and in irrigation, an annual aiipropriation of $5,000 is hereby provided for and made. Sec. 6. The comptroller be and he is hereby authorized to issue his warrant upon the treasurer of the State for the several sums hereby appropriated, the same to be paid out of any funds not otherwise appropriated; that the said sum of moneys shall be payable to the Maryland Agricultural College and shall be expended under the direction of the board of trustees of said institution. And the first payment shall l:>e made during the fiscal year ending September 1, 1902. Sec. 7. One-half of the amounts hereby appropriated for buildings shall consti¬ tute a first lien to the State of Maryland on the property of the Maryland Agri¬ cultural College, and this lien shall be secured by the mortgage, to be given by the said college in its corporate capacity, to this State; the said mortgage to run for the period of ten years, v.i.th interest at 3 per cent, payable annually, if demanded; said mortgage to be ratified by the trustees and stockholders of said college: And it is further provided, That before any of said sums shall become pay¬ able by the said State to the said college, said trustees shall at their own expense cause an examination of the title to be made by the Title Guarantee and Trust Company, or some competent attorney to be designated by the attorney-general, and upon the report of the persons or coi’iDoration so examining to the attorney- general and his aiiproval thereof that the title is good, that the said property is vested in said college in its corporate capacity in fee simple and free from incum.- brances, the money shall be paid by the fiscal officers of the State at the time provided for in the act and not before. Sec. 8. And he it enacted. That this act shall take effect from the date of its l^assage, and the moneys appropriated for educational and experimental purposes and purposes of repair, shall be paid as hereinbefore proffided, and the monej^s ai)propriated for building purposes shall be paid as soon as the mortgage herein¬ before provided for has been dravrn, executed, and tendered to and approved by the attorney-general; and in addition the private stockholders shall, at a called meeting, assent to the lien created by section 7 of this act, by resolution to be filed by them with the secretary of state, which said resolution or a copy thereof, certified to by the register of the college, shall be evidence of said acceptance. [The following matter is taken from the “ Supplement to the Code of Public General Laws of Maryland containing the Public General Laws,” passed at the sessions of 18iX)-189S, by John Prestiss Poe, Baltimore, 1898.] Article LXI: Section 1. The term “ fertilizer,” as used in this article, shall be held to mean any commercial fertilizer, or any article, substance, or mixture sold, offered, or exposed for sale for manurial purposes v/ithin this State, of which the selling price shall be more than $10 per ton of 2,000 pounds. The term “ brand ” shall be held to mean the name under which the commercial fertilizer is sold, together with the statement of the percentage of valuable ingredients contained therein. The term ‘‘State chemist” shall mean the professor in charge of the chemical department of the Maryland Agricultiiral College, who shall be exofficio State chemi.st. Sec. 2. Before any fertilizer is sold, offered, or exposed for sale within the State the following conditions must be complied with: (1) The importer, manufac¬ turer, manii)ulator, dealer, or agent shall take out a license for the sale of fertilizers, LAWS EELATma TO LAED-GEANT COLLEGES. 53 wliicli license shall he rated upon the number of brands contemplated to be sold at the rate of $15 for each brand, said license to be prepared and furnished by the comp¬ troller of the treasury and to be issued at any time, to be good until the 1st day of February following; (2) every bag, barrel, or package of fertilizer, and every parcel or lot, if sold in bulk, must bear in legible fjrint, or be accompanied by a clear and true statement showing the net poimds of fertilizer in the package or lot, the name, brand, or trade-mark under which the fertilizer is sold, the name and address of the imxiorter, manufacturer, or manipulator, the place of manufac¬ ture or manipulation, and a chemical analysis stating the per centum of the mini¬ mum, and only the minimum, contained therein, of nitrogen or its equivalent in available ammonia, of potash soluble in distilled water, and of available phosphoric acid. Sec. 5. It shall be the duty of the Maryland Agricultural College to analyze, without cost or charge, all samx-)les of fertilizers sent to it for the purpose of being analyzed by any person or persons purchasing or procuring the same in this State for his or their use or uses; provided suc'ii persons are not interested in the analysis desired other than as consumers, of which affidavit shall be made and shall accom¬ pany each sample or brand; and further, such samples are taken a,nd sent as described by this article, and free of cost of transportation to said college; and it shall be the duty of the Maryland Agricultural College to procure samples, as far as prac¬ ticable in every year, of all the fertilizers sold and used, in this State, for the pur¬ pose of analyzing the same; and any duly authorized agent or representative of the said college shall have the right to take samples, as provided by this article, from any lot or i)arcel of fertilizer in transit or in possession or keeping of any manufacturer, manipulator, dealer, or agent, and sold or oifered for sale in this State; and it shall be the duty of the Maryland Agricultural College to send in the result of the analysis of every sample of fertilizer to the person from whom such sample vras taken or received, and also to i^ublisli from time to time the results of the analysis made by the said college of the samples sent to or procured by it for such purpose; and it shall be the duty of the Maryland Agricultural College, when reporting or publishing the result of any analysis made, to state the commercial value in dollars and cents of the fertilizer so analyzed, per ton of 2,000 pounds, such value to be based upon the analysis made by the college, and ujpon a standard of valuation to be ascertained, fixed, and published by said college annually, after conference with the proper officials of adjacent States. Sec. 6 [as amended by laws of 1903, chap. 382]. All samples of fertilizers for analysis at the Maryland Agricultural College shall be taken from unbroken pack¬ ages or bags that have notl^en damaged or injured in transit or by exposure, and when in the possession of the purchaser or purchasers within thirty days after coining into their possession it shall be lawful for any such purchaser or purchasers of any such manures or fertilizers, provided that he be not a manufacturer, manip¬ ulator, or agent of either, to take from any such unbroken packages or bags a sample, not exceeding 3 pounds, placing the same in bottle or bottles, jar or jars, which shall then be corked tightly and forwarded to the Maryland Agricultural College for analysis; that it shall not be lawful for the said agricultural college or its chemists to previously demand of any such purchaser or purchasers so send¬ ing said sample or samples for analysis, to give any advices, information or state¬ ment to the said college or its chemists as to any analysis found on the original unbroken packages or bags from vffiich said sample or samples were taken, or the name or iimnes of any individual, representative, agent, or corporation or firm from which said manures or fertilizers were purchased; and it shall be the duty of the agricultural college to have its proper and authorized chemist to at once make a full and complete analysis of the manures or fertilizers contained in such bottles, jar or jars, and within thirty days thereafter return to such person or per¬ sons from whom the sample or samples were received a full and complete analysis of the said manures or fertilizers sent for analysis; and it shall be unlawful for any individual or any representative or agent of any corporation or firm, or any corporation or firm itself, to have, either directly or indirectly, communica¬ tion with the agricultural college or its chemist, agent, or representative, or the sender of any sample with regard to the analysis of any manures or fertilizers sent to the agricultural college by the purchaser or purchasers thereof for analysis under the provisions of this section, nor shall the agricultural college nor its chemists nor its agent or agents or the sender of any sample furnish any informa¬ tion or communicate wnth an3^ manufacturer of fertilizers about any such samples submitted for analysis until after a report of said analj^sis shall have been duly furnished to the applicant for such analysis under this section: Provided, That all samples sent to the Maryland Agricultural College by any purchaser or iiurchasers shall be drawn from at least 5 iier cent of the total number of bags purchased, 54 EDUCATION EEPOKT, 1903. these samples to be thoroughly mixed in a clean, dry place, and a suitable sample shall be taken from said mixture and placed in a suitable vessel or vessels care¬ fully closed, with an identifying label, and the same then taken or sent by safe carriage to the said college for analysis. Every sample for analysis by the State chemist as provided for by this section shall be fully described in forms to be furnished by said chemist free of charge, said description giving a full and com¬ plete statement of the time and place of sampling, of all marks on the bags or packages thereof, and all of the facts relating to the same; said descrix:)tiou and statements shall be made under affidavit before a justice of the peace or notary public, and the same shall be retained as confidential by said justice or notary until required by this act to be sent to the State chemist: Provided further, That the purchaser or purchasers sending such sample or samples of fertilizer shall withhold said description or descriptions of said sample or samples until he has received the report of the said State chemist of the analysis of the same. Any person or i^iersons receiving an analysis from the State chemist under this act shall immediately thereafter forward to him the statement required by this act to be made at the time of taking the sample or samples; and any i^erson or per¬ sons wolating the provisions of this section shall be punished by a fine of $100; and any manufacturer, agent, or representative who shall be convicted of mak¬ ing false and fraudulent representations as to the quality and constituent elements of any fertilizers by the printed analysis upon any such bag or package shall be fined $100 for the first offense and $200 for every subsecpent offense thereafter; and the report of the analysis of any such sample of fertilizer sent to the agricul¬ tural college for examination under this act shall be prima facie evidence as to the quality of the lot of fertilizer from which said sample was taken. Sec. 7. The funds received by the comptroller from the licenses issued under this article shall be i)aid into the treasury and be set apart as a specific fund to pay the cost and expenses of conducting the analysis provided for in section 5, and the treasurer shall semiannually pay over to the Maryland Agricultural College the money received from said licenses; provided that the amount paid in any one year shall not be more than at the rate of section 15 for each sample of fertilizer analyzed by said college. Sec. 11. It shall be the duty of all State's attorneys to prosecute all persons accused of violating any of the provisions of this article. Article XL VIII. Sec. 51. A State horticultural department is established for the State of Maryland; its purpose is to suppress and eradicate the San Jose scale, peach yellovr, pear-blight, and other injurious dangerous insect pests and plant disea'ses throughout the State of Maryland. Sec. 59. The professor of entomology, the professor of vegetable pathology, and the i^rofessor of horticulture of the Maryland Agricultural College and Experi¬ ment Station shall be the State entomologist, State T)athologist, and State horti¬ culturist, respectively. Sec. 53. The said horticultural department shall be under the control of the board of trustees of the Maryland Agricultural College and Experiment Station, to whom the officers created under this subtitle shall be responsible. The salary of the State entomologist and State pathologist shall be fixed by the said board of trustees, and the said board shall likewise fix the compensation of anjmssistant or assistants, employee or employees, and control all expenses thereof. The expenses of said dei)artment shall be paid out of air appropriation hereinafter provided for, and said board of trustees are invested with all powers necessary to carry into effect the provisions of this subtitle; but no expenses shall be incurred beyond the amount appropriated. MASSACHUSETTS. Constitution (1780), chapter 5: Sec. 9. V/isdom and knowledge, as Vv’’ell as vir¬ tue, diffused generally among the body of the people, being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in the various parts of the country, and among the different orders of the people, it shall be the duty of legislatures and magistrates, in all future periods of this Commonwealth, to cherish the inter¬ ests of literature and the sciences, and ail seminaries. of them, especially the uni¬ versity at Cambridge, public schools, and grammar schools in the towns; to encourage private societies and public institutions, rewards and immunities, for the promotion of agriculture, a.rts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of LAWS EELATIIia TO LAND=GEANT COLLEGES. 55 humanity and general henevolence, public and private charity, industry and fru¬ gality, honesty and punctuality in their dealings; sincerity, good humor, and all social affections and generous sentiments among the people. Acts and Resolves, 1863, chapter 166: Section 1. The Common v/ealth of Massachu¬ setts hereby accepts the grant offered to it by the United States, as set forth and defined in the act of Congress approved July 2, 1862, said act being chapter 130 of the statutes of the United States, passed at the second session of the Thirty-seventh Congress, upon the terms and conditions contained and set forth in said act of Congress: and the governor of the Commonwealth is hereby authorized and instructed to give due notice thereof to the G-overnnient of the United States. Sec. 2. The governor is hereby authorized and instructed to receive, by himself or his order, from the Secretary of the Interior or any other person authorized to issue the same, all the land scrip to which this Commonwealth may be entitled by the provisions of the before-mentioned act of Congress. Sec. 3. The governor, with the advice and consent of the council, is hereby authorized and instructed to appoint a commissioner, v/hose duty it shall be to locate, vuthout unnecessary delay, all the land scrip which may come into the possession of the Commonwealth by virtue of this act, and to sell the same from time to time on such terms as the governor and council shall determine. Said commissioner shall give a bond, with sufficient sureties, in the penal sum of $50,000, to be approved by the governor and council, that he will faithfully per¬ form the duties of his office, and shall render full and accurate returns to them, at the end of every six months, or oftener if required to do so by them, of his pro¬ ceedings under this act. The compensation of said commissioner shall be fixed by the governor and council, and shall be paid out of the treasury of the Com¬ mon-wealth ; and the governor is hereby authorized to draw his warrants therefor. Sec. 4. All moneys received bj^ virtue of this act. for the sale of land scrip, shall be immediately deposited with the treasurer of the Commonwealth, who shall invest and hold 'the same in accordance with the fourth section of the aforemen¬ tioned act of Congress. The moneys so invested shall constitute a perpetual fund, to be entitled the Fund for the Promotion of Education in Agriculture and the Mechanic Arts, which shall be appropriated and used in such manner as the leg¬ islature shall prescribe, and in accordance v/ith the said act of Congress. (Approved April 18, 1863.) Acts and Resolves, 1863, chapter 220: Marshall P. Wilder [and thirteen other persons mentioned by name] , 'their associates and successors, are hereby consti¬ tuted a body corporate by the name of the Trustees of the Massachusetts Agricul¬ tural College, the leading object of which shall he, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts-, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions of life, to be located as hereinafter provided, and they and their successors, and such as shall be duly elected members of said cor¬ poration, shall be and remain a body corporate by that name forever. And for the orderly conducting of the business of said corporation the said trustees shall have power and authority, from time to time, as occasion may require, to elect a president, vice-president, secretary, and treasurer, a'lid such other officers of said corporation as may be found necessary, and to declare the duties and tenures of their respective offices; and also to remove any trustee from the same corporation, when, ill their judgment, he shall be rendered incapable, by age or other v/ise, of discharging the duties of his office, or shall neglect or refuse to perform the same; and, v/heiiever vacancies shall occur in the board of trustees, the legislature shall fill the same; provided nevertheless, that the number of members shall never be greater than fourteen, exclusive of the governor of the Commonwealth, the secre- taiy of the board of education, the secretary of the hoard of agriculture, and the president of the faculty, each of whom shall be ex officio a Kieinber of said corporation. Sec. 2. The said corporation shall have full power and authority to determine at wliat times and places their meetings shall lee liolden. and the manner of noti¬ fying the trustees to convene at such meetings; and also, from time to time, to elect a president of said college, and such professors, tutors, instructors, and other officers of said college.^ as they shall judge most for the interest thereof, and to determine the duties, salaries, emoluments, responsibilities, and tenures of their several offices. And the said corporation are further empowered to purchase or erect, and keep in repaiia such houses or other buildings as they shall judge necessary for the said college; and also to make and ordain, as occasion may require, reasonable rules, orders, and by-laws, not repugnant to the constitution and laws of this Commonwealth, with reasonable penalties, for the good govern- 56 EDUCATION EEPORT, 1903. ment of the said college, and for the regulation of their own body, and also to determine and regulate the course of instruction in said college, and to confer such appropriate degrees as thej- may determine and prescribe; provided never¬ theless, that no corporate business shall be transacted at any meeting unless one- half, at least, of the trustees are present. Sec. 3. The said corporation may have a common seal, which they may alter or renew at their pleasure, and all deeds sealed with the seal of said corporation and signed by their order, shall, when made in their corporate name, be considered in law as the deeds of said corporation; and said corporation may sue and be sued in all actions, real, i3ersonal, or mixed, and may prosecute the same to final judg¬ ment and execution, by the name of the Trustees of the Massachusetts Agricul¬ tural College; and said corporation sliall be capable of taking and holding in fee simple, or any less estate, by gift, grant, bequest, devise or otherwise, any lands, tenements or other estate, real or personal, i)rovided that the clear annual income of the same shall not exceed $30,000. Sec. 4. The clear rents and profits of all the estate, real and personal, of Vvhich the said corporation shall be seized and possessed, shall be approindated to the uses of said college, in such manner as shall most effectually promote the objects declared in the first section of this act, and as mmy be recommended from time to time by the said corporation, they conforming to the will of any donor or donors, in the application of any estate which may be given, devised, or bequeathed for any iiarticular object connected with the college. Sec. 5. The legislature of this Commonwealth may grant any further powers to, or alter, limit, annul, or restrain, any of the powers vested by this act in the said corporation, as shall be found necessary to promote the best interests of the said college; and more especially may appoint and establish overseers or visitors of the said college with all necessary powers for the better aid. preservation, and government thereof. The said corporation shall make an annual report of its condition, financial and otherwise, to the legislature at the commencement of its session. Sec. 6. The board of trustees shall determine the location of said college, in some suitable place within the limits of this Common v/ealth, and shall purchase, or obtain by gift, grant, or otherwise, in connection therewith, a tract of land containing at least 100 acres, to be used as an experimental farm, or otherv/ise, so as best to promote the objects of the institution; and in establishing the by-laws and regulations of said college, they shall make such provision for the manual la])or of the students on said farm as they may deem just and reasonable. The location, plan of organization, government, and course of studj^ prescribed for the college shall be subject to the approval of the legislature. Sec. 7. One-tenth part of all the moneys which may be received by the State treasurer from the sale of land scrip, by virtue of the provisions of the one hundred and thirtieth chapter of the acts of the Thirty-seventh Congress at the second session thereof, approved July 2, 1862, and of the laws of this Commonwealth, shall be paid to said college and appropriated toward the purchase of said site or farm; provided, nevertheless, that the said college shall first secure, by valid subscrix)tion or otherwise, the further sum of $75,000 for the purpose of erecting suitable buildings thereon, and upon satisfactory evidence that this proviso has been comx)lied with, the governor is authorized, from time to time, to draw his warrant therefor. Sec. 8. When the said college shall have been duly organized, located, and estab¬ lished, as and for the purposes specified in this act, there shall be appropriated and Itaid to its treasurer each year, on the warrant of the governor, two-thirds of the annual interest or income which may be received from the fund created under and by virtue of the act of Congress named in the seventh section of this act, and the laws of this Commonwealth accex)ting the provisions thereof, and relating to the same. Sec. 9. In the event of a dissolution of said corporation, by its voluntary act at any time, the real and personal i^roj^erty belonging to the corporation shall revert and belong to the Commonwealth, to be held by the same, and to be disposed of as it may seem fit, in the advancement of education in agriculture and the meclianic arts. The legislature shall have authority at any time to withhold the portion of the interest or income from said fund provided in this act, whenever the corporation shall cease or fail to maintain a college within the x^rovisions and spirit of this act and the before-mentioned act of Congress, or for any cause which they may deem sufficient. (Approved April 29, 1863. ) li)id. , 1864. chapter 223: Section 1. The corporate name of “ The Trustees of the Massachusetts Agricultural College,'’ shall hereafter be ‘‘The Massachusetts Agricultural College.” ^ LAWS RELATING TO LAND-GRANT COLLEGES. 57 Sec. 2. The location, plan of organization, government, and course of study pre¬ scribed for said college shall be subject to the approval of the governor and council. Sec. 3. It shall be the duty of the commissioner authorized to be api:)ointed by section 3 of chapter 166 of the acts of 1863 to sell from time to time the land scrip vrhich may come intoThe possession of the Commonwealth by virtue of said act, on such terms as the governor and. council shall determine. Sec. 4. The governor, with the advice and consent of the council, is hereby authorized and instructed to transfer to the Massachusetts Agricultural College one-tenth of the entire amount of land scrip received by the Commonwealth from the United States by virtue of an act of Congress approymd by the President J'uly 2, 1802, and the proceeds from the sale of said land scrip shall be exi^ended only for the purchase of land for the use of said college. If any portion of such iiro- ceeds shall remain une^ipended after the purchase of a suitable site or farm for said college, then said college shall pay the same over to the treasurer of the Com¬ monwealth, who shall invest and hold the same as a part of the fund for the pro¬ motion of education in agriculture and the ineclianic arts, established by the fourth section of the one hundred and sixty-sixth chapter of the acts of the year 1863. Sec. 5. To defray the necessary expenses of establishing and maintaining the Massachusetts Agricultural College, there may be advanced from the treasury, to be refunded as provided in section 6 of this act, the sum of $10,000, and the gov¬ ernor is hereby authorized to draw his warrants therefor; Provided, That the money shall be paid to the treasurer of said college. Sec. 7. So much of section 3, of chapter 166 of the acts of 1863, as authorizes the commissioner therein named to locate land scrip of the Commonwealth, and so much of section 6, of chapter 220 of the acts of 1863, as provides that the location, plan of organization, government, and course of study x)rescribed for said college shall be subject to the apxDroval of the legislature, and all other acts and i3arts of acts inconsistent herewith are hereby repealed. (Approved May 11, 1864.) Ibid., 1865, chapter 195: Section 1. The tovcn of Amherst is hereby authorized to raise, by issuing its bonds, or by loan or tax, the sum of $50,000, to be appropriated and paid to the Massachusetts Agricultural College, out of the treasury of the town, and applied in the erection of suitable buildings uiion the farm of said college in said town, provided 1hat at a legal tovrn meeting, called for that purpose, two- thirds of the voters present and voting thereon shall vote to raise said amount for said object. (Approved May 5, 1865.) Ibid., 1865, chapter 240: Appropriates $10,000 to aid “ in establishing college. ” Ibid.. 1866, chapter 263: Section 1. The board of agriculture shall constitute a board of overseers of the Massachusetts Agricultural College, with powers and duties to be defined and fixed by the governor and council. But said board of overseers shall have no powers granted to control the action of the trustees of said college, or to negative their powers and duties, as defined by chapter 220 of the acts of 1863. Sec. 2. The board of agriculture is hereby authorized to locate the State agri¬ cultural cabinet and library, and to bold its meetings in said college. Sec. 3. The iiresident of the agricultural college is hereby constituted a member, ex ofhcio, of the board of agriculture. Sec. 4. All acts and iiarts of acts inconsistent vAth this act are hereby repsaled. (Approved May 26, 1866.) Ibid., 1867, chapter 189; Section 1, Directs the treasurer of the Commonv/ealth to pay to college accumulated interest on fund “ since July 80, 1864,” Ibid., 1868. Resolves, chax)ter 8: That his excellency the governor be a,uthorized to issue to the x>Tesident and trustees of the Massachusetts Agricultural College such arms and equipments, for the use of that institution, as in his judgment may he so distributed without detriment to the militia service; provided, the said pres¬ ident and trustees shall be held personally responsible for the same. (Approved March 11, 1868.) Ibid., 1869, Resolves, chapter 34: Appropriates $50,000 from treasury of Com¬ monwealth “ for the erection of buildings and other improvements.” Ibid., 1870, Resolves, chapter 75: Appropriates $25,000 from the treasury fcr cur¬ rent expenses, and further, “ Resolved, That the secretary of the hoard of educa¬ tion and the secretary of the board of agriculture be directed to devise a plan, if practicable, by which the college may, without expense to the Commonv/ealth, be recognized as an independent institution in analogy with other colleges in the Com¬ monwealth, and that they inquire whether tlieterm of study in said college should not be reduced; and report to the next general court.” (Approved June 18, 1870.) Ibid., 1871, chapter 378: Section 1. Chapter 220 of the acts of 1863, entitled “An act to incorporate the Trustees of the Massachusetts Agricultural College,” is 58 EDUCATION EEPOET, 1903. hereby amended ao follows, to wit: Strike from the first section thereof the words, “ whenever vacancies shall occur in the board of trustees, the legislature shall fill the same.” and substitute therefor the words, “also from time to time to elect new members,” Strike the last sentence from the fifth section and substitute therefor the following, “ the college shall furnish to the governor and council a cop3^ of the annual report of its operations.” (Approved May 28, 1871.) Ibid., 1871, Resolves, chapter 89: Appropriates $50,000 from the treasury for current expenses, and adds to the fund for the promotion of education in agri¬ culture and the mechanic arts a sum sufficient to increase said fund so that it shall amount to $350,000. (Approved May 26, 1871.) Ibid., 1874. Resolves, chapter 57: Appropriates $18,000 “ in aid of that institution.” Ibid., 1878, Resolves, chapter 52: Appro'priates $5,000 out of treasury for current exx)enses, ^'provided, That the excess of expenditures above receiids shall not exceed that sum.” Ibid., 1877, Resolves, chapter 68: Appropriates $5,000 from treasury, one-half for current expenses and the other half “ for manual labor which students may perform who are residents of the Commonwealth, but no student shall be paid more than $100 during one year,” Ibid., 1879, chapter 258: Section 1. Approi^riates $32,000 “to pay the indebted¬ ness of the Massachusetts Agricultural College. ’ ’ Sec. 2. The expenses of the institution shall be kept within the income to which it is legally entitled, and the board of trustees shall be x>ersonally liable for any debt contracted for any purpose in excess of the assured, income of the college or for the payment of which money has not been previously iirovided. Sec. 8. The governor and council are hereby requested to examine the affairs of said college and report to the ne-^t general court some plan for its permanent con¬ tinuance with its relations to the State definitely fixed, or some plan for its dis¬ continuance, but with the provision in any event that its finances shall from this time be finally separated from the treasury of the Commonwealth. (Approved April 24, 1879.) Ibid., 1882, chapter 212: Section 1. An agricultural experiment station shall be established and maintained at the Massachusetts Agricultural College in the town of Amherst. Sso. 2. The management of said station shall be vested in a board of control of seven persons, of v/liich board the governor shall be iiresident ex officio and of which two members shall be elected from the State board of agriculture, two from the trustees of the Massachusetts Agricultural College by said trustees, one from the Massachusetts society for promoting agricnlture by said society, and the remaining; member shall lie president of the Massachusetts Agricultural College. The said board shall choose a secretary and treasurer. Sec. 3. The said board of control shall hold an annual meeting in the month of January, at which time it shall make to the legislature a detailed report of all moneys expended by its order and of the results of the experiments and investi¬ gations conducted at said station with tlie name of each exiierimenter attached to the report of his own work, which detailed re]“>ort shall be printed in the annual rex)orfc of tlie secretary of the State board of agriculture. Sso. 3. The said lioard of control shall at its first meeting arrange for the retir¬ ing of two mem'i^ers each year, and the successors of such retiring members shall Ije elected by the liodies respectively which such retiring members represent, pro¬ vided that in the years in which under such a^rrangement the president of the Massachusetts Agricultural College would Ire retired the said president shall remain and only one member shall be retired. Sec. 5. The said board of control shall appoint a director, a chemist, and all necessary assistants, and shall provide suitable and necessary apparatus and appli¬ ances for the purpose of conducting experimenls and investigations in the follovc- ing subjects: (1) The causes, prevention, and remedies of the diseases of domestic animals, plants and trees; (2) the history and habits of insects destructive to vege¬ tation and the means of abating them; (8) the manufacture and composition of l)oth foreign and domestic fertilizers, their several values, and their adaptability to different crops and soils; (4) the values under all conditions, as food for all farm animals, for -v arious juirposes, of the several forage, grain, and root crops; (5j the comparative value of green a,nd dry forage, and the cost of producing and preserving it in the b>est condition; (6) the adulteration of any article of food intended for the use of men or animals, and in any otlier subjects which may be deemed advantageous to the agriculture and horticulture of the Commonwealth. It may from time to time distribute any or all of the results of any experiment or investigation to sncli newspai^ers as may desire to publish the same. Sec. 6. There shall be paid from the treasury of the Commonwealth to the LAWS RELATING TO LAND-GRANT COLLEGES. 59 treasurer of said board of control before tlie 1st day of July, 188,2, tlie snrn of $3,000 to estabiisli, prepare, and equip said station; and for the maintenance of said station hereafter there shall also be paid to said treasurer the sum of §5,000 annu¬ ally in regular quarterly installments. (Approved May 12, 1882.) Ibid., 1882, Resolves, chapter 49: Appropriates §9,000 for repairs and drill house. Ibid., 1883, chapter 105: The board of control of the agricultural esperiinent station shall annually, in the month of January, make a detailed report to the State board of agriculture of all moneys espended by its order and of the results of the experiments and investigations conducted at said station, with the name of each experimenter attached to the report of his own '^'^ork. (Approved: March 80, 1883.) Ibid., 1883, Resolves, chapter 4G: That there shall be paid annually for the term of four years, from the treasury of the Commonwealth to the treasurer of the Massachusetts Agricultural College at Amherst the sum of §10,000 to enable the trustees of said college to provide for the stu.dents of said institution the theo¬ retical and practical education required by its charter and the law of the United States relating thereto: Resolved, That annually for the term of four years eighty free scholarships be, and hereby are, established at the Massachusetts Agricultural College, the same to be given by appomtme:at to persons in this Comnionvv'ealth after a competitive examination under rules prescribed by the president of the col¬ lege at such time and place as the senate?: then in office from each district shall designate, and the said scholarships shall be assigned equally to each senatorial district; but if there shall bo less than tv/o successful applicants for scholarships from any senatorial distiict such scholarships maybe distributed by the president of the college equally among the other districts as nearly as iiossible; but no appli¬ cant shall be entitled to a scholarship unless he shall pass an examination in accordance with the rules to be established as hereinbefore provided. (Approved June 2, 1883.) ibid., 1884, Resolves, chapter 50: Appropriates §36,000 for new buildings; Pro¬ vided, lioivever, That the power of appointment of members of said board of trus¬ tees and the powers, of removal denned in section 1 of chapter 220 of the acts of 1803 shall be hereafter exercised by the governor v/ith the advice and consent of the council instead of said board; and said board during the current year shall, by lot, divide the elected members thereof into seven classes of two members each, of v/honi one class shall vacate their office January 1, 1885, and one class on the 1st of January in each year thereafter, and such action shall be certified by the board to the governor and council, and appointments to fill the vacancies so created shall be made for the term of seven years. (Approved May 8, 1884.) Ibid., 1884, Resolves, cliax)ter 48; Ordered, That 8.000 copies of the report of the board of control of the Massachusetts Agricultural Experiment Station at Amherst be printed. (Repealed in 1885.) Ibid., 1885, chapter 327; Section 1. There shall be paid out of the treasury of the Commonwealth to the treasurer of the board of control of the Massachusetts Agricultural Experiment Station at Amherst the sum of §5,000 annually, in regu¬ lar quarterly installments, for the proper maintenctnee of said experiment station, the said sum to be in addition to the amount allowed for the same purpose by sec¬ tion 6 of_chapter 212 of the acts of 1882. (Approved June 15, 1885.) Ibid., Resolves, chapters 65 and 66: Apiuopriate §51,090 for building and fur¬ nishings for college and station. Ibid., 1886, Resolves, chapter 34: (1) Tha,t there shall be paid annually from the treasury of the Commonwealth to the treasurer of the Massachusetts Agricultural College at Amherst the sum of $10,000, to enable the trustees of said college to provide for the students of said institution the theoretical and i^ractical education required by its charter and the law of the United States relating thereto. (2) That annually the scholarships established by chapter 46 of the Resolves of 1883 be given and continued in accordance with the provisions of send chapter. (Approved April 16, 1886.) Ibid., 1886, Resolves, chapter GO: Apxiropriates §7,000 for repairs and. improve¬ ments. Ibid., 1887, Resolves, chapter 31: Section 1. The members of the present board of control of the agricultural experiment station, established at the Massachnsetts Agricultural College in the tovm of Amherst, their associates and successors, are hereby made a body corporate under the name of the Massachusetts Agricultural Exx>eriment Station, for the purpose of carrying out more fully smd effectually the provisions of rhe act establishing said station, as set forth in chapter 212 of the acts of the year 1882 aud of all acts in addition to or amendment thereof. Sec. 2, Said corporation shall be constituted as provided in sections 2 and 4 of said chapter 212. 60 EDUCATION EEPORT, 1903. Sec. 3. The duties of said corporation shall be the same as set out in sections 3 and 5 of said chapter 212. Sec. 4. The payments from the treasury of the Commonwealth authorized to be made to the treasurer of said board of control by section 6 of said chapter 212 and section 1 of chapter 327 of the acts of 1885 shall, in the same manner as therein provided and for the same pui’i^oses, be paid to the treasurer of the corporation hereby created. Sec. 5. The said corporation shcJl by virtue of this act take and hold, as and for its property, all the property at present in the charge of said board of control, and is hereby further authorized to hold such real estate and personal property as may be necessary for its purposes. (Approved February 21. 1887.) Ibid. , 1887, chaiDter 212: Sectioot 1 . The Commonwealth of Massachusetts assents to and accepts a grant of moneys to be annually made by the United States, as set forth and denned in an act of Congress, designated “ Public No. 112, being passed at the second session of the Forty-ninth Congress and apj.'roved March 2, 1887, and upon the terms and conditions contained and set forth in said act of Congress.” [See chap. Ill, of Acts 1889.] Sec. 2. The governor of the Commonwealth is hereby authorized and instructed to give due notice thereof to the Government of the United States. (Ai^proved April 20, 1887.) Ibid., 1887, Fesolves, chapter 44: That there be printed 12,000 extra copies of the report of the State experiment station at Amherst, the same to be bound with the report of the board of agriculture. (Fifteen thousand copies by chap. 15, Resolves ofl88G.) Ibid., 1888, chapter 296: Every lot or parcel of commercial fertilizer or material used for manurial purposes, sold, offered or exposed for sale within this Common¬ wealth, the retail price of which is $10 or more per ton, shall be accompanied by a plainly-printed statement clearly and truly certifying the number of net pounds of fertilizer in the package, the name, brand, or trade-mark under which the fer¬ tilizer is sold, tlie name and address of the manufacturer or importer, the place of manufacture, and a chemical analysis stating the percentage of nitrogen or its equivalent in ammonia, of potash soluble in distilled water and reverted, as well as the total idiosphoric acid. In the case of those fertilizers which consist of other and cheaper materials said label shall give a correct general statement of the com¬ position and ingredients of the fertilizer it accompanies. Sec. 2. Before any commercial fertilizer the retail price of which is $10 or more per ton is sold, offered, or exposed for sale, the importer, manufacturer, or party who causes it to be sold or offered for sale vvithin the State of Massachusetts shall file with the director of the Massachusetts Agricultural Experiment Station a cer¬ tified copy of the statement named in section 1 of this act, and shall also deposit with said director, at his request, a sealed glass jar or bottle containing not less than 1 pound of the fertilizer, accompanied by an affidavit that it is a fair average sample thereof. Sec. 3. The manufacturer, importer, agent, or seller of eny brand of commercial fertilizer or material used for manurial purposes, the retail price of which is $10 or more per ton, shall pay for each brand, on or before the 1st day of May, annu¬ ally, to the director of the Massachusetts Agricultural Experiment Station, an analysis fee of $5 for each of the three follov/ing fertilizing ingredients, namely, nitrogen, phosphorus and potassium contained or claimed to exist in said brand or fertilizer: Provided, That whenever the manufacturer or importer shall have paid the fee herein required for any pierson a,cting as agent or seller for such manufac¬ turer or importer, such agent, or seller shall not be required to pay the fee named in this section; and on receipt of said analysis fees and statement specified in section 2 the director of said" station shall issue certificates of comp»liance with this act. Sec. 7. The director of the Massachusetts Agricultural Experiment Station shall pay the analysis fees as soon as received by him, into the treasury of the station, and shall cause one analysis or more of each fertilizer or material used for manu¬ rial purposes to be made annually, and XEublish the results monthly, with such additional information as circumstances advise, provided such information relates only to the comx)osition of the fertilizer or fertilizing material inspected. Said director is hereby authorized in person or by deputy to take a sample, not exceed¬ ing two pounds in weight, for analysis, from any lot or package of fertilizer or any material used for manurial juirposes which may be in the possession of any manufacturer, importer, agent, or dealer; but said sami^le shall be drawn in the presence of said x^arty or x^arties in interest or their representative, and taken from a x'larcel or a number of x^ackages which shall not be less than 10 per cent of the whole lot inspected, and shall be thoroughly mixed and then divided into two LATVb KELATING to LAND-GRANT COLLEGES. 61 equal samples, and j)laced in glass vessels and carefully sealed, and a label placed on each stating the name or brand of the fertilizer or material sampled, the name of the party from whose stock the samj)le was dravv^n, and the time and place of drawing, and said label shall also be signed by the director or his deputy, and by the party or parties in interest or their rexjreseiitatives present at the drawing and sealing of said sample; one of said duplicate samples shall be retained by the director and the other by the party whose stock was sampled. All parties violat¬ ing this act shall be i^rosecuted by the director of said station, but it shall be the duty of said director, upon ascertaining any violation of this act, to forthwith notify the manufacturer or importer in writing, and give him not less than thirty days thereafter in which to comply with the requirements of this act, but there shall be no prosecution, in relation to the quality of the fertilizer or fertilizing material if the same shall be found substantially equivalent to the statement of analysis made by the mamufacturer or inix)orter. (Approved May 3, 1888.) Ibid., 1888, chapter 333: Section 1. Section 2 of chapter 213 of the acts of 1883 is hereby amended so that the same shall read as follows: “ The management of said station shall be vested in aboard of control of eleven persons, of which board the governor shall be president ex-olhcio, and of which two members shall be elected from the State board of agriculture, by said board of agriculture; two from the trustees of the Massachusetts Agricultural College, by said trustees; one from the Massachusetts Society for the Promotion of Agriculture, by said society; one from the Massachusetts State Grange, by said State grange; one from the Massachusetts Horticultural Society, by said society; and the remaining mem¬ bers shall be the president of the Massachusetts Agricultural College, the director of the Massachusetts Agricultural Experiment Station, and the secretary of the State Board of Agriculture, provided, liovvever, that no person so elected by any of the above named boards or societies shall continue to be a member of said board of control after he has ceased to be a member of the board or of the society by which he Vv^as elected. The said board shall choose a secretary and treasurer. (Approved May 10, 1888.) Ibid. , Resolves, 1888, chapter 66: Apiiropriates $19,000 for new buildings, improve¬ ments, and repairs. Ibid., 1889, chapter 111: Section 1. Section 1 of chapter 313 of the acts of 1887, is hereby amended by adding after the word “ Congress ” at the end of the sec¬ tion the words “ and the Massachusetts Agricultural College is hereby authorized and designated to receive said grant of money.” Sec. 3. The governor of the Commonwealth is hereby requested to give due notice of this amendment to the Government of the United States. (Approved March 13, 1880.) Ibid., 1889, chapter 45: The trustees of the Massachusetts Agricultural College shall hereafter be allowed and paid from the treasury of the Commonwealth such sum as is necessary for their personal and incidental expenses incurred in the dis¬ charge of their duties, in the same manner as the trustees of other public institu¬ tions are now paid und allowed. (Approved February 18, 1889.) Ibid., 1839, Resolves, chapter 13: That there be paid annually, for the term of 4 years, from the treasury of the Commonwealth to the treasurer of the Massa¬ chusetts Agricultural College at Amherst, the sum of $10,000, to be expended under the direction of the trustees, for the following purposes, to wit: Five thou¬ sand dollars for the establishment of a labor fund to assist needy students of said college, and $5,000 to provide the theoretical and practical education required by its charter and the law of the United States relating thereto. The said sum shall be paid in equal quarterly payments. (Aiiproved March 1, 1889. ) Ibid., 1889, Resolves, chapter 63: That there be allowed and paid out of the Common'wealth a sum not exceeding $10,000, to be expended by the board of con¬ trol, for the purpose of erecting a suitable building and stocking it, and for pro¬ viding the necessary apparatus and a greenhouse at the agricultural experiment station at Amherst, to enable the said board of control to establish a department of vegetable physiology for the purpose of investigating the diseases of plants. (Approved April 13, 1889.) Ibid., 1889, chapter 164: [Allows the printing of 5,000 copies of the report of the Massachusetts Agricultural College instead of 3,500, as named in a general act authorizing public printing of 1885, chapter 369.] Ibid. ,1891, chapter 423: Section 1. The Commonwealth of Massachusetts hereby assents to the purpose of the grants of money authorized by the act of Congress, said act being chapter 841 of the acts of the first session of the Ilf ty-first Congress and approved on the 30tii day of August, 1890. Sec. 3. The Commonwealth of Massachusetts hereby accepts the annual grant of moneys made by the United States, as set forth and defined in said act of Con- 62 EDUCATION REPOET, 1903. gress, and the treasurer and receiver-general of this Commonwealth is hereby designated to receive the same annaally, to be applied by him under and for the purposes of said act; and the Massachusetts Institute of Technology is hereby authorized to receive one-third and the Massachusetts Agricultural College two- thirds of said grant of money, unless the courts should decide that the act of Con¬ gress granted all said money to the Massachusetts Agricultural College. Sec. 3.. The governor of the Commonwealth is hereby authorized and instructed to give due notice thereof to the Government of the United States. Ibid,. 1891, Resolves, chapter 14: That the quartermaster-general of the Com¬ mon vvualth be authorized to transfer to the trustees of the Massachusetts Agri¬ cultural College the following military property now in their possession, and loaned them by the Commonwealth, and for which they are responsible to him by law, to wit: One SxDringfield rifle, etc., being the balance of i3roperty reported on hand by said college, loaned under authority of chapter 8 of the Resolves of 1868. The quartermaster-general is hereby authorized to drop the property above men¬ tioned from his proi)ert5" accounts. (Approved March 6, 1891.) Ibid., 1892. Resolves, chapter 19: Apxu'opriates $10,000 annually for four years — “ $j,000 for the establishment of a labor fund to assist needy students of said col¬ lege, and $4,000 to xnovide the theoretical and practical education ” required by law. Ibid., 1892, Resolves, chapter 100: Appropriates $8,000 for new buildings. Ibid., 1893, Resolves, chapter 107: Apxjroxniates $38,000 for new buildings and other imx)rovements, and for insurance. Ibid., 1894, chaxher lOi: Fixes the date of making a report to the legislature on the first Wednesday in January. Ibid., 1894, chax'der 143: Section 1. The Massachusetts Agricultural Experiment Station, located at the Massachusetts Agricultural College in Amherst, may be transferred to and consolidated v/itli the exxieriment dex>artment of the said college now known as the Hatch Experiment Station, in the manner hereinafter provided. Sec. 2. The board of control of the said Massachusetts Agricultural Experiment Station, at any meeting duly called for such purpose, may, by a vote of two- thirds of the members x^resent, authorize the transfer of all the rights, leases, contracts, and proxierty, of every kind and nature, of said station and board, to the trustees of the Massachusetts Agricultural College, and the said trustees may, at any meeting duly called for such xmrpose, accept the same for said college in behalf of the Commonwealth, whereuxion such transfer shall be made by suitable con¬ veyance; and when such transfer shall be madn the said board of control shall cease to exist and the said Massachusetts Agricultural Experiment Station shall be deemed to be a x)art of, and to belong to, the experiment department of said college, under such na^me as said trustees may designate. / Sec. 3. The trustees of said college shall thereafter continue to carry on the exx)0rimental and other work for vriiicli the Massachusetts station was established, and to administer and ax>ply all the property and funds that may be received by them hereunder, and b;^ virtue hereof, for such xmrposes. They shall also from time to time x^rint and x.'ublish bulletins containing the results'of any experimental work and investigations, and distribute the same to such residents and newsi^axiers of the Commonwealth as may aiiifly therefor. Sec. 4. Nothing herein contained shall oxierate to aflect or discontinue the annual apxiropriations and x^ayments thereof made, and to be made, by the Com¬ monwealth for the prosper maintenance of exxierimental work, under section 0 of chaxiter 212. acts of 1882, and section 1 of chaxjter 327, acts of 1885; and the pay¬ ment of said a'pproTU'iations shall hereafter be made to the treasurer of the Massa¬ chusetts Agricultural College. The trustees of said college shall make or cause to be made annually to the general court a detailed report of the expenditure of all such moneys, and such further report of the annual work of the experiment department of the college station a,s the trustees of the college shall deem advis¬ able. (Approved March 22, 1894.) Ibid., chapter 144: Section 1. Section 1 of chapter 20 of the xuiblic statutes is hereby amended to read as follows: ‘ ‘ Section 1 . The governor, lieutenant-governor, and secretary of the Commonwealth, the xu'esident of the agricultural college, the secretary of the board of agriculture, one person appointed from and by the Massachusetts Society for Promoting Agriculture, onexierson apipointed from and by each agricultural society which receives a,n amnual bounty from the Common¬ wealth, and three other persons appointed-by the governor, with the advice and consent of the council, shall constitute the State hoard of agriculture, ’ ’ (Approved March 22, 1894.) Ibid., Resolves, chapter 70; Appropriates $7,000 “to provide the necessary elec¬ tric x>ower for use in tlie barn and dairy school of said college, and for wiring the buildings of the college and providing power for lighting the same by electricity. ” LAWS EELATING TO LANO-OEAET COLLEGES. 63 Ibid., Resolves, chapter 103: That there be allowed and paid out of the treas¬ ury of the Commonwealth a sum not exceeding $5,000, to be expended by the trustees of the Massachusetts Agricnltnral College in purchasing cattle to stock the farm at said college, provided, however, that the expense of selecting and testing said cattle shall lee paid from the sum herein authorized. (Approved June 29, 1894.) Ibid., 1895, chapter 421: Section 1. The director of the Hatch experiment sta¬ tion of the Massachusetts -Agricultural College shall hereafter have and exercise the powers amd duties granted and imposed upon the director of the Massachu¬ setts agricultural experiment station by chapter 296 of the acts of 1888. (Anproved May 29, 1895.) Ibid., 1895, chapter 57: Section 1. Section 2 of chapter 143 of the acts of 1894 is hereby amended so as to read as follows: Sec. 2. The said Massachusetts agricultural experiment station, at any meeting duly called for such purpose, may, by a vote of two-thirds of the members present, authorize the transfer of all the rights, leases, contracts, and iiroperty of every kind and nature of said station to the Massachusetts Agricultural College; and the trustees of said college may, at any meeting duly called for such purpose, accept the same for said college in behalf of the Commonwealth, whereupon such transfer shall he made by suitable conveyance, and when such transfer shall be made the said Massachusetts agri¬ cultural experiment station shall he deemed to be a part of, and to belong to, the experiment department of said college, under such name as said trustees may designate,” (Approved February 15, 1895.) Ibid., 1895, Resolves, chapter 43: Approxiriates $5,500 for entomological and military accommodations. Ibid., 1896, Resolves, chapter 98: Appropriates $13,900 for repairs and additions; also ‘‘ from an-d after the 1st day of January, 1897, there shall be allowed and paid annually from the treasury of the Common v/ealth, in accordance with chax)ter 19 of the Resolves of 1892, for the term of four years, the sum of $10,000 for the following imrposes to wit, $5,000 for the continuance of a labor fund to assist needy students of said college, and $5,000 to provide the theoretical and practical education required by its charter and the lav/ of the United States relating there¬ to.” (Approved May 15, 1896.) Ibid., 1897, Resolves, chapter 15: Appropriates $12,000 to he expended for v/ater works and repairs, and instruction in botany. Ibid., 1898, Resolves, chaxiter 109: Appropriates $28,000 for veterinary labora¬ tory and stable hospital, chemical apparatus and exx)8rimental dairy department. Ibid., 1899, Resolves, chapiter 70: That there be allowed and jiaid out of the treasury of the Commonwealth to the Massachusetts A.grioultural College the sum of $40,000, to provide the theoretical and j)ractical education required 117/ its charter and the lav/ of the United States relating thereto, said sum to be paid in cpiarterly iiistallineiits commencing with the 1st day of Januarv, 1899. (Approved May 2, 1899.) Ibid., 1900. Resolves, chapter 50: That there be allov/ed and paid out of the treasury of the Commonwealth to the Massachusetts Agricnltnral College for the purpose of providing the instruction called for l)y its charter and by the lav/ of the United States relating to the college, the sum of $8,000 annualA for the term of four years beginning with the 1st day of ' Jaimar3q 1900, the same to be p-aid in equal quarterly installments; and further that there be allowed and paid in the same manner to the said college an additional sum of $10,000 annually for the term of four years beginning with the 1st day of January in the year 1901; of which $5,,000 a year shall be devoted to the imrpose already stated, and $5,000 a year shall be used as a labor fund for the assistance of needy students of the college, (Approved April 11,1900.) Ibid., 1901, chapter 53: The sums hereinafter mentioned are appropriated, to he paid out of the treasuiq/ of the Commonwealth from the ordinary revenue, for the purposes specified, for the year ending on the 31st of December, 1901, to v/it: For the Massachusetts Agricultural College, for the of providing 80 free scholarships, the sum of $10,000. For the Massachusetts Agricultural College the sum of $10,000, to be expended under the direction of the trustees for the fol- lov/ing purposes, to v/it: Five thousand dollars for the establishment of a labor fund to assist needy students of said college, and $5,000 to provide the theoretical and practical education required by its charter and by the laws of the United States relating thereto. For the Massachusetts Agricultural College, for the x^ur- pose of providing the instruction called for by its charter and by the law of the United States relating to the college, the sum of $3,000. For traveling and other necessary exxienses of the trustees of the Massachusetts Agricultural College, a sum not exceeding $500. For a maintenance fund for the veterinary laboratory 64 EDUCATION REPORT, 1903. at the Massachusetts Agricultural College the sum of $1 ,000. (Approved Fehruary 14, 1901.) Ibid., 1901, Resolves, chapter 14: Appropriates $8,500 for painting buildings, repairs, and equipment. Ibid., 1901, Resolves, chaiAer 106: Appropriates $400 for purchasing band instru¬ ments. Ibid., 1902, chapter 46: Appropriates $10,000 for maintenance of experiment station and $1,200 for collecting and analyzing samples of concentrated commer¬ cial feed stulfs. Ibid., 1902, chapter 66: Appropriates for the year ending December 31, 1902, like amounts for like purposes as appropriated in acts 1901, chapter 53. Ibid. , 1902, Resolves, chapter 69: Appropriates $35,000 for a central heating plant; $35,000 for erecting, equipping, and furnishing a dining hall, and $1,000 for the inaintenance of the dining hall. Ibid., 1902. Resolves, chapter 81: Appropriates $200 for the expenses of the band and for the purchase of a flag for the use of the cadets. “Revised Laws” of Massachusetts, 1902, chapter 89: Section 1. The governor and lieutenant-governor, ex officiis,the secretary of the Commonwealth, the presi¬ dent of the agricultural college, the secretary of the State board of agriculture, one person appointed from and by the Massachusetts Society for Promoting Agri¬ culture, one person appointed from and by each agricultural society which receives an annual bounty from the Commonwealth, and three other persons appointed by the governor, with the advice and consent of the council, shall constitute the State board of agriculture. Sec. 10. The board shall be a board of overseers of the Massachusetts ivgricul- tural College, v/ith powers and duties to be defined by the governor and council, but such powers and duties shall not control the action of the trustees of said college or be inconsistent with the provisions of chapter 220 of the acts of 1863. Acts and Resolves, 1861, chapter 183: Section 1. William B. Rogers and (here follow the names of 20 other incorporators) their associates and successors are hereby made a body corporate by the name of the Massachusetts Institute of Technology, for the purpose of instituting and maintaining a society of arts, a museum of arts, and a school of industrial science, and aiding generally by suit¬ able means the advancement, development, and practical application of science in connection with arts, agriculture, manufactures, and commerce: with all the powers and privileges, and subject to all the duties, restrictions, and liabilities set forth in the sixty-eighth chapter of the general statutes. « Sec. 2. Said corporation for the purposes aforesaid shall have authority to hold real and personal estate to an amount not exceeding $200,000. Sec. 3. One certain square of State land on the Back Bay, namely, the second square westwardly from the Public Garden, between Newbury and Boylston streets, according to the 7)lan reported by the commissioners on the Back Bay, February 21, 1857, shall 1)8 reserved from sale forever, and kept as an open space, or for the use of such educational institutions of science and art as are herein¬ after provided for. Sec. 4. If at any time within one year after the passage of this act the said institute of technology shall furnish satisfactory evidence to the governor and council that it is duly organized under the aforesaid charter, and has funds sub¬ scribed or otherwise guaranteed for the prosecution ‘of its objects to an amount at least of $100,000, it shall be entitled to a perpetual right to liold, occupy, and control, for the purposes hereinbefore mentioned, the westerly portion of said second square to the extent of two-thirds part thereof free of rent or charge by the Commonwealth, subject, nevertheless, to the followdng stipulations, namely: Persons from all parts of the Commonwealth shall be alike eligible as members of said institute or as pupils for its instruction, and its museum or conservatory of arts at ail reasonable times and under reasonable regulations shall be open to the public; and within two years from the time v/hen said land is placed at its dis¬ posal for occupation, filled and graded, said institute shall erect and complete a building suitable to its said purposes, appropriately inclose, adorn, and culti¬ vate the open ground around said buildings and shall thereafter keep said grounds and building in a sightly condition. Sec. 8. [This and the following section were repealed, chapter 226, 1863.] The commissioners on the Back Bay are hereby instructed to reserve from sale the lots fronting on said square on Boylston, Clarendon, and Newbury streets until said societies [Massachusetts Institute of Technology and Boston Society of Chapter G3 of the Pov/ers, duties, and liabilities of corporations. LAWS RELATING TO LAND-GRANT COLLEGES. 65 Natural History] shall by inclosure and imj)rovements put said square in a sightly and attractive condition. Sec. 9. Upon the x>assage of this act the governor, with the advice and consent of the council, shall appoint three disinterested persons who shall appraise the value of all the lands specified in the third and eighth sections of this act and make a return of said appraisal to the governor and council; and if, when the lands mentioned in section 8 shall have been sold, the x^roceeds of such sales shall not be equal to the whole amount of the axDpraisal above mentioned, then the societies named in this act shall pay the amount of such deficit into the treasury of the Commonwealth for the school fund in proportion to the area granted to them, respectively. Ssc. 10. This act shall be null and void unless its provisions shall be accepted within one year by the Massachusetts Institute of Technology and the Boston Society of Natural History, as far as they api3ly to those societies, respectively. (Axqu’oved April 10, 18(31.) Ibid., 1863, chapter 186: Section 1. When the Massachusetts Institute of Tech¬ nology shall have been duly organized, located, and established in conformity with the provisions of chaxDter 183 of 1861, and the extension of time granted in 1862 and as is hereinafter provided, there shall be apxiropriated and paid to its treasurer each year, on the w^arrant of the governor, for its endowment, sujiport, and mainte¬ nance one-third part of the annual interest or income which may be received from the fund created under and by virtue of the act of Congressax3i)roved July 2, 1862, and the laws of this Commonwealth accepting the x^ro visions thereof and relating to the same. Sec. 2. Said institute of technology, in addition to the objects set forth in its act of incorporation — to wit, instituting and maintaining a society of arts and a school of industrial science, and aiding the advancement, develoxnnent, and xirac- tical apx^lication of science in connection with arts, agriculture, manufactures, and commerce — shall provide for instruction in military tactics: and in considera¬ tion of this grant the governor, the chief justice of the supreme judicial court, and the secretary of the board of education, shall be each a member ex oificio of the government of the institute. Sec. 3. Should the said corporation, at any time, cease or fail to maintain an institute, as and for the XTiirposes x^TOvided in its act of incorporation, and in the foregoing section, the aid granted to it by the first section of this act shall be withheld and not paid to it. The institute shall furnish to the governor and coun¬ cil a cox^y of the annual rexiorts of its operations. Sec. 4. This act shall be void unless the said institute of technology shall accexit the same, and give due notice thereof to the secretary of the Commonwealth on or before July 1 next. (Approved April 27, 1863.) Ibid., 1865, chaxiter 220; Section 1. The Massachusetts Institute of Technology is hereby authorized to hold real and xiersonal estate to an amount of which the clear annual income shall be $30,000, to be devoted exclusively to the xuirgioses and objects set forth in its acts of incorporation and all acts in addition thereto, (Approved May 10, 1865.) Ibid., 1873, chapter 174: Section 1. Perpetual right is granted to the Massachu¬ setts Institute of Technology to hold, occupy, and control, free of rent or charge by the Commonwealth, for the uses and purposes of said institute, a xiarcel of land situ¬ ated in that part of Boston called the Back Bay, and described as follows: A lot in the form of a trapezoid, lying at the intersection of Boylston street and Huntington avenue, bounded by said street and avenue, and on the west by abutting land, as laid down on the selling plan of the commissioners on public lands, and containing 13,194 square feet; said lot to be subject to the limitations and stipulations relative to lands of the Commonwealth on the south side of Boylston street, and to be reserved from sale forever. Sec. 2. The right hereby granted to said institute shall be held subject to the same stipulations in relation to membershiii, the reception of puxiils, the erection of a building, and the care of the lot, as are created and established by the several acts relating to said institute. Sec. 3. In case said institute aiipropriates said lot of land to any purpose or us© foreign to its legitimate objects, then the Commonwealth, after due notice given, may enter upon said lot and take possession thereof, and the right of the said insti¬ tute to the use, occupation, and control of said lot shall thereupon cease. (Approved Aiiril 8, 1873.) Ibid. , 1875, chapter 195: Section 1. The governor and council are hereby author¬ ized to grant to the Massachusetts Institute of Technology the right to hold,. ED lOOo- ■5 66 EDUCATIOi!^ EEPOET, 1903. occupy, and control sucli a parcel of land ont of tlie lands of tlie Commonwealth, sitnated in that part of Boston called the Back Bay. as they shall deem a fair equivalent for the similar right with regard to the parcel of land granted to said institute T)y chapter 174, acts of 1873. Ihid., 1880, Resolves, chapter 21: That the governor he, and hereby is, author¬ ized to issue to the president of the Massachusetts Institute of Technology such arms and equmments for the use of the students of said institute as in his judg¬ ment may l>e so distributed Vvuthout detriment to the militia seiuuce: Provided, Tlie president and treasurer of said Massachusetts Institute of Technology shall give bond with sufficient sureties for the safe-keeping and return of said arms and equii-ments in good order and condition, reasonable use excepted, whenever the governor shall so direct. (Approved March 11, 1880.) Ibid., 1887, Resolves, chapter 103: That there be allowed and paid out of the treasury of the Commonwealth the sum of $100,000 to the corporation of the Massachusetts Institute of Teclinology in the manner following: An in^allnient of SIO.OOO on the 1st day of December in the iiresent year and a final installment of $50,000 on the 1st day of December in the year 1888, said sums to be applied to the purposes of the institute: and in consideration of this grant said institute shall establish and maintain 20 free scholarships, and each senatorial district in this Commonwealth shall, once in eight years, in such alternate order as the board of education shall at the time of the first appointment of said scholarshifis determine by lot be entitled to one scholarship for a period of four years, to be awarded to siicli candidates as shall be found upon examination to i:>ossess the qualifications fixed for the admission of students to said institute, and who shall be selected by the board of education, preferenco in the avv’-ard being given to qualified can¬ didates otherwise unable to bear the expense of tuition. In case no candidate appears from a senatorial district, then a candidate maybe selected from the State at large to fill such vacancy, who may continue to hold the scholarship annually until a candidate is presented from the senatorial district unrepresented, who shall then be awarded the scholarship for the balance of the time for which said district would originally have been entitled to its benefit. In case a vacancy occurs in any senatorial district after an appointment has been made, then a can¬ didate from the same district shall be selected for the balance of the time for which said district is entitled to its benefit, or in the event of no such candidate apx:)earing, from the State at large, upon the conditions previously set forth: Pro¬ vided. That said corporation shall secure, prior to the first payment above author¬ ized. a further sum of $100,000, in addition to the funds now held by it, and to be applied to the juirposes of the said institute, and shall present satisfactory evidence thereof to the auditor of the Commonwealth. (Approved June 16, 1887.) Ibid. , 1888, Resolves, chapter 83: That there be allowed and paid out of the treas¬ ury of the Commonwealth the sum of $100,000 to the corporation of the Massa¬ chusetts Institute of Technology, in addition to the sum authorized to be x>aid by chapter 103 of the resolves of 1887, to be applied to the imrposes of said institute, X3rovided, hov^ever, that this grant is made subject to and" conditional upon the establishment and maintenance of the scholarships x^rovided for by chapter 103 of the resolves of 1887, and x^irovided further, that $50,000 of the aforesaid sum shall 1}0 x'>aid during the year 1889 and $50,000 during the year 1890. (Apx^roved May 23. 1888.) Ibid,, 1895, Resolves, chapter 70: That there shall be paid annually, for the term of six years, from the treasury of the Commonwealth to the treasurer of the Massachusetts Institute of Technology, the sum of $25,000, to be so paid and allowed from the 1st day of January in 1896, to be expended under the direction of said coiq^oration for the general x^uiq^oses of said institute. That in addition to the amount x')rovided for above there shall be paid annually, for the term of six years, from the treasury of the Coinmon^vealth to the treasurer of the Massachu¬ setts Institute of Technology, the sum of $2,000, to be so x^nid and allowed from the 1st day of January, 1896, to be exx^ended for 10 free scholarships, under the direction of the State board of education, said scholarships to be awarded onhr to graduates of the Massachusetts iDublic schools. (Ai^proved April 17, 1895.) Ibid., 1896, chapter 310: Section 1. There shall be iiaid annually from the treas¬ ury of the Commonv/ealth to the treasurer of the Massachusetts Institute of Tech¬ nology, from and after the 1st day of SexAember, 1806, the sum of $4,000. Sec. 2. In consideration of such xfayment and of the grant made by chapter 103 of the resolves of 1887. the Massachusetts Institute of Technology shall maintain 40 free scholarships, of which each senatorial district in tho Commonwealth shall be entitled to one, if a candidate is i^resented who is otherwise unable to bear the expense of tuition. In case no such candidate ax3pears from a senatorial district, then a candidate may be selected from the State at large to fill such vacancy, who LAV/S EELATING TO LAISTD-G-RAETT COLLEGES. ' G7 may continue to hold the scholarship annually until a candidate is presented from the senatoria,! district unrepresented. Sec. 3. The scholarships shall he a, warded to such pupils of the xmhlic schools of Massachusetts as shall he found upon examination to possess the qualifications fixed for the admission of students to said institute, and who shall he selected hy the hoard of education, preference in the award being given only to qualified can¬ didates otherwise iinahle to bear the expense of tuition. Sec. 4. So much of chapter 103 of the resolves of 1887 as relates to State scholar¬ ships, and so much of chapter 70 of the resolves of 1835 as provides an annual apxiropriation of $2,000 for the maintenance of 10 free scholarships, are hereby repealed. (Approved April 27, 189(3.) Ibid., 1897, chapter 31: Section 1. The sum of $29,000 is hereby aiipropriated to he paid out of the treasury of the Commonwealth from the ordinary revenue to the Massachusetts Institute of Technology. (Approved February 3, 1897. ) Same for 1898, 1899, 1900, 1901, 1903. Ibid.. 1898, Resolves, chapter 493: Section 1. The State hoard of education may in its discretion award that any free scholarship which either the Massachusetts Institute of Technology or the Worcester Polytechnic Institute is required to maintain under the provisions, respectively, of chapters 310 and 407 of 1896, shall he divided betv/een two puiiils. The scholarships so divided shall he called half scholarships, and neither of said institutions shall require from any pupil to wdiom a half scholarship has been awarded payment of more than one-half of the regular charge or fee for tuition paid by p)upils not holding scholarships. (Approved June 2, 1898.) Ibid. , 1901 , Resolves, chapter 51 : That there he paid annually for the term of ten years; from the treasury of the Coinmonwealth to the treasurer of the Massachu¬ setts Institute of Technology, the sum of $25,000, to be so paid and allowed from the 1st day of January, 1903, and to be expended under the direction of the institute for the general purposes thereof. (Aiiiiroved April 4, 1901.) MICIIIGAM. Constitution (1850) , Article IV: Sec. 40. Ido money shall be appropriated or drawni from the treasury for the benefit of any religious sect or society, theolog¬ ical or religious seminary, nor shall jiroperty belonging to the State be aiipropri- ated for any such purposes. Article XIII: Ssc. 3. The proceeds from the sales of all lands that have been or hereafter may be granted by the United States to the State for educational pur¬ poses, and the xiroceeds of all lands or other property given by individuals or appropriated by the State for like puiqioses shall be and remain a perpetual fund, the interest and income of which, together with the rents of all such lands a,s may remain unsold, shall be inviolably approxiriated and annually applied to the sx^e- cific objects of the original gift, grant, or approxiriation. Sec. 11. The legislature shall encourage the x^roinotion of intellectual, scien¬ tific, and agricultural improvement; and shall, as soon as xiracticable, provide for the establishment of an agricultural school. The legislature may axqiro- priate the twenty- two sections of salt sirring lands now unappropriated, or the money arising from the sale of the same, where such lands have been already sold, and any land Which may hereafter be granted or axcxn’opriated for such xnii’xiose, for the support and maintenance of such school, and may make the same a branch of the university for instruction in agriculture and the natural sciences connected therewith, and xdace the same under the supervision of the -regents of the university. [The following matter is taken from “The Compiled Laws of the State of Michigan, 1897, hy Lewis M. Miller,” 3 vols.- and index, Lansing, 1899.] Sec. 1834. A board is hereby constituted and established which shall be knoven under the name and style of the “State board of agriculture.” It shall consist of six members besides the governor of the State and the xiresident of the State Agricultural College, who shall be ex-oihcio members of the board. The governor, by and vwitli the consent of the senate, on or before the third 'Wednesday of January of each biennial session, shall appoint two suitable persons to fill the vacancies that shall next occur, wdiich vacancies shall be so filled that at least one- half the members shall be xiractical agricnitnrists. Sec. 1835, The State board of agriculture shall be a body corporate, callable in law of suing and being sued, of taking, holding, and selling i:)ersonal and real G8 EDUCATIOIT REPOET, 1903. estate, of contracting and being contracted with, of having and using a corporate seal, and of causing to be done all things necessary to carry out the provisions of this act. Sr.c. 183G. Any vacancy in the said board caused by death, resignation, or removal from the State may be tilled by a majority of the members. A majority shall l)e a quorum for the transaction of business. The members of the board shall recei^'e no per diem compensation for their services, but shall be paid their traveling and other expenses while employed on the business of the board. Sec. 1837. They shall meet quarterly at stated times at the State Agricultural College, and may meet at such other times and places as they may determine. Sec. 1838. At their first meeting the members shall choose one of their number as president of their own board. Sec. 1839. At their first meeting, or as soon after as a competent and suitable person can be obtained, they shall choose a secretary of the board. If chosen from their own number, a vacancy shall be thus created in the board. A treasurer shall also be chosen, at their first meeting, who mayor may not be from the mem¬ bers of their board, as they shall determine. They shall take such bonds from the secretary and treasurer as shall be deemed adequate to secure the faithful per¬ formance of their duties by those respective officers. The secretary and treasurer shall be chosen biennially and shall hold their offices for two years from the last \Yednesday of February, or till their successors are chosen. Sec. 1840. The board shall direct the disposition of any moneys appropriated to the State Agricultural College. Sec. 1841. The secretary of the board shall reside at or near the agricultural college, and keep his office at the city of Lansing in the State buildings, or at the institution, as the board shall direct. It shall be his duty to keep a record of the transactions of the State board of agriculture and of the State Agricultural College and farms, which shall be open at all times to the inspection of any citizens of this State. He shall also have the custody of all books, papers, documents, and other property which may be deposited in his office. [Here follows a long enumeration of duties not strictly appertaining to the agricultural college but rather to the agricultural and horticultural interests of the State.] Sec. 1843. The secretary shall receive as a compensation for his services a salary of $1,000 per annum, to be paid quarterly from the State treasury, in the same manner as is provided by law for the payment of the salaries of State officers. Sec. 1844. The State agricultural school, established by an act, No. 130,1855, in obedience to section 11, article 13, of the constitution, shall be known by the name and style of “ The State Agricultural College.” The design of the institution, in fulfillment of the injunction of the constitution, is to afford thorough instruction in agriculture and the natural sciences connected therevuth. To effect that object most completely the institution shall combine idiysical with intellectual education and shall be a high seminary of learning in which the graduate of the common school can commence, pursue, and finish a course of study teiminating in thorough theoretic and practical instruction in those sciences and arts which bear directly upon agriculture and kindred industrial pursuits. Sec. 1845. [Amended by act No. 202, 1901, q. v.] No student shall be admitted to the institution who is not fifteen years of age and who does not pass a satisfac¬ tory examination in arithmetic, geography, grammar, reading, spelling, and pen¬ manship. Sec. 1846. The course of instruction shall embrace the English language and lit¬ erature, mathematics, civil engineering, agricultural chemistry, animal and vege¬ table anatomy and i)hysiology, the veterinary art, entomology, geology, and such other natural sciences as may l^e prescribed, technology, political, rural, and house¬ hold economy, horticulture, moral philosophy, history, iDOokkeeping, and especially the application of science and the mechanic arts to practical agriculture in the field. Sec. 1847. A full course of study in the institution shall embrace not less than four years. The State board of agriculture may institute winter courses of lec¬ tures for others than students of the institution under necessary rules and regu¬ lations. Sec. 1848. The academical 3/'ear shall consist of not less than nine calendar months. This academical year may be divided into such terms by the State board of agriculture as, in their judgment, will best secure the objects for which the college was founded. The board may at any time temporarily suspend the college in case of fire, the prevalence of fatal diseases, or of other unforeseen calamity. Sec. 1849. Three iiours of each day shall be devoted by every student of the col¬ lege to labor iiiJon the farm, and no person shall be exempt except for physical disability. By a vote of the board of agriculture, at such seasons and in such exi- LAWS EELATING TO LAND-GRANT COLLEGES. 69 gencies a,s demand it, the hours of labor may be increased to four hours or dimin¬ ished to two and one-half hours. Sec. 1850. The State board of agriculture shall be vested with discretion to charge tuition or not, as they may deem most conducive to the interests of the institution, unless acts of the legislature making appropriations shall otherwise direct. The board may make discriminations in regard to tuition between students from this State and from other States. One-third of the tuition charged for the academic term shall be paid in advance and shall be forfeited in case the student abandons the institution. Sec. 1851. The State board of agriculture shall have the general control and supervision of the State Agricultural College, the farm pertaining thereto, and the lands which may be vested in the college by State legislation; of all appropri¬ ations made by the State for the support of the same, and also the management of any lands that may hereafter be donated by the General Government to this State in trust for the promotion of agriculture and industrial pursuits. The board shall have plenary power to adopt all such ordinances, by-law's, and regulations not in conflict with this act, as they may deem necessary to secure the successful operation of the college and promote its designed objects. Sec. 1852. It shall be the duty of the State board of agriculture to choose a presi¬ dent of the State Agricultural College before the commencement of the next term of the institution; they shall then proceed to choose such professors, tutors, and employees as the necessities of the institution demand. In case of vacancy in the office of president, or in case a suitable man can not be selected, the president of the State board of agriculture or such member of the board as shall be designated by them shall be president pro tern, of the college, who shall receive such com¬ pensation for his seiuuces as the board shall determine. Sec. 1853. The board shall fix the salaries of the president, professors, and other employees, and prescribe their respective duties. The board may remove the president or subordinate officers and supply all vacancies. Sec. 1854. The board shall have power to regulate the course of instruction and prescribe, Vvdth the advice of the faculty, the books to be used in the institution, and also to confer for similar or equal attainments similar degrees or testimonials to those conferred by the University of Michigan. Sec. 1855 [as amended by laws, 1901, No. 202]. The president, professors, farm manager, and tutors shall constitute the faculty of the State Agricultural Col¬ lege. The president of the college shall be the president of the faculty, and the faculty shall select one of their own number to act as secretary of the faculty. Sec. 1856. The faculty shall pass all needful rules and regulations necessary to the government and discipline of the college, regulating the routine of labor, study, meals, and the duties and exercises, and all such rules and regulations as are nec¬ essary to the preservation of morals, decorum, and health. Sec. 1857. The faculty shall have charge of the laboratories, library, and muse¬ ums of the institiition. Sec. 1858. The faculty shall make an annual report by the first Wednesday of December of each year to the State board of agriculture, signed by the president and secretary, containing such information and recommendations as the welfare of the institution in their opinion demands. Any members of the faculty may make a minority report if they disagree with the conclusions of the majority, which the faculty shall communicate to the board. No communication at any other time, from members of the faculty, shall be entertained by the board, unless they have been submitted to a meeting of the faculty and sanctioned by a majority. Sec. 1859. The president shall be the chief executive officer of the State Agricul¬ tural College, and it shall be his duty to see that the rules and regulations of the State board of agriculture and the rules and regulations of the faculty be observed and executed. Sec. 1860. The subordinate officers and employees not members of the faculty shall be under the direction of the president, and, in the recess of the board, removable at his discretion, and he may supply vacancies that may be thus or otherwise created; his action in these respects shall be submitted to the approval of the State board of agriculture at their next meeting. Sec. 1861. The president may or may not perform the duties of a professor, as the State board of agriculture shall determine. If he performs the duties of a professor, or in case the duties of president are exercised by a president pro tern., a superintendent of the farm may be appointed, v/lio shall have the general super¬ intendence of the business pertaining to the farm, the land, and other property of the institution and who shall be a member of the faculty. Sec. 1862. The president and secretary, together with the superintendent of the farm, if there be one, and in case there is not one, then one of the professors, to 70 EDUCATION KEPOKT, 1903. be elected by tlie faculty, shall constitute a committee to fix the rate of wages allowed to students and rate of board. In assessing the board, it shall be so estimated that no profit shall be saved to the institution and as near as possible at the actual cost. The rate of wages allowed and the rate of charge for board shall, if practicable, be submitted to the State board of agriculture before they take effect. Sec. 1863. For current expenditures at the State Agi’icultural College specific sums shall bo set aside, in the hands of their treasurer, by the State board of agriculture, which shall be subject to the warrants of the president of the college, countersigned by the secretary of the board. All moneys due to the institution or received in its behalf shall be collected and received by the secretary and deposited by him with the treasurer of the State board of agriculture. The secretary shall, with his annual report, render a full and complete account of all moneys received and all warrants drawn on the treasurer, as secretary of the college, and shall file and preserve all vouchers, receipts, correspondence, or other papers relating thereto. Sec. 1884. The superintendents of the farm, horticultural, and other depart¬ ments, the curators of the museums, and each of the professors, shall make a Vvuitten and detailed report of the v'orkings of their several departments annually to the president of the college, which said reports shall be kept on file in the office of the secretary of the State board of agriculture. Agricultural operations on the farm shall be carided on experimentally. Careful experiments shall be made annually in field crops, in keeping, feeding, and fattening stock, and the prepara¬ tion and application of barnyard and commercial manures, and a detailed account of them shall be published in the annual reports of the board. The college shall serve also as an experimental station, making trial from time to time of new varie¬ ties of fruits, grains, and vegetables. The reports shall contain an account of the management of all the several fields, pastures, orchards, and gardens of the col¬ lege, as designated by permanent names or numbers, and shall give an account of the preparation and enriching of the land, the x>lanting, cultivation, harvesting, and yield of the crops and disposition of the same; the management of the stock, with a careful comparison of the cost of keeping, growth, and profit of the several breeds kept on the farm: also an excount of the students’ labor, specifying the amount used in each of the several departments of the college, with other details, in such a way that the reports as issued from year to year shall contain a con¬ tinuous history of the college, farm, and garden: Provided, That the State board of agriculture shall deem the same practicable or advisable. Sec. 1865. All the s^vamp lands granted to the State of Michigan by act of Con¬ gress approved September 28, 1850, situate in the townships of Lansing and Me¬ ridian, in the county of Ingham, and Dewitt and Bath, in the county of Clinton, of which no sale has been made, or for which no certificates of sale have been issued by the commissioner of the land office, are hereby granted and vested in the Stale board of agriculture and placed in the possession of the State Agricultural College for the exclusive use and benefit of the institution, subject only to the provisions relating to drainage and reclamation of the act of Congress donating the same to the State. Sec. 1866. The State board of agriculture shall have authority to sell and dispose of any portions of the swamp lands mentioned in the preceding section of this act and use the same, or the proceeds thereof, for the purpose of draining, fencing, or in any manner improving such other portions of said lands as it may be deemed advisable to bring under a high state of cultivation for the promotion of the objects of the State Agricultural College. The terms and the conditions of the sale of the ]')ortions of the above-described lands thus disposed of shall be prescribed by the St:rte board of agnculture, and deeds of the same, executed and acknowledged in their official capacity by the president and secretary of the State board of agricul¬ ture, shall be good and valid in law. Sec. 1867. David Carpenter j and 5 other persons] are hereby constituted and appointed the first State board of agriculture. At their fir.st meeting, which the governor of tlie State is hereby authorized and directed to call at as early a day as practicable, they shall determine l>y lot their several periods of service. 2 of whom shall serve for two years, 2 of whom shall serve for four years, and 2 of whom shall serve for six years, respectively, from the third Wednesday of January last past, wlien they are superseded by appointments in accordance Vvuth the provisions of section 1834, or until their successors are chosen. Sec. 1868. That the State board of agriculture be, and they are hereby, author¬ ized to provide from time to time in bulletin form, for the dissemination among the people of this State and through the medium of the public press, the results of experiments made in any of the different departments of the agricultural college LAWS KELATING TO LAND-GEANT COLLEGES. 71 and such other information that they may deem of sufficient importance to require it to come to the immediate knowledge of the farmers and horticulturists of the State. Sec. 1869. The several professors of chemistry, zoology, botany, agriculture, horticulture, and veterinary science shall each, at least twice in each year, not excluding the president and other professors, prepare for publication an article embracing snch facts as they may deem of public impoidance, a copy of which shall be simultaneously sent to each and every newspaper published in the State, and to such persons as the State board of agriculture may think proper; said pro¬ fessors to so arrange that at least one of said articles shall be sent out, as above provided, the first week of each and every month in each and every year. Sec. 1870. The board of State auditors shall, upon the approval of the State board of agriculture, audit the accounts for printing, stationery, and postage incurred in the publishing and disseminating of said bulletins, and the same shall be paid out of the general fund: Provided, That no account for iDrinting the same in any newspaper shall be allowed. Sec. 1871 . The legislative assent required by section 9 of act of Congress approved March 2, 1887, being an act “to establish agricultural experiment stations,” is hereby given, and the moneys thereby given are accepted under the conditions and terms in said act named. Sec. 1872. The moneys derived by authority of said act shall be exclusively used in support of the department designated as “ an agricultural experiment station” in connection with the State Agricultural College of Michigan. Sec. 1873. The legislative assent required by section 2 of act of Congress approved August 30, 1890, is liereby given, and the moneys thereby given are accepted under the conditions a.nd terms in said act named. Sec. 1874. The moneys derived by authority of said act shall be used exclusively in sujjport of the State Agricultural College of Michigan. Sec. 1875. In addition to the course of instruction already provided for by law for the agricultural college of this State, there shall be added military tactics and military engineering. Sec. 1876. The State board of agriculture are hereby authorized and required to make such additional rules and regulations for the government and control of the agricultural college as may be necessary to carry into effect the provisions of section 1875. Sec. 1877. The State board of agriculture shall, by and with the advice and con¬ sent of the governor, the adjutant-general, and quartermaster-general, procure, at the expense of the State, all such arms, accoutrements, books, and instruments, and appoint such additional professors and instructors as, in their discretion, may be necessaiT to carry into effect the provisions of this act: Provided, That nothing in this act shall be construed to authorize the incurring of any indebtedness against the State, or the expenditure of money beyond the appropriations made to the agricultural college. [By act No. 165 of 1883 the quartermaster-general is ‘ ‘ author¬ ized, vrith the advice and consent of the military board, to deposit with the State board of agriculture, at the agricultural college, arms and accoutrements for the use of said college.” ] Sec. 1878. The State beard of agriculture is hereby authorized tqliold institutes and to maintain courses of reading and lectures for the instruction of citizens of this State in the various branches of agriculture and kindred sciences. The said board shall formulate such rules and regulations as it shall deem proper to carry on the work contemplated in this act, and may employ an agent or agents to per¬ form such duties in connection therewith as it shall deem best. Sec. 1879. When 20 or more persons, residents of any county in this Stats, organ¬ ize themselves into a society to be called “ The - County Farmers’ Institute Society,” for the purpose of teaching better methods of farming, stock raising, fruit culture, and all the branches of business connected with the industry of agri¬ culture, and adopt a constitution and by-laws agreeable to rules and regulations furnished ]'>y the State board of agriculture, and when such society shall have elected such proper officers and performed such other acts as may be required by the rules of said board, such society shall be deemed an institute society in the meaning of this act: Provided, That nob more than one such institute society in any county shall be authorized by this act: And 2')vovided further, That any exist¬ ing organization approved by the board of agriculture shall be considered a legally organized institute society under the terms of this act. Sec. 1880. In each county where an institute society shall be organized and main¬ tained under the provisions of this act the State board of agriculture shall hold one annual institute at such place in the county and at such time as said board may deem expedient and shall furnish for the institute a lecturer or lecturers with EDUCATION REPOET, 1903. 72 all expenses paid. The county institute society shall provide a suitable hall for the institute, furnish fuel and lights, and pay other local expenses, and shall pro¬ vide speakers who shall occupy one-half the time of the institute that is given to set addresses: Provided, That upon the request of any institute society which desires to conduct its own institute and to employ lecturers from outside of the county in lieu of lecturers sent by the State board of agriculture, the said board may, in its discretion, grant to the society from the institute fund money not to exceed $‘15, said money to be expended by the society entirely in x>ayment of serv¬ ices and expenses of said lecturers. Sec. 1881. The State board of agriculture is further authorized to hold a num¬ ber of one-day institutes in such counties as it may deem expedient. Also, if the funds appropriated by this act permit, the same board may hold a number of four- day institutes at such ])laces and times as said board may determine, at which the l)rimary object shall be to furnish a school of instruction in x>ractical agriculture and kindred sciences. Sec. 1882. The State board of apiculture shall maintain the course of reading knovrn as ‘‘ The Farm Home Reading Circle,'’ and may expend from the moneys appropriated by this act a sum not to exceed $200 for each of the two years for which the approi^riation is made for the maintenance and extension of said course. Sec. 1441. The money received from the sale of said lands [granted by act of Congress of July 2, 1862] shall be paid into the State treasury and shall be placed in the general fund, but the amount thereof shall be placed to the credit of the agricultural college fund upon the books of the auditor-general, and the annual interest thereon, computed at? percent, shall be regularly applied under the direc¬ tion of the State board of agriculture to the support and maintenance of the State Agricultural College, where the leading object shall be — without excluding other scientific and classical studies, and including military tactics — to teach such branches of learning as are related to agriculture and the mechanic arts, in order to promote the liberal and practical education of the industrial classes in the sev¬ eral pursuits and professions of life. Sec. 1442. The State board of agriculture shall, from time to time, in their discre¬ tion, as they may deem necessary to protect the best interests of the State, cause the lands under their care to be examined and their value and condition ascertained. To this end they may appoint one or more agents, vs^ho shall make careful, xiersonal examination of the lands which they are appointed to examine and report fully as to their character, value, and condition at the time of such examination, and in case any of said lands have been trespassed upon and their value deteriorated thereby, the agent examining such lands shall carefully estimate and rei)ort the amount and character of timber probably cut and removed, the date of the cutting, and, if possible, by whom or for whom the cutting was done. Upon receiving such reports of examination, the State board of agriculture shall consider them, and if, in the opinion of the board, the best interests of the State would be promoted by changing the price or terms of sale of any or of all the lands concerned, the said board may alter by reducing or advancing the price per acre or the conditions of pay¬ ment: Provided, That not less than 25 per cent of the purchase money shall be paid at the time of purchase. And when the price and terms are so fixed the said board snail fix the time when the change, if any be made, will take effect, and cause the same to be xuiblislied. Sec. 1443. The said State board of agriculture shall certify from time to time to the auditor-general the amounts required for the services and expenses of examining agents, and for such other expenses as may be necessary for the proper care and disposition of said lands, and the auditor-general shall draw his warrant upon the State treasurer for the amounts thus certified, and the State treasurer shall pay the same out of the general fund. All contracts and certificates of said board shall be signed by the chairman and countersigned by the secretary of the State boa,rd of agriculture. Sec. 1444. In the sale of lands the principal value of which consists in the timber the commissioner of the State land office shall require the payment of the entire amount of x^urchase money at the time of purchase, or such x^ortion of the same above one-fourth as he may deem for the best interest of the State. Sec. 4791. The superintendent of public instruction shall prepare for district schools a course of study, comprising the branches now required for third-grade certificates, which shall be known and designated “the agricultural college course,” and upon the satisfactory completion of this course of study, as evi¬ denced by a diploma or certificate, duly signed by the county commissioner of schools, pupils shall be admitted to the freshman class of the agricultural college without further examination. It shall be the duty of the secretary of the agri¬ cultural college each year to send to each rural school district in the State a LAWS EELATmG TO LAND-GEAKT COLLEGES. 73 college catalogue, and upon application to furnish to such schools such other information as may be desired relative to said college. Such catalogue and other information shall be kept in each school for reference. Sec. 1532. It shall be the duty of said board to cause ample materials to be collected for the illustration of every department of the geology and mineralogy of the State, and to label, arrange, and prepare the same for exhibition in suita¬ ble cases in the museums of the State university, agricultural college, and State normal school, and in each of the incorporated colleges of the State, and in a room in connection v/ith the State library. Public Acts, 1899, No. 108: Appropriates for 1900 and 1901, $132,000 for build¬ ings, equipment, repairs, and students’ labor. Ibid." 1899, No. 250: Any five or more persons of full age residing in the State of Michigan may associate and incorporate themselves together for the purx)ose of establishing loan-funds for the benefit of scholars and students of this State, to assist them to attend the University of Michigan, the Michigan State Agricul¬ tural College, etc. [Approved June 15, 1899.] Ibid., 1901, No. 144: Section 1. The township board of any township, not hav¬ ing within its limits an incorxx)rated village or city, upon the petition of not less than one-third of the taxpayers of such township for the establishment of a rural hjgh school, shall submit such question to a vote of the qualihed electors of said township at a special election called for that purpose within sixty days from date of receipt of said petition. Sec. 3. If more votes are cast in favor of such high school than against it at such election, the qualified electors of said township shall elect at their next annual election of township officers a board of trustees of three members. * * * The township clerk shall be ex officio member and the clerk of the board, and the township treasurer shall be ex officio member and treasurer of the board, v/ith the same power as other members’of the board. Sec. 4. * * * The board shall have power * * * (g) to provide a course of study which shall be approved by the superintendent of public instruction and the president of the Michigan Agricultural College, and shall not consist of more than four years’ work. Said course of study may include instruction in manual training, domestic science, nature study, and the elements of agriculture. [Approved May 21, 1901.] Ibid., 1901, No. 233: There shall be assessed in the year 1901 and each year thereafter, upon the taxable property of the State as fixed by the State board of equalization in the year 1901 and each five years thereafter, for the use and main¬ tenance of the Michigan Agricultural College, the Upper Peninsula Exiieriment Station, and such other experiment stations as have been established, the sum of one- tenth of a mill on each dollar of said taxable property, provided that not more than $100,000 shall be assessed in any one year. The State board of agriculture shall make an annual report to the governor of the State of all the receipts and expenditures of the Michigan Agricultural College, the Upper Peninsula Experi¬ ment Station, and such other experiment stations as have been established. Sec. 2. Any amount standing to the credit of the college in the agricultural college interest fund, June 30, 1901, may, in the discretion of the Michigan State board of agriculture, be used for building or other extraordinary expenses, and any amount raised by this act in excess of the amount needed for current expenses during any fiscal year may be used for building and other extraordinary purposes in the discretion of the said board: Provided, That no building or other extraor¬ dinary outlay shall be commenced until the accumulation under this act is suffi¬ cient to complete the building or other extraordinary undertaking: Provided, That the Michigan State board of agriculture shall maintain at all times a suffi¬ cient corps of instructors in all the courses of study of the agricultural college, the same being known as the agricultural department, the mechanical depart¬ ment, and the woman’s department; shall support and maintain the Upper Peninsula Experiment Station and such other experiment stations as have l3een established, including the printing and binding of all bulletins as at present pro¬ vided by law, and shall make a fair and equitable division of the funds provided by this act in accord with the wants and needs of said courses of study and said experiment station as they shall become apparent. Should the State board of agriculture fail at any time to maintain any of said departments as herein pro¬ vided, the terms of this act shall be suspended until further action by the legis¬ lature. Sec. 3. The State board of agriculture is hereby authorized to hold institutes and to establish and maintain courses of reading and lectures for instruction in the various branches of agriculture, mechanic arts, domestic economy, and the related sciences, which courses of reading, instruction, and lectures shall be con- 74 EDCJOATIOE’ EEPOET, 1903. ducted, governed, and controlled by act ISTo. 137 of 1899, providing for the same: P/'oi-zded, That not less than $7,. iOO shall be expended annually for the purposes prcu'ided in said act; but the number of one-day institutes shall be determined by said State board of agriculture. Sec. 4. The appropriation made by the provisions of this act shall be paid out of the general fund in the State treasury to the treasurer of the Michigan State board of agriculture at such times and in such amounts as the general account¬ ing laws of the State prescribe, and the disbursing officer shall render his accounts to the auditor-general thereunder. Sec. 5. Whenever the Michigan State board of agriculture contemplates expend¬ ing any portion of the suri:)lus accumulated under this act for any building or any system of sewerage, ventilation, or heating, plans shall be submitted to the State board of corrections and charities, as required by section 2229, Compiled Laws of 1897. But whenever the surplus is used for any other special purpose the board shall certify to the auditor-general the purpose and amount set aside for the same. [Approved June 6, 1901.] MINInTESOTA. Constitution, Article VIII: Sec. 2. * * The prmciT)al of all funds derived from sales of swamp lands, as aforesaid, shall forever be preserved inviolate and undiminished. One-half of the proceeds of said principal shall be ax)i)ropriated to the common school fund of the State. The remaining one-half shall be appropri¬ ated to the educational and charitable institutions of the State in the relative rates of cost to support said institutions. (Added November 8, 1881.) Sec. 3. But in no case shall the moneys derived as aforesaid, or any portion thereof, or any public moneys or property, be appropriated or used for the sup¬ port of schools vdierein the distinctive doctrines, creeds, tenets of any particular Christian or other religious sect are promulgated or taught. (Adopted Novem¬ ber 6, 1877.) Sec. 4. The location of the University of Minnesota, as established by existing laws, is hereby confirmed, and said institution is hereby declared to be the LTni- versity of the State of Minnesota. All the rights, immunities, franchises, and endowments heretofore granted or conferred are hereby perpetuated unto the said university, and all lands which may be granted hereafter by Congress or other donations for said university purposes shall vest in the institution referred to in this section. [The following matter is taken from “The general statutes of the State of Minnesota, as amended by subsequent legislation, with which are incorporated all general laws of the State, in force December 31, 1894. compiled and edited by Henry B. Wensell.’^ 2 yoIs., St. Paul, 1894.] Sec. 4020. The State of Minnesota hereby accepts the grants of money made to it by an act of the Congress of the United States approved August 30, 1890, and assents to the purpose of said grants as in said act set forth. Sec. 4021. All lands donated to the State of Minnesota for the purpose of pro¬ viding colleges for the benefit of agriculture and the mechanic arts under the act of Congress approved July 2, 1862, shall be apxuaised and sold, and the moneys arising therefrom shall be invested in the same manner as is provided by law for the appraisement and sale and investing the moneys of school lands under the provisions of the foregoing title, excexit that there shall be written on the bonds. Bonds of the agricultural college of Minnesota, transferable only upon the order of the governor:'’ Provided, That no such lands shall be sold for a less sum than $5 per acre, nor for less than the appraised value thereof: Provided, That all the provisions of law relating to the taxation of school lands and the rights of pur¬ chasers at any forfeited tax sale of such lands, as provided by law, shall apply to all sales of lands made under the provisions of this title. Sec. 4022. All moneys derived from the sale of the lands aforesaid shall be invested in stocks of the United States or of this State yielding not less than 4^ per cent ux^on the iiar value of said stock, and the moneys so invested shall constitute a perpetual fund, the caxrital of which shall remain forever undiminished, and the interest of which shall be inviolably ai^propriated to the endowment, sux^port, and maintenance of at least one college where the leading object shall be, without excluding other scientific and classical studies and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in such manner as may hereafter be xwescribed, in order to x^romote the lib¬ eral and x)ractical education of the industrial classes in the several pursuits and professions of life. LAWS EELATING TO LAED-OEAET COLLEGES, 75 Sec. 4023. If any portion of the fund invested, as provided by the foregoing sec¬ tion, or any portion of the interest thereon shall by any action or contingency be lost it shall be replaced by the State, so that the capital of the fund shall forever remain iin diminished, and the annual interest shall be regularly aj^plied without diminution to the purposes mentioned in the x)receding section, except that a sum not exceeding 10 per centum upon the amount received may be expended for the purchase of lands for sites or experimental farms v/henever authorized by the legislature. Sec. 4024. No portion of such fund nor the interest thereon shall be ai}plied, directly or indirectly, under any pretense whatever, to the purchase, erection, pres¬ ervation, or repair of any building. Sec. 4025. The purchase of 4i per. cent bonds heretofore made Vvuth the proceeds of sales of agricultural college lands is hereby legalized. Sec. 40.28. All lands donated to the State of Minnesota by the United States by act of Congress entitled ‘ * An act donating to the States of Minnesota and Oregon certain lands reserved by Congress for the Territories of Minnesota and Oregon for university purposes,” approved March 2, 1861, and an act of Congress enti¬ tled ‘‘ An act clonating public lands' to the several States and Territories which may provide colleges for the benefit of agriculture and the mechanic arts,” approved July 2, 1862, and any part or portion of such lands, upon the written reepiest of the board of regents of the University of Minnesota to the commis¬ sioner of the State land office, shall be appraised and sold, and the minimum price thereof shall be the same, and permits for the cutting of timber thereon, aPd upon any part of the same, shall be granted, and the minimum price of such timber be fixed, and the right to cut grass and gather cranberries and make maple sugar thereon, or upon any part of the same,, shall be sold, and all moneys arising therefrom, except as hereinafter T)rovided, shall be invested and a full record thereof shall be kept, and a report thereof shall be made annually to the legisla¬ ture, and all trespassers upon said lands, or any of the same, shall be prosecuted, by the same officer or officers, respectively, and in the same manner in every respect as is now provided bylaw respecting school lands; except that there shall be written on the bonds purchased “ Bonds of the University of Minnesota, trans¬ ferable only upon the order of the governor;” and such officers, respectively, shall have the same pov/ers and perform the same duties as are xDrovided by law respecting such school lands. And the proceeds of the sale of such lands above mentioned, when so invested, shall constitute a permanent fund, and the same shall be called the university fund; and there shall be and is hereby inviolably appropriated and placed at the disposal of the board of regents of the University of Minnesota, to be drawn from the State treasury in the same manner as the interest and increase of the fund derived from the sales of lands granted to the State of Minnesota by act of Congress approved July 2, 1862, as now provided by law, all of the interest and increase of such university fund; and also all the proceeds of the sales of such timJ3er and grass. Sec. 4027. Nothing in this act contained shall in any way modify or affect the powers conferred by or the provisions of an act to reorganize and provide for the government and regulation of the University of Minnesota, and to establish an agricultural college therein, approved February 19, 1868. Sec. 3902. The object of the University of Minnesota, established by the con¬ stitution, at or near the Falls of St. Anthony, shall be to provide the means of - acquiring a thorough knowdedge of the various branches of literature, science and the arts, and such branches of learning as are related to agriculture and the mechanic arts, including military tactics and other scientific and classical studies. Sec. 3903. There shall be established in the University of Minnesota five or more colleges or departments — that is to say, a department of elementary instruction; a college of science, literature, and the arts; a college of agriculture, including military tactics; a college of the mechanic arts; a college or department of law, and also a college or department of medicine. The department of elementary instruction may be dispensed with at such rate and in such wise as may seem just and proper to the board of regents. Sec. 3904 [as amended by General Laws, 1895, chap. 15] . The government of the university shall be vested in a board of 13 regents, of which the governor of the State, the State superintendent of public instruction, the president of the univer¬ sity, and the honorable John Sargent Pillsbury, for and during his good pleasure as an honorary member, having the same power as any other member, shall be members ex officio, and the nine remaining members thereof shall be appointed, by the governor, by and with the advice and consent of the senate. V/henever a vacancy therein occurs for any cause the same shall be filled^ for the unexpired term in the same manner. After the expiration of the term of the members of the 76 EDUCATIOK EEPOET, 1903, present board of regents, their successors shall be appointed in like manner, and shall hold their office for the full term of six years from the first Y/ednesday of March succeeding their appointments and until their successors are appointed and qualified. The president of the university shall be ex officio the corres]X)nding secretary of the board of regents. Sec. 8905. The regents of the university shall constitute a body corporate under the name and style of “ University of Minnesota,"’ and by that name may sue and be sued, contract and be contracted vrith, make and use a common seal, and alter the same at pleasure. A majority of voting members shall constitute a quorum for the transaction of business, and a less number may adjourn from time to time. Sec. 3906. The board of regents shall elect from the members of the board a president of the board. They shall also elect a recording secretary and a treas¬ urer who may or may not be members of the board. All of said officers shall hold their respective offices during the pleasure of the board, and the president and treasurer each shall, before entering upon the duties of his office, execute a bond in the penal sum of $50,000, with at least two sufficient sureties, to the State of Minnesota, to be approved by the governor, conditioned for the faithful and hon¬ est performance of the duties of his office according to law, which bonds when so approved shall be filed in the office of the secretary of state. Sec. 8907. The board of regents shall have power, and it shall be their duty, to enact by-laws for the government of the University of Minnesota in all its depart¬ ments, to elect a president of the University, and in their discretion a vice-presi¬ dent and the requisite number of professors, instructors, officers, and employees, and to fix their salaries, also the term of office of each; and to determine the moral and educational qualifications of applicants for admission; and in the appoint¬ ment of professors, instructors, and other officers and assistants of the university, and in prescribing the studies and exercises thereof, and in all the management and government thereof no partiality or preference shall bo shown to one sect or religious denomination over another, nor shall anything sectarian be taught therein; and the board of regents shall have pov/er to regulate the course of instruction and prescribe the books and authorities to be used, and also to confer such degrees and grant such diplomas as are usual in universities in their discre¬ tion. It shall be the duty of the recording secretary to record all the proceedings of the board and carefully x:>reserve all its books and papers, and before entering upon the duties of his office he shall take and subscribe an oath to perform his duties honestly and faithfully as such officer. It shall be the duty of the treasurer to keep an exact and faithful account of all moneys, bills receivable, and evidences of indebtedness, and all securities and x:>roperty received or paid out by him, and before entering upon his duties he shall take and subscribe an oath that he will well and faithfully perform the duties of treasurer thereof. It shall be the duty of the jiresident to preside at the meetings of the board, and in case of his inability to preside the board may apx>oint a president x>ro temx^ore. Sec. 3908. There is hereby established a professorshii) of Scandinavian language and literature in the State university, with the same salary as is paid in said uni¬ versity to other x3rofessors of the same grade. Sec. 3909. It shall be the duty of the board of regents of the State university, as soon as practicable after the x:>assage of this act, to appoint to said professorship [of Scandinavian language] some x^erson learned in the Scandinavian language and literature and at the same time skilled in and capable of teaching the dead languages so called. Sec. 3910. In addition to all the rights, immunities, franchises, and endowments heretofore granted or conferred to or upon the University of Minnesota, for the endowment, supxDort, and maintenance thereof, there shall be, and is hereby, invio¬ lably appropriated and xdaced at the disposal of the board of regents thereof, to be drawn from the State treasury upon the order of the x^resident and payable to the order of the treasurer of the iDoard, all the interest and income of the fund to be derived from the sales of all the lands granted and to be granted to the State of Minnesota by virtue of an act of Congress approved July 2. 1862, and also all such gifts, grants, and contributions to the endowment thereof as maybe derived from any and all sources. Sec. 8911. The first meeting of the board of regents under the provisions of this act shall be holden at the university building on the first Wednesday of March, 1868, at which meeting the officers of the board shall be elected, and the annual meetings of tho board shall be holden on the second Tuesday of December in each and every year thereafter. Special meetings of the board shall be called and holden at such times and in such manner as the board of regents shall determine. Sec. 3912. [As amended bylaws 1897, chap. 102.] Any person or persons con¬ tributing a sum of not less than, $50, 000 shall have the privilege of endowing a LAWS EELATING TO LAED-GEAET COLLEGES. 77 professorship in the university, the name and object of v/hich shall be designated by the board of regents. Sec. 3913. The said board of regents shall succeed to and have control of the books, records, buildings, and all other property of the university, and the present board of regents [cf. sec. 10, Gen. Stat., 1878] shall be dissolved immediately upon the organization of the board herein provided for: Provided, That all contracts made and at that time binding upon the board then [in 1878] dissolved shall be assumed and discharged by their successors in office. Sec. 3914. It shall be the duty of the board of regents herein provided for to make arrangements for securing suitable lands, pursuant to the act of Congress above mentioned, in the vicinity of the university for an experimental farm, and as soon as may be thereafter to make such improvements thereon as will render the same available for experimental purposes in connection with tbe course in the agricultural college, and for such purpose the board of regents is hereby author¬ ized to expend a sum not exceeding the amount specified in the act of Congress aforesaid. Sec. 3915. It shall be the duty of the board of regents of the University of Min¬ nesota, as soon as practicable after the passage of this act, to establish at said uni¬ versity an agricultural experiment station for the purpose of promoting agriculture in its various branches by scientific investigation and experiment, which station shall be under the control and supervision of the said board of regents. Sec. 3916. The State of Minnesota does hereby assent to the grants of money authorized by an act of the Congress of the United States entitled “An act to establish agricultural experiment stations in connection with the colleges estab¬ lished in the several States.” Sec. 3917. An exx)erimental station is hereby established on the State school farm at Owatonna, in this State, for the x^urpose of producing nev/ and valuable varieties of fruit trees, thoroughly testing promising varieties we now have, and securing reliable reports in regard to fruit, forest, and ornamental trees best adapted to the State. Sec. 3918. The said station shall be under the general supervision of the board of regents of the State university, who shall, with the advice of the president and secretary of the State horticultural society, axDpoint a sux^erintendent, who shall report to the board of regents as they may direct, and who shall report to the State horticultural society in person at each annual winter meeting thereof. Sec. 3919. All x)roducts of said station shall be the exclusive property of the State, and all surplus shall be disx)osed of as the board of regents may direct. Sec. 3920. The board of regents is hereby authorized to set apart and appropriate from any fund at their disi^osal, for such puri^oses, such sum as they may deem advisable, not exceeding $1,000 per annum, for the total expense of said station. Sec. 3921. On or before the second Tuesday of December in each and every year the board of regents, through their president, shall make a rex)ort to the governor, showing in detail the progress and condition of the university during the previous university year, the wants of the institution in all its various dex)art- ments, the nature, cost, and results of all improvements, experiments and inves¬ tigations, the number of x'>rofessors and students, the amounts of money received and disbursed, and such other matter, including industrial and economical sta¬ tistics, as they may deem important or useful. One copy of the said report shall be transmitted to each of the other colleges which shall be endowed under the provisions of said act of Congress, and one copy to the Secretary of the Interior. Sec. 3922. The president of the university shall be the president of the general faculty, and of the special faculties of the several departments or colleges, and the executive head of the institution in all its departments. As such officer he shall have authority, subject to the board of regents, to give general directions to the practical affairs and scientific investigations of the university, and, in the recess of the board of regents, to remove any employee or subordinate officer not a member of the faculty, and supply for the time being any vacancies thus created. _He shall x^erform the customary duties of a corresponding secretary, and may be charged wuth the duties of one of the professorshix^s. He shall make to the superintendent of public instruction, on or before the second Tuesday in December in each and every year a report showing in detail the progress and condition of the university during the previous university year, the number of professors and students in the several departments, and such other matters relat¬ ing to the x^roper educational work of the institution as he shall deem useful. It shall also be the duty of the president of the university to make to the board of regents, on or before the second Tuesday in December of each and every year a report showing in detail the progress and condition of the university during the previous university year, the nature and results of all important experiments and 78 EDUCATION REPOKT, 1903. investigations and sncli other matters, including economical and industrial facts and statistics, as lie shall deem useful. Sec. 8923. It shall he unlawful for any person to sell or dispose of any spiritu¬ ous. vinous, or malt liquors within a distance of 1 mile of the main building of the University of Minnesota, as novv^ located in the city of Minneapolis: Provided, That tlio provisions of this f-ecticn shall not apply to that iiart of the city of Min¬ neapolis lying on the v/est side of the Mississippi River, Sec. 8924. Any person violating the provisions of the foregoing section shall, upon conviction, be lined not less than $50 nor more than $100 for every such oifense, or shall be imprisoned in the county jail of the county of Hennepin for a X)eriod of not less than two nor more than twelve months. Sec. 8925. There is hereby annually appropriated to the University of Minnesota, from any money in the State treasury not otherwise appropriated, belonging to the fund for tiie support of State institutions, the sum of $81,000; $19,000 thereof to be used to aid in the simport of said university and $13,000 to be applied to the reimbursement of the permanent university fund for moneys heretofore used for the support of said university arising from the sale of stumpage on university lands. All moneys herel)y ap)propriated shall be drawn upon orders of the board of regents of the university, and the State auditor is hereby authorized to draw warrants on the State treasury on the presentation of such orders. Sec. 3926. The sum of $50,000, or so much thereof as may be necessary, is hereby appropriated, in addition to the income of the permanent university fund, from the general revenue fund for the supx>ort of the State university for the fiscal year ending July 81, 1888, and annually thereafter. Sec. 3927. From and after the expiration of the fiscal year ending July 31, 1894, the annual appropriations for the support of the university, made in section 3926 above, and an appropriation “for additional allowance for the general expenses for the support of the State university, $25,000 ” annually after the year 1889, shall cease and determine: Provided , That whenever the amount in the fund for the maintenance of the University of Minnesota raised under the provisions of this act shall be over the sum of $125,000 in any one year the amount over said sum shall be i^assed to the revenue fund of the State. Sec. 3928. It shall be the duty of the board of regents of the University of Min¬ nesota to cause to be begun, as soon as may be practicable, and to carry on a thorough geological and natural history survey of tlie State. Sec. 8932. It shall T)e the duty of the State geologist to report at once to the board of regents all discoveries, either of economic or scientific interest to the State, that may be made by such testing and exploration; such report shall be published l3y the board of regents in the same manner as novr provided for the ])ublication of the annual reports of the geological and natural history survey of the State, and shall be paid out of the same funds: Provided, That any important mineral discoveries or other scientific contributions to the geological and natural history survey that the said State geologist may deem necessary for immediate puIJication shall not be suppressed until the regular report of the board of regents, but shall be issued from time to time under the direction of said State geologist. Sec, 8986, The said board of regents shall also cause to be collected and tabu¬ lated such meteorological statistics as may be needed to account for the varieties of climate in the difierent parts of the State; also to cause to be ascertained, by barometrical ol)servation or other appropriate means, the relation, elevations, and depressions of the different parts of the State; and also on or before the comple¬ tion of the said surveys to cause to be compiled, from sucli actual surveys and measurements as may bo necessary, an accurate map of the State, which maj), when approved by the governor, shall be the official map of the State. Sec. 8937. It shall bo the duty of the said l^oardof regents to cause proper speci¬ mens sldllfully prepared, secured, and labeled of all rocks, soils, ores, coals, fos¬ sils. cements, building stones, plants, woods, skins and skeletons of animals, birds, insects, and fishes, and other mineral, vegetable, and animal substances and organisms discovered or examined in the course of said surveys, to be preserved for public inspection, free of cost, in the University of Minnesota, in rooms con- Amiient of access and properly wmrmed, lighted, ventilated, and furnished, and in charge of a pro})er scientific curator; and they shall also, whenever the same may be practicable , cause duplicates . in reasonable numbers and quantities , of the above- named specimens, to be collected and preserved for the purpose of exchanges wnth other State universities and scientific institutions, of which latter the Smithsonian Institution at Washington shaJl have the preference. Sec. 3988. The said board of regents shall cause a geological map of the State to be made as soon as may be practicable, upon which, by colors and other appro¬ priate means and devices, the various geological formations shall be rex)resented. LAWS EELATII^G- TO LAI'TD-G-RAITT COLLEGES. 79 Seo. 3989. The governor, the secretary of state, and the State geologist are hereby created a commission for the printing and the publication of the reports of the regents of the university on the geological and natural history survey of the State. Sec. 3946. It shall be the duty of the said board of regents, through their j)resi- dent, to make, on or before the second Tuesday in December of each and every year, a report shov/ing the progress of said surveys, accompanied by such maps, drawings, and specifications as may be necessary and proper to exemplify the same, to the governor, who shall lay the same before the legislatxire; and the said board of regents, upon the completion of any separate portion of the said surveys, shall cause to be j^repared a memoir or final report, which shall embody in a con¬ venient manner all useful and important information accumulated in the course of the investigation of the i3articular department or portion, which report or memoir shall likewise be communicated through the governor to the legislature. Sec. 3948. The State lands known as “ State salt lands,” donated by the general Government to aid in the development of the brines of the State of Minnesota, shall be transferred to tlie custody and control of the board of regents of the Uni¬ versity of Minnesota. By said board of regents these lands may be sold in such manner or in such amounts, consistent v/ith the lavrs of the State of Minnesota, as they may see fit, the proceeds thereof being held in trust by them, and only disbursed in accordance with the law ordering a geological and natural history survey of the State. Sec. 3949. The lands granted by Congress to this State by an act entitled “An act granting lands to the State of Minnesota in lieu of certain lands heretofore granted to said State,” approved March 3, 1879, are hereby transferred to the custody and control of the board of regents of the Universitj^ of Minnesota, which lands the said board may sell in such amounts as they may deem most expedient and beneficial, the proceeds thereof being held in trust by tliem, and only disbursed in accordance with the law ordering a geological and natural history survey of the State; and the said board shall make report of their doings in the premises as provided by law. Sec. 3951. The University of Minnesota is hereby authorized and empov^ered to execute, acknowledge, and deliver in its corporate name, under its corporate seal and the signatures or attestations of the president and secretary of the board of regents, deeds of conveyance for all the lands mentioned or referred to in the two several acts aforesaid [the “Sait lands or lands granted in lieu thereof”], which have heretofore been or shall hereafter be sold under the authority of the board of regents, and all deeds of such lands so executed and delivered shall be effectual to pass to_tlie grantees therein, respectively, all the title of the State of Minnesota or the Dniversity of Minnesota or the board of regents thereof in the lands therein described at the time of such execution and delivery thereof. Sec. 3953. It shall be the duty of the said board of regents, as scon as practi¬ cable, to cause a, full and scientific investigation and report on the salt springs of the State, v/ith a view to the early development of such brine deposits as may exist within the State. Sec. 3954. The board of regents of the University of Minnesota shall cause the immediate survey and investigation of the i)eat deposits of the State of Minne¬ sota, accompanied by such tests and chemical examinations as may be necessary to show their economical value and their usefulness for the purposes of common fuel, a full report thereon to be presented to the legislature as soon as practicable. Sec. 3955. The sum of $2,000 is hereby appropriated annually (in lieu of $1,000) , for the purposes of the geological and natural history survey, until such time as the proceeds of the sales of the salt lands shall equal that amount, when such annual appropriation shall cease. Sec. 3956. It shall be the duty of the board of h’egents of the University of Min¬ nesota to cause duplicate geological specimens to be collected and to furnish to each of the three normal schools suites of such specimens after the university collection has become complete. Sec. 3957. When the geological and natural history survey of the State shall have been completed, the final report on the same by the said board of regents shall give a full statement of the sales of the salt lands hereby given into the cus¬ tody and control of the board of regents of the University of Minnesota, together with the amount of moneys received therefrom and of the balance, if any, left in the hands of the said board of regents. Sec. 3768. [Amended by laws 1897, chap. 75, q. v.] There shall be levied annually upon the taxable property of the State a tax of one and fifteen-hundredths mills, to be known as the “ State school tax,” which shall bo collected as other taxes are collected, of which the proceeds of one mill shall be added to the general 80 EDUCATION EEPOKT, 1903. school fund, which together shall he known as the “ current school fund,” to he apportioned as hereinbefore provided, and the proceeds of fifteen-hundredths mills shall be for the support and maintenance of the University of Minnesota, and shall be added to the general university fund and be payable to the order of the board of regents. Sec. 7975. There is hereby established a uniform system of accounting for public funds in the following-named institutions of the State of Minnesota, namely, the State university, etc. Sec. 7970. It shall be the duty of the managing board of each of the State insti¬ tutions mentioned in section 7975 to designate an accounting officer, whose duty it shall be to keep or supervise the financial accounts of the institution and to per¬ form such other duties as shall be prescribed by law or by the said managing board. They shall also designate either the said accounting officer or some other officer of the institution to act as purchasing agent, whose duty it shall be to pur¬ chase all goods and supplies needed for the institution, under such rules and regu¬ lations as the said managing board shall prescribe. Sec. 7977. It shall be the duty of the managing board of each of the institutions named in section 7975, within three months after the passage of this act, to appoint an institution treasurer, which treasurer shall be either some trustworthy person residing in the city or village at which the institution is located, or some solvent national or State bank in said city or village [except the “ Soldiers’ Home ”] . The said treasurer shall give bonds in such sum as the managing board shall require, to be approved by said managing board and to be subject to the approval of the public examiner. It shall be the duty of the said treasurer to hold and safely keep all public funds belonging to the said institution which may come into said treasury from any source, and to pay out the same only on written orders signed by the accounting officer of the institution and countersigned by a member of the managing board, who shall have been authorized by vote of the board to sign such orders. Sec. 7979. * - * (b) It shall be the duty of the accounting officer of each institution at the close of each month, or oftener, to pay over to the institution treasurer all institution funds which may have come into his hands from sales of public property, board of inmates, labor of inmates, or from other sources, and at the close of each fiscal quarter to draw an order on the institution treasurer in favor of the State treasurer for the amount of all such miscellaneous receipts, and at the same time to forward to the State auditor a statement of the amount of the same and the sources from v.diich they have arisen, (c) It shall be the duty of the State auditor upon receiving such statement to place in the hands of the State treasurer a draft for the amount upon the institution treasurer, specifying the fund to which the same is to be credited, and upon payment of such draft to place the amount so received to the credit of said institution, adding it to any appropri¬ ations that may have been previously made by the legislature for the said institu¬ tion, distributing it to the several appropriations from which it may have arisen or to the current expense appropriation, according to liis discretion. Sec. 7980. It shall be the duty of the accounting officer of each institution referred to above to prepare a duplicate monthly pay roll or pay rolls, showing the serv¬ ices rendered * * * by each officer and employee of the institution, which pay roll shall contain the receipt of said officers and employees for the orders issued to them in i^ayment for their services. Services rendered or labor performed by per¬ sons other than officers and employees shall be accounted for on proper vouchers made. The said accounting officer shall require all joersons selling goods or sup¬ plies to the institution to furnish with such goods when delivered bills or invoices in duplicate, and he may require persons who furnish goods at intervals during the month to furnish also a detailed statement in duplicate at the close of the month. The said bills and invoices shall, whenever practicable, be made upon the billheads or blanks used by such persons in their business: Provided, That in cases where it is not convenient for the seller to furnish such bills or invoices-, the accounting officer may make out such bills or invoices on blanks to be provided by the institution. General Laws, 1895, chapter 181: Section 1. The teachers’ university certificate issued by the University of Minnesota to graduates of the department of pedagogy ill said university shall be valid as a; certificate of the first grade to teach in the public schools of the State of Minnesota for a period of two years from date of graduation. Sec. 2. At the expiration of two years of actual teaching the certificate of such graduate may be indorsed by the president of the university and the superintendent of public instruction upon satisfactory evidence that such service has been success¬ ful, and such indorsement shall make said certificate a permanent certificate of LAWS EELATING TO LAND-OEAm COLLEGES. 81 qualification: Provided, That said indorsement may be canceled and its legal effect annulled by the superintendent of public instruction upon satisfactory evi¬ dence of disqualification. (Approved April 11, 1895.) Ibid., 1895, chapter 366: Appropriates $60,000 for ‘‘the deficiencies which have occurred in the current expenses of this institution ” for 1893, 1894, and 1895. Ibid., 1897, chapter 75: Section 1. Section 3768 [above] is amended to read as follows: “ There shall be levied annually upon the taxable property of the State a tax of 1.23 mills, to be known as the ‘ State school tax,’ which shall be collected as other taxes are collected, of which the proceeds of 1 mill shall be added to the general school fund, which together shall be known as the ‘ current school fund,’ to be apportioned as hereinbefore provided, and the proceeds of 0.23 mill shall be for the support and maintenance of the University of ivlinnesota, and shall be added to the general university fund and be payable to the order of the board of regents.” (Approved March 26, 1897.) Ibid., 1897, chapter 155: Sec. 4. [Appropriates for the fiscal year ending July 31, 1897: For campus improvements, $2,500; equipment for mechanical and elec¬ trical engineering department, $12,000.] Sec. 5. [Appropriates for the year ending July 31, 1898: Equipment of medical building, $13,000; books, $6,000. School of agriculture: Heating and lighting, $18,000; dormitory for girls, $25,000; expenses incident to establishing coeduca¬ tion, $3,000.] Sec. 6. [Appropriates for year ending July 31, 1899: For books, $6,000; expenses incident to establishing coeducation in the school of agriculture, $4,000.] Ibid., 1899, chapter 20: Section 1. Section 1 of chapter 181 of the general laws of 1895 be, and the same is hereby, amended so as to read as follows: “ Section 1. The teachers’ universitycertificateissuedby the University of Minnesota to gradu¬ ates of the department of pedagogy in said university shall be valid as a certifi¬ cate of the first grade to teach in the xiublic schools of the State of Minnesota for a period of two years from its date.” (Approved February 25, 1899.) Ibid., 1899, chapter 283: Sec. 5. [Appropriates to State university for year end¬ ing July 31, 1899, $5,000 for repairs. For year ending July 31, 1900: Repairs, $7,000; anatomical building, $15,000; clinical building, $15,000; books, $7,000. For year ending July 31, 1901: Repairs, $5,000; books, $7,000; physical laboratory, $25,000; alteration of buildings, $40,000.] Sec. 6. [Appropriates to school of agriculture for the year ending July 31, 1900: Heating plant, $10,000; horticultural hall and physical laboratory, $35,000.] Ibid., 1901, chapter 25: Sections 1 and 2 of chapter 345 of general laws of 1899 [omitted here as surplusage in view of what follows and its minor relevancy to this inquiry] be amended so as to head as follows: “ Section 1. Any person who, being at the rime a resident of the State of Minnesota, enlisted in the Army of the United Stated during the late war between the United States and the Kingdom of Spain, or who has been a resident of the State of Minnesota for the past fifteen years and is a veteran of the late civil war, and who was honorably discharged therefrom, shall, upon complying -with all other requirements for admission, be entitled to pursue anj^ course or courses in the University of Minnesota without expense for tuition.” Sec. 2. It is hereby made the duty of the board of regents of the University of Minnesota to accept in any college, school, or department thereof, any student who comes within the definition of section 1 of this act, without any charge to said student for tuition, and to refund to any student vdio may come under the provisions of this act any money which he has paid in as tuition since his dis¬ charge. (Approved March 8, 1901.) Ibid., 1901, chapter 66: The board of regents of the University of Minnesota, as a body corporate under the name University of Minnesota, is hereby expressly authorized and em.powered to accept, in trust or otherwise, anj^ gift, grant, bequest, or devise of property, real or personal or mixed, for educational purposes, and to hold, manage, invest, and dispose of the same and the proceeds thereof and the income therefrom, in accordance vrith the terms and conditions of such gift, grant, bequest, or devise, and of the acceptance thereof, any law of the State of Minnesota to the contrary notwithstanding. (Approved March 16, 1901.) Ibid., 1901, chapter 170: Section 1. Any person resident of the State of Min¬ nesota who has already graduated or may graduate from the department known as the school for the blind, connected with the Minnesota Institute for Defectives (located at Faribault, Minn., or elsewhere in said State), shall, upon complying v/ith all other requirements, be entitled to pursue any course or courses in the University of Minnesota without expense for tuition. ED 1903 - 6 82 EDUCATION REPORT, 1903. Sec. 9. It is liereL'V made the duty of the board of regents of the University of Minnesota to receive into any college, school, or department thereof, and to furnish to him or her training and education in any such college, school, or department, any student vdio comes vrithin the definition of section 1 of this act withoiit any charge to said student for tuition. Sec. 3. All acts and parts of acts inconsistent with this act are hereby repealed. (Approved April 9, 1901.) Ilud., 1901, chapter 122: Section 1. The governor shall, prior to the adjournment of this session of the legislature, appoint, by and with the consent of the Senate, three electors of the State as members of a board to be known as a ‘ ' board of control of State institutions.” Said members shall hold office, as designated by the gov¬ ernor, for two, four, and six years, respectively. Subsequent appointments shall be made as above provided, and, except to fill vacancies, shall be for a period of six years and until their successors are appointed and qualified. The board shall at all times be subject to the above limitations and restrictions. The chairman of the board for each biennial period shall be the member whose term first expires, and each member thereof shall receive a salary of $3,500 per annum. The gov¬ ernor may remove any member of the board for malfeasance or nonfeasance in office, or for any cause that renders him ineligible to appointment or incapable or unfit to discharge the duties of his office, and his removal when so made shall be final. Vv'hen for any cause a vacancy occurs, the governor shall api^oiiit an elector to fill the vacancy for the unexpired term, subject, however, to the action of the senate vrhen next in session. Sec. 18. " The board of control shall have and exercise full authority in all financial matters of the State university, the State normal schools, the State public school, the schools for the deaf and the blind. The said board of control shall disburse all public moneys of the several institutions named, and shall liaA'-e the same authority in the expenditure of the public moneys appropriated therefor, as in the other institutions named in this bill, exceiit as hereinafter otherwise pro¬ vided, and such board shall appoint a purchasing and disbursing officer or officers for such institutions. Said board of control shall also have supervision of the construction of all buildings and betterments erected at the cost of this State, but shall cooperate with the local boards of the different institutions in the prepara¬ tion of plans and specifications therefor. Such board of control, however, shall not have control or authority to disburse any private donations or bequests made liy gift or devise by any private individual to any educational institution of this State, but said private gifts or donations or bequests shall, unless otherwise directed by the terms of such ^ft or bequest, be applied by such various boards of the said educational institutions to the use proposed by the terms of the gift. But the various boards now in charge of the several educational institutions shall have and retain the exclusive control of the general educational policy of said institution, of the courses of study, the number of teachers necessary to be employed, and the salaries to be paid; and such various boards shall have the exclusive right to employ or dismiss the teacliers and others engaged in carrying on the functions of said institutions and shall also have the exclusive control of the grounds, buildings, and other public property of their several institutions, and of all other matters connected with said institutions, except as herein specifically reserved to said board of control. All contracts with emxffoyees of said educa¬ tional institutions and a concise statement of all supplies needed shall be reported l )y the board in charge of said several institutions to the said board of control, and provision shall be made by said board of control, by suitable rules, for the pay¬ ment of the salaries of such employees, and any expenses incurred by the members of said local board for the purchase of all necessary supplies by such purchasing agent to be apxiointed as herein provided, as in the case of the other i^ublic insti¬ tutions of this State. (Approved April 2, 1901. ) Ibid., 1901, chapter 381: Sec. 2. [Appropriates “For use by the department of agriculture of the University of Minnesota in preparing, printing, and distribut¬ ing such leaflets, charts, and other lesson helps as will aid and encourage the teachers and pupils in rural schools in the study of agricultural, home economics, and rural life generally” the sum of $2,000 for each of the fiscal years ending July 31, 1902, and July 31, 1903.] Sec. 8. [Appropriates to the University of Minnesota for the year ending July 31. 1901: Buildings and equipment, $17,600; artesian well, $3,500. For the year ending July 31, 1902: Buildings and equipment, $110,000: repairs, $10,250; library, $7,500; boilers, $8,200; additional current expenses, $35,000. For the year ending July 31, 1903: Building and equipment, $47,500; repairs, $8,000; library, $7,500; additional current expenses, $35,000.] LAWS RELATING TO LAND-GRANT COLLEGES. 88 Sec, 9, [Appropriates for the school of agricnltnre for the year ending July 31, 1902: Buildings and equipment. $53,500. For the year ending July 31, 1903: Buildings and equipment, $25,000.] MISSISSIPPI. Constitution (1890), article 8: Sec. 201. It shall he the duty of the legislature to encourage by all suitable means the promotion of intellectual, scientific, moral, and agricultural improvement by establishing a uniform system of free public schools, by taxation or otherwise, for all children between the ages of five and twenty-one years, and, as soon as practicable, to establish schools of higher grade. Sec. 208. No religious or other sect or sects shall control any part of the school or other educational funds of this State; nor shall any funds be appropriated toward the support of any sectarian school or to any school that at the time of receiving such appropriation is not conducted as a free school. Sec. 213. The State having received and appropriated the land donated to it for the support of agricultural and mechanical colleges by the United States, and having, in furtherance of the beneficent design of Congress in granting send land, established, the Agricultural and Mechanical College of Mississpipi and the Alcorn Agricultural and Mechanical College, it is the duty of the State to sacredly carryout the conditions of the act of Congress upon the subject, approved July 2, 1882, and the legislature shall preserve intact the endovunents to and support said colleges. [The following matter is taken from Tim Annotated Code of the General Statute Laws of the State of Mississippi, prepared by E. H. Thompson, Geo. E. Dillard, and R. B. Campbell, Nashville, Tenn., 1892.] Sec. 11. The college as incorporated by an act of the legislature, approved Feb¬ ruary 28, 1878, by the name of the ‘'Agricultural and Mechanical College of Mis¬ sissippi,” and established in pursuance of that act, shall continue to exist as a body politic and cor^wrate by the name of the ‘‘ Mississippi Agricultural and Mechanical College,” v/ith all its property and the franchises, rights, powers, and privileges conferred on it by law, or properly incident to such a body and neces¬ sary to accomplish the purpose of its creation; and may receive and hold all real and personal property conveyed to it for such puri30se. Sec. 12. The government of said college shall be in a board of nine trustees, a majority of vrhom shall be practical agriculturists or mechanics, appointed by the governor of the State by and with the advice and consent of the senate, v.dio shall continue in oifice for six years, and until successors are apxDointed; and the trustees shall be ineligible to succeed themselves more than once. Sec. 13. The present trustees shall continue according to their terms, and until successors shall be apjoointed. As the terms of said trustees shall expire their suc¬ cessors shall be a.ppointsd by the governor, by and. v^itli the advice and consent of the senate. They shall hold for six years, and until their successors shall be appointed. Sec. 14. In case of vacancies in the board of trustees during a period when the senate is not in session, the governor may make ai)pointments to fill the vacancies until the senate shall meet, and, thereafter, during the session of the senate until successors shall be appointed. Sec. 15. A majority of the board of trustees shall constitute a quorum for the transaction of business. Sec. 16. The governor of the State, by virtue of his office, shall be the x>resident of the board of trustees, but in his absence a president pro tenijpore may be appointed bj^ the board. Sec. 17. The trustees may receive theii- actual expenses incurred in attending any of the meetings of the board, to be paid out of any money belonging to the college. Sec. 18. The board of trustees shall possess all the power necessary and proper for the accomplishment of the purpose of the trust reposed in it, viz: The estab¬ lishment and maintenance of a first-class institution, at vfiiich the white youth of the State may acquire a common school education, and a scientific and practical knowledge of agriculture, horticulture, and the mechanic arts, and such other subjects of knowledge as may be suitable and embraced in the course of study and practice prescribed by authority of the board of trustees; and it may adopt all such by-laws and regulations as it may deem expedient for this purpose not repugnant to the constitution and laws nor inconsistent with the object for which said col¬ lege is established; and it shall do whatever is necessary for the successful opera¬ tion of said college according to the i)urpose of its establishment. 84 EDUCATION REPOET, 1903. Sec. 19. The interest arising from the proceeds of the fund known as the “Agri¬ cultural land scrip fund" is appropriated and devoted, to the extent of one-half of it, to said college, and may be drawn from the treasury upon warrant of the auditor, to be issued upon the requisitions of the treasurer from time to time as such interest may accrue and be wanted for the use of the college. Sec. 20. Tuition shall be free in all branches to students of the State for four years to each and not longer, and the trustees shall fix the amount of tuition to be paid by students of this State after four years of free tuition and by students from other States or countries. (Amended by laws, 1896, chap. 113, q. v.) Sec. 21. The inlvilege of rooming in the dormitories belongs to the free students, and to the due quota of students from each county in xu’eference to all others. Sec. 22. The right belongs to each county to have a number of students admitted XU’oportionate to its number of white educable males compared with the whole number in the State. Sec. 23. The apportionment shall be made and announced by the president of the college annually and communicated to the sux)erintendents of education of the counties. Sec. 25. The certificate of selection shall be attested by the clerk of the board of supervisors, under its seal, and shall entitle the holder to admission into the college Vvuth all its privileges to pursue all its industrial branches selected, and to enter the subclass or class for ’which he is fitted. Sec. 26. The board of trustees shall cause to be reported biennially to the legis¬ lature, during the first week of every regular and special, not extraordinary, ses¬ sion thereof, how the money appropriated to the college has been expended, show¬ ing the salaries paid to all professors and employees, and generally each and every item of expense: and if any property belonging to the State or the college is used for profit, the ’reports shall show^ the expenses incurred in managingthe property and the amount received therefrom. Sec. 27. The money received by this State under act of Congress entitled “An act to establish agricultural experiment stations," etc., approved March 2, 1887, and the provisions of which were accepted by this State by act approved January 31, 1888. and assigned to said college, shall be expended under its direction, and the agricultural experiment station for this State is established at and with said col¬ lege, and the board of trustees shall have full control thereof. Sec. 28. The Alcorn Agricultural and Mechanical College of Mississippi, created by an act approved February 28, 1878, for the education of the colored youth of the State, shall continue as a body politic and corporate for that purpose. Sec. 29. Except as stated to the contrary in the next section, all the provisions of the chapter entitled “Agricultural and mechanical college ’’ shall be applicable, the necessary changes being made, to the "Alcorn Agricultural and Mechanical College,'’ which shall be entitled to receive for its support one-half of the interest on the fund, the other half of vdiich is devoted to the agricultural and mechan¬ ical college. Sec. 30. The sections of the chapter relating to the “ agricultural and mechanical college ” [secs. 20-25, and 27J on the subject of the number of students entitled to free tuition therein, and on the subject of apx)ortioning the same among the several counties of the State, and dormitory x)riviieges, and on the subject of the agricul¬ tural ex];)eriment station, shall not apidy to Alcorn Agricultural and Mechanical College. Sec. 2065. The term “ fertilizer,*’ as used herein, includes all substances, chemi¬ cals, and compounds commonly known as commercial fertilizers, a.nd all manures, exceijt animal excrement, cotton seed, and unmixed cotton-seed products, v/hether natural or artificial products. Sec. 2036. The professor of chemistry at the agricultural and mechanical col¬ lege is State chemist, and all fertilizers shall be analyzed by him; and his certifi¬ cate of analysis, stating the percentage therein of nitrogen in an available form, of x)otash soluble in water, and of iihosphoric acid in an available form, soluble or reverted, and of insoluble iDhosj^horic acid, shall be x^osted, and kept i^osted in a consx:>icuous manner at every x^lace where fertilizers are sold. Sec. 2068. Before offering any fertilizer for sale the manufacturer, producer, or seller shall furnish to the State chemist a certificate of the manufacturer or x")!’©- ducer, showing the component x'»arts thereof, and a fair samxJe of it, not less than one pound, sealed up in a glass jar; and the chemist shall analyze it and give his certificate thereof, and shall furnish the necessary number of tags. He shall also from time to time secure samples from packages offered for sale or sold, analyze the same, and record the analyses. Sec. 2069. The State chemist shall also analyze all fair samxdes of fertilizers LAWS RELATING TO LAND-GRANT COLLEGES. 85 properly certified and prepared v/liicli may be furnished to him by farmers and other x>nrchasers for use free of charge, and shall give a certificate thereof. Sec, 2070. The certificate of analysis of the State chemist shall be evidence of the percentage of valuable elements in any fertilizer analyzed by him. Sec. 2071. The State chemist shall have prepared a sufficient number of tags, of suitable material and form, v/itli proper fastenings for attaching to packages, and having printed thereon the word guaranteed,” with the year of sale, number of the tag, and a facsimile of his signature. Any person who shall counterfeit a fer¬ tilizer tag, or \vho shall use one not sold to him by the State chemist, or who shall use one a second time, shall be guilty of forgery. Sec. 2072. The State chemist shall charge and collect for the analysis of each brand of fertilizer the sum of $15, and for enough tags for one ton of fertilizer 30 cents. Sec. 2073. The fees received by the State chemist shall be deposited with the treasurer of the agricultural and mechanical college, and shall ])e expended under the direction of the board of trustees in defraying the expenses of analyzing fer¬ tilizers, the preparation of tags, and otherwise, as the board shall allow or direct. Sec. 2074. The certificate ot‘ the State chemist shall be good for one year, if no fraud or deception be practiced in obtaining it, and an analysis of each brand of fertilizer must be made every year or season. Sec. 2075. The State chemist shall record in a suitaljle Ijook the result of every analysis of a fertilizer made by him. Laws, 1892, chapter 45: Section 1. The State of Mississippi hereby accepts the provisions of act of Congress entitled “An act to apply a portion of the [proceeds of thej public lands to the more complete endov/ment and sujiport of colleges for the benefit of agriculture and mechanic arts, established under provisions of an act of Congress approved July 2, 18G2,” which act was approved August 30, 1890. Sec. 2. The money received by this State under the aforesaid act shall be expended under the direction of the Agricultural and Mechanical College of this State, situated near Starkville, for whites, and the Alcorn Agricultural and Mechamical College, situated nea,r Rodney, for colored; and the funds received under aforesaid act shall be divided between aforesaid agricultural colleges for white and colored in the proportion that the whole number of educable children in the State of each race bears to the whole number of educable children of both races. (Approved March 30, 1892.) Laws, 1894, chapter 12: Appropriates to Agricultural and Mechanical College $22,500 for 1894 and the same amount for 1895, and provides further, “that the interest on the agricultural land-scrip fund belonging to said college be paid in addition to the above sums, provided that the president, professors, officers, and employees shall receive as salary or compensation from the State 10 per cent less than the amounts paid them by the State for the year 1893.” Ibid., 1894, chapter 14: Appropriates to Alcorn Agricultural and Mechanical College $7,000 for the year 1894 and the same amount for the year 1895, also $1,500 for repairs, “ proffided that the amounts shall include interest on the agricultural land-scrip fund for each year.” Laws, 1896, chapter 115: Section 1. That the State superintendent of education be, and is hereby, made a trustee ex officio of the State University, the Agricultural and Mechanical College, the Industrial Institute and College, the State Normal School, and Alcorn Agricultural and Mechanical College. And he shall have the same powers and perform the same duties as other trustees of said institutions of learning. (Approved March 23, 1896.) Lav7S, 1896, chapter 13: [Appropriates to Alcorn Agricultural and Mechanical College for the year 1896: Building, $7,000; reiiairs, $1,000; insurance for three years, $1,505. J^'or 1897: Three cottages, $3,000; repairs, $1,000.] Ibid. , 1896: [Appropriates to Agricultural and Mechanical College $22,500 for the year 1898 and the same amount for 1897, in addition to the interest on the agricul¬ tural land-scrip fund; also, for repairs, $5,000.] Ibid., 1896, chapter 42: That the State treasurer be, and he is hereby, authorized and required to have prepared without delay bonds of the State of Mississippi in an amount equal to the agricultural college fund now in the State treasury, maturing on the 1st day of January, 1896, and which now bear interest at the rate of 5 per cent per annum. Said bonds to be issued in denominations of $1,000, and shall be signed by the governor and countersigned by the treasurer. All the bonds and other evidences of State indebtedness now in the treasury on account of the said agricultural college fund, amounting to $212,150, shall be immediately canceled and destroyed, and a record kept by the treasurer of the bonds so destroyed, and said treasurer shall report the facts to the legislature of 1898, and the bonds provided for in this section shall be substituted therefor. 86 EDUCATION EEPOKT, 1903. Sec. 2. That said bonds, as herein provided for, shall bear interest at tl^e rate of 6 per cent per annum as now fixed bylaw, from January 1. 1896. and shall mature on January 1. 1928: Provided, The State reserves the right to take up and retire said bonds after January 1, 1900. Iljid.. 189G, chapter 113: Section 20 of the annotated code of Mississippi is hereby amended so as to read as follows: Tuition shall be free in all branches to students of this State for five years. Sec. 2. Section 24 is hereby amended so as to read as follov/s: The superinten¬ dent of each county, after due notice published, with the consent of the board of supervisors, shall give certificates of selection to the number of students to Avhich the county is entitled, and this in addition to those already in the college, if any, and this selection of new students shall be made by drawing. Ilfid., 1898, chaT)ter I.!: [Appropriates to Agricultural and Mechanical College $20,300 and the interest on the *' agricultural land-scrip fund,'' $3,914.50, for 1898; also the same amounts for 1899, and $4,090 for repairs, etc.] Ibid., 1898. chapter 16: [Approiuiates to Alcorn Agricultural and Mechanical College for 1898, $12,000 and $6,814.50 as interest on agricultural land-scrip fund; for 1899, $9,000 and the interest, $6,814.50, on the agricultural land-scrip fund.] Ibid. , 1898, chapter 46: Section 1 . The grant of land to the State for the benefit of the Agricultural and Mechanical College of Mississippi and the Agricultural and Mechanical College for colored persons of Aiississippi.by an act of Congress of the United States, approved February 20, 1895, entitled •'An act for the encouragement of education in the State of Mississippi," the same being the one hundred and sixth chapter of the United States Statutes at Large, of the third session of the Fifty- third Congress, volume 28, is hereby accepted. [The act of Congress referred to reads as follows: The governor of the State of Mississippi is hereby authorized to select out of the unoccupied and uninhabited lands of the United States Avithin the said State, 4n.080 acres of land, in legal subdivisions, being a total equiA-alent to two townships, and shall certify the same to the Secretary of the Inteidor, who shall forthwith, upon the receipt of said certificate, issue to the State of Mississippi patents for said lands: ProcidecK That the proceeds of one township of said lands, when sold or leased shall forever remain a fund for the use of the Agricultural and Mechanical College of said State; and the proceeds of one of said townships of land, Avhen sold or leased, shall forever remain a fund for the use of the Agidcultural and Mechanical College for colored persons established and maintained by said State. Sec. 2. In making said selection the governor of said State of Mississippi shall designate the lands for 1 he Agricultural and Mechanica,! College and the lands for the Agricultural and Mechan¬ ical College for colored persons.] Sec. 2. The State land commissioner shall record in his office the patents and lists of said lands issued to the State by the United States, said lists to lie recorded in a tract book; and his certified transcript of the records thereof shall be compe¬ tent evidence in any court or legal proceedings in this State; and Avhen so recorded the patent and list of the Agricultural and Mechanical College lands shall be turned over to its trustees, and the iiatent and list of the Alcorn Agricultural and Mechan¬ ical College lands shall be turned over to its trustees. Sec. 3. The board of trustees of said Agricultural and Mechanical College are hereliy authorized to sell said lands patented to the State for its use under said act of Congress, or any part thereof, for cash, as in their judgment is for the best interest of said college; or to lease the same for a period not exceeding thirty years, or to sell or dispose of the timber thereon to the best advantage of said col¬ lege; and the proceeds of all such sales or leases of said lands or sales of said tim¬ ber. made under this act shall be paid into the State treasury and shall there be credited to said Agricultural a.nd Mechanical College, and shall there forever remain a fund for the use of said college, and the interest to be paid to it by the State, all under and in accordance with section 212 of the State constitution. And the board of trustees of tlie Alcorn Agricultural a.nd Mechanical College shall have like authority as to the lands patented to the State under said act of Con¬ gress for the benefit of the Agricultural and Mechanical College for colored per¬ sons. and the proceeds of said lands or the timber thereon shall be paid into the State treasury for the use of said college, under and in accordance with said sec¬ tion of the State constitution. Sec. 4. A patent in the usual form, signed by the land commissioner, counter¬ signed by the governor and attested by the secretary of state, with the great seal of the State affixed, shall invest the imrchaser or lessee of said lands or the purchaser of the timber or trees thereon with title, according to the terms of said patent: and such patent shall be executed upon the order of the board of trustees of the Agricultural and IMechanical College as to the lands patented to the State by the United States for the benefit of sa,id college under said act of Congress: and such patent shall be executed as to the lands patented to the State for the use of said Agricultural and Mechanical College for colored i^ersons upon the order of the LAWS RELATING TO LAND-GEANT COLLEGES. 87 board of trustees of said Alcorn Ag-riciiltural and Meclianical College. And said land commissioner shall keep a record of each sale or lease made under this stat¬ ute upon the tract book upon which the list of lands is recorded in each instance, respectively. Sec. 5. The provisions of this act shall apply to any and all lands that may be hereafter selected and located by the governor and patented to the State under said act of Congress. hibid., 1900, chapter 61: Section 1. The board of trustees of the Mississippi ' Agricultural and Mechanical College, located at or near StarkMlle, are hereby authorized to establish a branch agricultural experiment station at some point in the State south of the tier of counties on the line of the Alabama and Yicksburg Railroad, and in what is known as the piney woods region of the State. The said board of trustees are authorized to accept donations of lands, lumber, agricultural implements, fertilizers, money, notes or other obligations, or any propert^^ or thing that may be of use in establishing and operating said experiment station. Sec. 2. The station herein provided for shall be a tract of land of not less than 200 acres and shall only be located where suitable land is donated and conveyed to the trustees for that purjiose, and if lands in excess of 200 acres are donated, the said board of trustees may, in their discretion, sell the same and apply the proceeds to the improvement of the land retained and used for said experiment station. Sec. 3. In locating said station the said trustees shall consider the natural advantages, the health and convenience to a shipping point, and the amount pro¬ posed to be donated by any locality or localities, and all other matters that may be of material advantage in the working of the same. I1)id., 1900, chapter 18: Section 1. A textile school is established in connection with the agricultural and mechanical college, v/here young men and women may be educated in the ai-t of manufacturing textile fabrics and where they may acquire a xiractical as v/ell as theoretical and scientific knowledge of the art of manufac¬ turing textile fabrics, and especially those made from cotton, or cotton and wool combined, including dyeing, designing and draAving, Sec. 2. It shall be the duty of the board of trustees to cause to be erected the necessary building for the motive iiewer and machinery of the factory building, for the accommodation of not more than 100 pupils, and a dormitory building to accomodate a like number, and to supply the factory building with the necessary motive power of steam or electricity, in their discretion, and all other necessary machinery and appliances for manufacturing cotton and such other fabrics as may be agreed upon by the faculty and approved by the trustees, and also for dyeing, having in view the purpose of this act as defined in the first section thereof, and especially that relating to the manufacture of cotton fabrics. ^EC. 3. It shall be the duty of the board of trustees when said Imildings have been erected and equipped as provided for in this act to elect a competent and effi¬ cient director of the textile school, v/ho shall become thereby a member of the faculty of the said agricultural and mechanical college, and shall receive such salary as may be fixed by the board of trustees. They shall likewise employ or authorize the employment of such assistants in the various departments thereof as may be necessary to the thorough and efficient training and instruction of the stu¬ dents. The course of study shall be prescribed by the facultj^, with the approval of the board of trustees, and shall embrace carding, spinning, weaving, dyeing, harmony of colors, designing, drav/ing, fabric analysis and calculations, and such other branches as may b^e prescribed. There shall be a special course on the man¬ ufacture of cotton fabiics alone. Sec. 4. No pupil shall be admitted to the textile school who is under 15 years of age; and each pupil applying for admission shall be examined under rules to be prescribed by the faculty as to character, intelligence, and learning, and they shall be governed by the rules and regulations prescribed for the government of said college, the trustees of which shall also fix and regulate the fees, cost, and term of course of said textile department. Sec 5. The raw material to be manufactured in the course of study shall be pur¬ chased by the president of the faculty, or under his direction, provided that raised on the college farm shall be insufficient in quantity or quality. The fabrics manu¬ factured by the school shall be sold by the president of the faculty, and the x3ro- ceeds thereof and also all tuition fees shall be paid into the college treasury to the credit of the textile school, and full reports made thereof annually to the board of trustees. Sec. 6. The board of trustees shall have authority to grant diplomas and certifi¬ cates of proficiency upon the recommendation of the director of the textile school and a majority of the faculty. 88 EDUCATION KEPORT, 1903. Sec. 7. The stim of $40,000, or so much thereof as may be necessary, is hereby appropriated out of any moneys in the treasury not otherwise appropriated, to enable the board of trustees to carry out the provisions of this act. The said sum herein appropriated may be drawn from the State treasury upon the w^arrant of the auditor of public accounts, issued upon the written request of the president of said college, approved by the governor. Ibid., chapter 17: [Appropriates to agricultural and mechanical college $25,719 for the year 1900 and a like sum for the year 1901, in addition to the annual interest on the agricultural land-scrip fund, for new buildings, etc., and $1,000 for fanners' institutes.] Ibid. , chapter 19: [Appropriates to Alcorn Agricultural and Mechanical College $8,000 for the year 1900 and a like sum for 1901, in addition to interest on agricul¬ tural land-scrip fund; also $5,850 for repairs, etc. In addition for each year the interest on $96,290.27, the proceeds of sale of college lands, chapter 46, acts 1898, $5,777.77.] Ibid., chapter 57: The board of control is hereby directed, subject to the approval of the governor, to inirchase an artesian weil-bDring outfit, out of any money in the hands of said board, not to exceed $1,500, and that said outfit shall be used to sink w^ells on the farms now belonging to or to become the property of the State, and on rented farms, provided the owners shall pay for the same, or upon the farms of any citizen where the board is paid for the service by the citizen, when not otherwise needed by the State, and that the boards of trustees of the several State institutions, and especially of the lunatic asylum at Jackson, the State university at Oxford, the agricultural and mechanical college at Stark- ville, etc., are hereby authorized to contract immediately and pay out of their sev¬ eral appropriations, wuth the board of control, for the boring of such wells, at actual cost of the labor and material, but no cost for the use of the outfit, subject to the approval of the governor, for the sinking of wells at these several instutions. Ibid., 1902, chapter 21: [Ajjpropriates to agricultural and mechanical college $48,272.41, as support fund for 1902, and a like amount for 1903; appropriates also $56,500 for buildings; $23,230 for additional equipment; $3,000 for farmers’ insti¬ tutes; $2,000 for student labor account, and $100 for Y. M. C. A.] Ibid., 1902, chapter 20: [Appropriates $26,320.14 “ for the purpose of reimburs¬ ing the trustees of the agTicultural college for the excess of money spent by them in building and equipping the textile school.”] Ibid., 1902, chapter 20: [Appropriates to the Alcorn Agricultural and Mechani¬ cal College $8,000, as support fund and $750 for repair of l3uildings for each of the years 1902 and 1903. Appropriates for 1902: For insurance, $2,250; for purchase of stock. $500; for completing and equipping new dormitory, $13,000; for shops and machinery and tools, $10,000.] MISSOURI. Constitution (1875), Article XI: Sec. 5. The general assembly shall, whenever the public school fund will permit and the actual necessity of the same may require, aid and maintain the State university, now established, with its present departments. The government of the State university shall be vested in a board of curators, to consist of nine members, to be appointed by the governor, by and with the advice and consent of the senate. Sec. 11. Neither the general assembly nor any county, city, town, township, school district, or other municipal corporation shall ever make an appropriation or pay from any public fund whatever anything in aid of any religious creed, church, or sectarian- purpose, or help to support or sustain any private or public school, academy, seminary, college, university, or other institution of learning controlled by any religious creed, church, or sectarian denomination whatever; nor shall any grant or donation of personal property or real estate ever be made by the State, or any county, city, town, or other municipal corporation for any religious creed, church, or sectarian jmrpose whatever. [The following matter is taken, unless otherwise specified, from “The Revised Statutes of the State of Missouri, 189U, Revised and Promulgated by the 40th G-eneral Assembly,” 2 vols., Jeffer¬ son City, Mo.] Sec. 10465. A university is hereby instituted in this State, the government whereof shall be vested in a board of curators. Sec. 10466. The university is hereby incorporated and created a body politic, and shall be known by the name of “ The Curators of the University of the State of Missouri,” and by that name shall have perpetual succession, power to sue and be sued, couiiilain and defend in all courts; to make and use a common seal, and LAWS EELATING TO LAND-OEAET COLLEGES. 89 to alter the same at pleasure; to take, purchase, and to sell, convey, and otherwise dispose of lands and chattels: Provided, That the curators shall not have power to sell or convey any land contained within the university campus. Sec. 10467. The hoard of curators of the University of the State of Missouri shall hereafter consist of nine members, who shall be appointed by the governor, by and vfith the advice and consent of the Senate: Provided, That not more than one person shall be appointed upon said board from the same Congressional district, and no person shall be appointed a curator who shall not have attained the age of 21 years, or who shall not be a citizen of the United States, and who shall not have been a resident of the State of Missouri two years next i^rior to his ai)point- inent. Not more than 5 curators shall belong to any one political party. Sec. 10468. The term of service of the curators shall be six years, the terms of three expiring every two years, the first expiring occurring on the first day of Jan¬ uary, 1901, and succeeding expirations of three members every two years there¬ after. Said curators while attending the meetings of the board shall receive their actual expenses, which shall be paid out of the ordinary revenues of the university. Sec. 10469. The board of curators shall appoint annually three of their number to act as an executive board, who shall meet each month, for the purpose of audit¬ ing claims and attending to such other business as may be intrusted to them by the board of curators not inconsistent with this article. The members of the executive board shall receive $5 per day for each day they shall attend the monthly meetings, together with their actual expenses, to be paid as the expenses of the curators are paid. Said executive board shall be subject to change or removal at pleasure of the board of curators. The board of curators shall also appoint annu¬ ally three of their number to act as an executive committee of the school of mines and metallurgy, with like powers and compensation as those of the executive board at Columbia. Said executive committee shall also be subject to change or removal at pleasure of the board of curators. Sec. 10470. The governor shall, by and with the advice and consent of the sen¬ ate, fill all vacancies caused by the expiration of the term of office of any curator, and he shall also fill all vacancies occasioned by death, resignation, or removal, which may occur while the general assembly is not in session; but all such appointees shall continue in office only until the meeting of the general assembly next thereafter, and until their successors be appointed and qualified. All vacan¬ cies which may exist at or during the meeting of the biennial sessions of the gen¬ eral assem.bly, caused by death, resignation, or removal shall be filled in like man¬ ner as those created by the expiration of official terms, and shall be only for the unexpired time of the party whose vacancy is thereby filled. Sec. 10471. All appointments to fill vacancies, except such as may be made to fill out unexpired terms, shpJl be for the term of six years, and until the succes¬ sors of such appointees shall be appointed and qualified. Sec. 10472. At all meetings of the board of curators seven members shall be necessary to constitute a quorum for the transaction of business. Sec. 10473. The curators shall have power to appoint and remove, at discretion, the president, professors, instructors, and other employees of the university; to define and assign their powers and duties, and to fix their compensation. Sec. 10474. The i3resident and treasurer of the university, residing at Colum¬ bia, and the treasurer of the School of Mines and Metallurgy, residing at Holla, shall, at each annual meeting of the l^oard, prepare and submit to the board a carefully prepared statement of the probable amount of income, as near as may be, of the university and all its departments for the year following, and the cura¬ tors shall thereupon make an estimate of the probable expenses of the institution and each of its departments for the ensuing year, based uj3on the statements above mentioned, and make the necessary apx)ropriations to meet said expenses for the current year; and in no instance shall the board of curators create any indebted¬ ness in any one year above what they can pay out of the annual income of said year. Sec. 10475. The curators shall cause to be made annually a careful and complete inventory and appraisement of all property, real and personal, belonging to the' university in every department thereof; and in order to preserve said i3roperty from waste or injury it shall be the duty of the board to prescribe such rules and regulations as shall secure a careful inspection of said property and comparison of the same with prior inventories. Sec. 10476. IJo person who is related by blood or marriage to any member of the board of curators of the university shall be appointed to any position in the university as officer, member of any faculty, or employee. Sec. 10477. There shall be two regular meetings of said board of curators in each year, to be holden in the university edifice, or in the town of Columbia. The 90 educations' KEPOET, 1903. annual meeting shall be held on the third Tuesday in December, and the semi¬ annual meeting on the Tuesday preceding the first Thursday in June, unless different days shall be fixed upon by said hoard. Sec. 10478, If any curator shall remove from the district in which he residevd at tlie time of liis appointment, or shall fail to attend any annual, semiannual, or regularly called meeting of the board, of which meeting he shall have had due notice, his office shall become at once vacant, unless such absence shall be caused by sickness, or some accident T)revented his arrival at the time and place appointed for the meeting of the board of curators; and if a vacancy shall occur by death, resignation, or from any other cause, the governor shall, without delay, upon being informed of the fact by the secretary of the board of curators, fill such vacancy by appointment; and the person so appointed shall serve until the next regular, meeting of the general assembly, and until his successor is appointed and qualified. Sec, 10479. The curators shall severally take an oath to support the Constitution of the United States and of tiiis State and faithfully demean themselves in office. Sec. 10480. There shall be a president and vice-president of the board, who shall be chosen by the board from the members thereof; a secretary, a treasurer, and such other officers of the board as they shall deem necessary, who shall be appointed by the board, and hold their offices during the pleasure of the board. "Sec. 10481. The president and. if he be absent, the vice-president, and if both be absent, a curator chosen for the occasion, shall preside at the meetings of the board. Sec, 10483. Tlie president of the board, and until his election or in case of his absence or disability, any three curators, shall have power to call a special meeting of the board at the place of holding the annual meetings, provided, they give timely notice thereof, in such form as the board shall by by-law prescribe. Sec. 10488, Adjourned meetings may be ordered and lieW by the board at such time and idace as shall be agreed upon l)y them. Sec. 10484. It shall be the duty of said board of curators to cause to be furnished to' the legislature on or before the second Monday of each regular session thereof a list of the names of all the students that may have been taught at said institution during the two preceding years, giving the names, the ages, the xdace of residence of each, or the time that each one has been taught, as well as the tuition fees charged per session for the various branches of study. It shall likewise be the duty of the board to furnish the legislature with an abstract of the amounts annually paid to the president, and each professor, instructor, or other employee of said institution, together vrith an itemized account of all other expenses of the institution. Sec, 10485. The secretary shall keep a journal of the proceedings of the cura¬ tors, in which the ayes and noes on all questions shall be entered if requested by any one of the curators present. Sec. 10486. It shall be the duty of the secretary to keep and preserve all records, books, and papers belonging to the board; to prepare, under the direction of the board, all their reports, estimates, etc., and record the same in a book to be kept for that purpose, and generally to do and execute all such matters and things as belong to liis office and may be required of him by the curators; and his com¬ pensation shall be fixed by the board. Sec. 10487. Any citizen of the State shall, at all times, have access to and be permitted to take copies of any or all the records, books, and papers of the board. Sec. 10488. It shall be the duty of the treasurer to receive, keep, and disburse all moneys Irelonging to the board, and to i^erform all customary acts pertaining to his office, under the direction of the curators, and to make report of the same at the annual meeting of the board; his compensation shall be fixed by the board, imovided that the same shall not exceed, for any one year, the sum of $150. Sec. 10489, The treasurer of the board shall, upon his appointment and before he enters upon the duties of his office, give bond to the State of Missouri, to the use of the curators of the University of the State of Missouri, with at least two good and solvent sureties, in such sum as may be required by the board, to be approved ])y the board and filed among their papers and records, conditioned that he will faithfully administer the university funds coming into his hands, and dis¬ burse and invest the same according to the directions of the board of curators; and such bond shall l)e renewed every two years or oftener if deemed necessary by the board of curators. Sec. 10490. The treasurer of the board of curators shall make out semiannually a full statement of his accounts, showing the amount of money which he has received and the items of expenditure, and when approved by the board a copy of the account shall be entered on the record. LAWS EELATING TO LAL^D-GRAET COLLEGES. 91 Sec. 10491. The curators shall have power to make such by-laws or ordinances, rules, and regulations as they may judge most expedient for tlie accomplishment of the trust reposed in them, and for the government of their officers and employees and to secure their accountability. Sec. 10492. The curators shall have the authority to confer by diploma, under their common seal, on any person whom they may judge worthy thereof, such degrees as are known to and usually granted by any college or university. Sec. 10493. Grants made to the curators for specific xmrposes and uses shall not be applied either v/holly or in part to any other uses. Sec. 10494. It shall be the duty of the curators to provide for the protection and improvement of the site of the University of the Stake of Missouri as selected and established by law; to erect and continue thereon all edifices designed for the use and accommodation of the officers and students of the university, and to furnish and adapt the same to the uses of the several departments of instruction. Sec. 10495. It shall be the duty of the i^resident of the university, among other things, to superintend and direct the care and management of the institution and its grounds at Columbia, and to make and transmit to the curators, at each regu¬ lar meeting thereof, a report of the state and condition thereof, containing such particulars as the curators shall require. Sec. 10436. The president, professors, and instructors shall each have the care and management of the books and apparatus belonging to their respective depart¬ ments, and the librarian the care and superintendency of the library. Sec. 10497. All salaries of the officers, xu'ofessors, instructors, and employees of the university shall be payable monthly, on the first day of the month following that for which their salary has accrued, or as soon thereafter as practicable, and it shall be the duty of the president of the board of curators to draw his Vvurrant accordingly, on the treasurer of the board, payable to the order of the officer, xuo- fessor, instructor, or other employee, as the case may be, therein named. Sec. 10498. Should the president or any professor, instructor, or other person holding office in the university by selection, appointment, contract, or engagement of the board of curators fail to discharge for any length of time his official duties, without having obtained the permission of said board, the salary or compensation of such president, professor, instructor, or other person holding office in the uni¬ versity shall cease for the time he shall so fail to discharge his official duties, and no compensation shall be allowed for such time; but if said board shall be satis¬ fied that such president, professor, instructor, or 'other person holding office in the university as aforesaid, had good cause for failing to discharge his official duties, then no part of his salary or compensation shall be deducted or withheld on account of such failure. Sec. 10499. All youths, resident of the State of Missouri, over the age of sixteen years shall be admitted to all the privileges amd advantages of the various classes of the x>i’actical, scientific, and literary departments of the University of the State of Missouri v/ithout payment of tuition, provided each applicant for admission therein shall possess such scholastic attainments and mental and moral qualifica¬ tions as shall be prescribed in rules adopted and established by the board of cura¬ tors; and provided further, that nothing herein enacted shall be construed to prevent the board of curators from collecting reasonable tuition fees in the law dex)artment and in the medical department and the necessary fees for supplies in the laboratories of the university or school of mines and establishing such fees for library and incidental expenses in other departments, not to exceed §5 per annum, as they may find necessary. Sec. 10500. No rule or regulation shall ever be established by the board which shall in a,ny way limit the right of the students of the university or any of its departments to present their grievances and to ask for their redress by respectful 13etitions ]3resented to the board. Sec. 10501. The secretary of state is hereby required to procure and furnish to the libraiqT- of the law department of the university five copies of every revision of the statutes made or approved by the general assembly of the State; five copies of each session act, whether regular, adjourned, or special; five copies of every report of the supreme court and of the courts of appeals hereafter issued and. four coi3ies of such reports heretofore issued as may be on hand, and five copies of such digests of said reports as may be selected by the dean of said department; and he shall also procure and furnish to the general library of the university and to the library of the school of mines two copies of each and every official report and pub¬ lication issued by the State or any officer thereof; and, so far as he maybe able to do so, he shall procure and furnish to said libraries two copies of each and every printed report of any corporation organized under the laws of this State or which may be authorized to do business therein. 92 EDUCx\TION KEPORT, 1903. Sec. lOoO^. He shall also, forthwith and from time to time, procure for said libraries the current collated or revised statutes of the several States, so far as it can he done hy exchanging for the same the statutes of this State named in the preceding section. He shall further supply to the department of history and political economy so many copies of each and every official report and publication issued by this State or any officer thereof, excepting reports of the supreme court and of the courts of ai:»peals, as may be needed to exchange for similar publications of other States. Sec. 10o03. Any person who shall hnowungly sell, give, or in any manner dis¬ pose of any intoxicating li(paor to any student of the University of the State of Missouri, or any school, or college, or academy in this State, shall be deemed guilty of a misdemeanor and shall, upon conviction, be punished by a fine of not less than $40 nor more than $400 or by imprisonment in the county jail not less than three months nor more than one year, or by both such fine and imprisonment; provided, that it shall be lawful for druggists to sell or give such liquor to any student upon the written j^i'escription of a regular practicing physician in good standing; pro¬ vided. that nothing in this section shall l3e so construed as to apply to any mercantile or business college. Ssc. 10504. There is hereby estaldished a College of Agriculture and Mechanical Arts at Columbia and a, School of Mines and Metallurgy at Roila, provided for by the grant of the Congress of the United States, as distinct deTjartments of the University of the State of Missouri. Sec. 10505. The leading objects of said colleges shall be to teach such branches as are related to agriculture and the mechanic arts and mining, including mili¬ tary tactics, and without excluding other scientific and classical studies, in order to promote the liberal and practical education of the industrial classes in the several xuirsuits and i)rofessioiis of life. Sec. 10506. That the obligation of the State to the General Government, assumed by the acceptance of the land grant of July 2, 1862, may be more fully discharged, and in order to i^romote the liberal and I'uactical education of the industrial classes in the several pursuits and professions of life, the board of curators of the Univer¬ sity of the State of Missouri shall prescribe and adoi)t a liberal academic course of study to be taught in the School of Mines and Metallurgy, located at Roila, in addition to the courses now taught in said school, and may confer the degree of bachelor of science upon all students who shall complete said course in said school to the satisfaction of the faculty thereof. Sec. 10507. To effect the leading objects of the colleges, as herein established, it is xu’ovided that the students and members thereof shall be admitted to the library, museums, models, cabinets, and apparatus, and to all lectures and instructions of the university which now exist or may hereafter exist, and to all other rights and privileges thereof, in a manner as full and ainjile as are the stu¬ dents of any other, dei^artment in said university; and to provide for instruction in military tactics, as herein required, it is enacted that in case a system of mili¬ tary education sliall be established by Congress the University of the State of Missouri is hereby required by law to make the necessary i)rovisions for carrying out the Than so established in connection with the institution; and furthermore, there is hereby established and created a x)erpetual fund, to be styled the ‘‘ fund of the College of Agriculture and Mechaaiic Arts,” to be derived from the sale or lease of the 830,000 acres of land granted by Congress to the State of Missouri by virtue of an a.ct ap/xn-oved July 2, 1862, and from all additions to the same from X^uiblic or xn ivate l30unty, the principal of which fund shall remain forever invio¬ late and undiminislied. to ])e invested in the manner hereafter specified, and the income thereof shall be x>laced at the disxjosal of the board of curators of the university of the State, three-fourths of which income shall be for the support of the College of Agriculture and Mechanic Arts aforesaid, and the remaining one- fourth for the supx^ort of tlie School of Mines and Metallurgy, in accordance with the provisions of this article and the acts of Congress aforesaid. (For the divi¬ sion of the subsidy of August 80. 1890, see section 10011 on n. 99; also section 10583. p. 96.) Sec. 10508. The College of Agriculture and Mechanic Arts and the School of Mines and Metallurgy herein xa’ovided for shall liave each a sex^arate and dis¬ tinct faculty whose officers and x^rofessors may be the same in whole or in part as the officers and professors in other colleges and departments of the university. Sec. 10509. The College of Agriculture and the Mechanic Arts and the School of Mines and Metallurgy shall have x>ower to confer degrees suitable to their designs a7id courses of study. Sec. 10510. At the close of each university year the board of curators shall make a report to the governor in detail, exhibiting the x^rogress, condition and wants of LAWS EELATINa TO LAED-GEAET COLLEGES. 93 the several colleges or departments of instruction in the university, the course of study in each, and the number and names of the oificers a,nd students, the amount of receipts and disbursements, together with the nature, cost, and results of all important experiments and investigations, and such other matters, including State industrial and economical statistics, as may be thought useful. The governor shall cause the same to be printed for the use of the general assembly and the people of the State, and shall cause one copy of the same to be transmitted by mail free of expense to all the colleges which may be endowed under the provi¬ sions of the act of Congress approved July 2, 1862, hereinbefore referred to. and also one copy to the Secretary of the Interior, and one copy to the Commissioner of Agriculture at Washington City. The governor shall cause the bulletins of the experiment stations to be printed as they are issued and separate from the annual report. Sec. 10511. [As amended by act of March 11, 1901.] Inasmuch as all trust funds committed to the management of the State are to be deemed a sacred deposit, and to be vigilantly guarded from waste or wrongful use, it is provided that a board of visitors, to consist of five persons, three at least of whom shall be citizens eminent in agriculture and mechanic arts, and noG less than two graduates of the university, shall be appointed by the governor. It shall be the duty of said visit¬ ors to meet at the university on the second Tuesday of November of eacli year, and make personal examination into the condition of the university, and report the result to the governor, suggesting such improvements and recommendations as they may think important, which report shall be published with the annual report of the curators. In case of nonattendance upon any annual meeting the office of any visitor shall become vacant in the same manner and with like effect as in the case of curators. The visitors shall receive no per diem, but they shall have their actual expenses paid. Sec. 10512. The board of curators shall cause the lands which have been donated for the benefit of the College of Agriculture and Mechanic Arts to be examined, classified, and appraised by two or more competent agents, by them apxjointed, before the same are offered for lease or sale, and shall thereafter, either by direct action of the board or by a committee of its members, fix the price a.t the interest of which said land may be leased or at which it may be sold; and the said board may at any time change said price or it may v\^ithhold or withdraw from sale or lease any specific tract or parts of land or may designate which tract or parcel shall be sold only for cash in hand, or may attach contiguous sulidi visions of land not to exceed a quarter section that are not to be separated in their sale or lease. Should it be discovered that the number of acres to which the State is entitled by act of Congress has not been selected, located, and confirmed, the said agent shall forthwith select the additional number of acres from the vacant lands of the United States within this State, so as to secure the full amount of 330,009 acres granted by the United States, and shall in like manner and with full effect as the commissioners created by the act of the general assembly of Missouri, approved March 19, 1866, have the same set a;part and withdrav/n from entry on the books of the United States Land Office; and said agents shall receive the same compen¬ sation for said services and for any and all other services performed in appraising said lands and for any other service under this chapter as was allowed the com¬ missioners who selected the lands under said act of March 19, 1866, and they shall be paid in the same manner, and they shall also receive for their expenses a sum not to exceed $2.50 a day for each person. Sec. 10513. Any person who has heretofore made or may hereafter make actual settlement upon the lands of the College of Agriculture and Mechanic Arts shall be entitled to lease or purchase 320 acres or less, as he may choose, lying contigu¬ ous and including his improvement, in preference to any other person, his right being subject to the pov/er of the board in regard to withholding or withdrawing from sale, or designating what may be sold for cash only, or what shall be a,ttached for sale to adjacent subdivisions; and provided such settlers shall comply with the law and witli the rules that may be adopted by the board in relation to lease or xuirchase, the same as is and shall be required by others; And it is further pro¬ vided, That at or before a day to be specified in a notice to be published by the board, which notice shall be ijublished for four consecutive weeks in some nev/s- paper published in the county in which the lands lie, or, if none be there pub¬ lished, in a, newspaper as near as may be to said county, the last insertion to be thirty days before the day named, such settler shall jiroceed to ma,ke proof of his claim in compliance with the rules aforesaid, or he shall forfeit all preference, and the lands shall be subject to lease or sale as other lands; And it is further p>rovided. That the actual settlement referred to must be made prior to the first publication of the board herein referred to. 94 EDUCATION REPOET, 1903. Sec. 10514. Incase where any of said lands may be sold and a deeo to the same is recinired to be made, the same sliall be executed by the president of the board of curators, signed by him. with the seal of the corporation attached thereto, and attested by the secretary of the board. Sec. 10515, The School of Mines and Metallurgy shall be empowered to utilize all iniplements. instillments, charts, specimens, etc., and the loard of curators may establish when they deem proper a professorship of geology, said geologist to supervise the geological surveys that may be made by the School of Mines and Metallurgy. Sec. 105\c. There is hereby created the office of treasurer of the School of Mines and Metallurgy located in the county of Phelps, who shall be appointed by the board of curators and be subject to removal at their discretion. It shall be his duty to receive, keep, and disburse all moneys belonging to said School of Mines and Metallurgy, all moneys that shall be api^ropriated or apportioned for the pur¬ poses of said school, including one-fourtli of the income arising from the fund of the College of Agriculture and Mechanic Arts, and all other 'money which may belong exclusively to the said school for building or for any other purpose. And the said treasurer shall perform all customa.ry acts pertaining to his office, under direction of the board of curators, and make report of the same at the annual meetings of the board. Sec. 10517. The treasurer of the School of Mines and Metallurgy shall keep his office in the city of Rolla, and upon his appointment, and before he enters upon the duties of his office, give bond to the State of Missouri to the use of the curators of the University of the State of Missouri, with at least two good and solvent sure¬ ties, in a sum not less than $20,000, to be approved by the board and filed among their papers and records, conditioned that he will faithfully administer the funds of the School of Mines and Metallurgy coming into his hands, and disburse and invest the same according to the directions of the board of curators; and such bond shall be renewed every two years, or oftener if deemed necessary by the board. Until the next annual meeting of the board of curators such bond may be approved by the president of the board. Sec. 10518. The treasurer of the board of curators shall pay over to the treasurer of the School of Mines amd Metallurgy, as soon as he shall be appointed and his bond approved, and at all times hereafter, all moneys, bonds, and all proxierty vdiatsoever in his hands which have been donated, or which have been or here¬ after may Ije appropriated or apportioned, or in any manner belonging to said school for its support, or for amy other purpose. Sec. 10519. At each annual meeting of the board of curators the treasurer of the School of Mines and Metallurgy .shall make out a full statement of his accounts, shov'ing the amount of money which he has received according to the provisions of this article, as well as the items of expenditures, and when approved by the board a copy of the account shall be entered upon the record. He shall also fur¬ nish the board of curators an abstract of the amounts annually paid to the director and every professor, instructor, or other officer or employee of said school. Sec. 10520. The compensation of the treasurer of the School of Mines and Met¬ allurgy shall be fixed by the board of curators: Provided, That the same shall not exceed for any one year the sum of $150. Sec. 10521. Tlio'treasurer of the board of curators of the University of the State of Missouri at Columbia, and the treasurer of the School of Mines and Metallurgy, located in the county of Phelps, shall each be held accountable upon their official bonds, respectively, for all moneys and property which may come into their hands belonging to the university or any of its departments: Provided, That the treasurer of the board of curators at Columbia shall not beheld accountable for any moneys or other i)roperty which may come into his hands belonging to the School of Mines and kletallurgy after the same shall have been paid over under the law to the treasurer of the School of Mines amd Metallurgy at Rolla, nor shall the treasurer of the School of Mines and Metallurgy be held accountable on his official bond for any moneys v/hicli may come into the hands of the treasurer of the board of cura¬ tors at Coluni])ia and v/hich may not have Ijeen paid over to the treasurer of said School of Mines and Metallurgy — the purpose of this section being to separate the funds and property lielonging to each institution, and to hold the treasurers, res])ecti"v'ely, responsible ufion their official bonds only for all moneys and property which may come into their hands, and vdiich belong to the institutions of which they arc the treasurers. Sec. 10522. There is hereby created and especially established a fund for the support of the University of the State of Missouri, the College of Agriculture and Mechanic Arts, and the School of Mines and Metallurgy to be denominated the “ Seminary fund," which shall consist of: First, the iwoceeds of sale of seminary LAWS EELATING TO LATO-GEAET COLLEGES. 95 landG as provided by act approved February 11, 1839, wliicli money is invested in a State certificate of indebtedness of $122,000, dated July 1, 1881, issued by the authority of act March 23, 1881, interest to be applied as directed by the board of curators. Second, the proceeds from the sale of 100 Missouri bonds, issued under act of March 29, 1872, represented by a State certificate of indebtedness of $100,000, dat:d January 22, 1884, issued under act of March 31, 1883, interest to be applied as directed by the board of curators. Third, the proceeds of the sale of the lands donated to the State of Missouri by the United States for the support of the Col¬ lege of Agriculture and Mechanic Arts and the School of Mines and Metallurgy, by act of Congress, approved July 2, 1862, represented by State certificates of indebtedness of the following amounts and dates: July 2, 1883, $242,000; Novem¬ ber 1, 1883, $5,000; January 30, 1884, $5,000; April 19, 1884, $35,000; A-pril 2, 1885, $5,000; February 25, 1886, $5,000; January 1, 1888, $5,000; December 15. 1888, $5,000; May 15, 1889, $5,000; July 1, 1891, $5,000; May 15, 1893. $5,000; July 1,1895, $22,881.19; April 9, 1895, $5,000, representing a total of $349,881.19, nov/ issued or an}^ certificates, which may hereafter be issued under general or special act of the general assembly; one-fourth of the interest on these funds shall be paid to the treasurer of the School of Mines and Metallurgy, at Rolla, for the maintenance of said institution, and the remainder to be applied for the maintenance of the College of Agriculture and Mechanic Arts. Fourth, the fund paid into the State treasury by authority of sections 10527, 10528, and 10530, represented by State cer¬ tificate cf indebtedness, dated July 1, 1898, for the amount of $6,000, the interest to be applied to the maintenance of the State LTiiiversity, at Columbia. Fifth, the State certificate of indebtedness of $646,958.23, derived, from direct tax ” received from the United States, dated April 1, 1891, issued under act of March 26, 1891, four-fifths of the interest to be applied for the maintenance of the State University, at Columbia, and one-fifth for the School of Mines and Metallurgy, at Rolla. Sixth, the James S. Rollins scholarship fund of $6,000. represented by a State cer¬ tificate of indebtedness, issued under act of March 81, 1883, and interest to be applied to the maintenance of the “James S. Rollins University Scholarship.” Seventh, the proceeds of sales of lands donated, to the School of Mines a,nd Metal¬ lurgy, at Rolla, represented by a State certificate of indebtedness of $2,000, dated April 15. 1893, issued under act of March 31, 1883, interest on vRiicli shall be applied to the maintenance of the school of Mines and Metallurgy, at Rolla. Eighth, the State certificate of indebtedness of $3,000, issued under act of Ax3ril 1, 1895, dated April 1. 1896, four-fifths of the interest to be applied to the mamte- nance of the State University, at Columbia, and one-fifth to the School of Mines and Metallurgy, at Rolla, and also any other certificates’ which may hereafter be issued and held in trust for this fund under any general or special act of the gen¬ eral assembly. Ninth, the unclaimed proceeds of x^artition sales, as x^rovided by act ai^proved March 6. 1893, and by section 10530. Sec. 10523. The seminary fund shall be and remain a x^srmanent fund to be invested in accordance with the x^i’o visions of this chapter, and each division thereof aforesaid, constituting the same, shall be devoted exclusively to the imr- poses and objects expressed in the act of Congress or of the legislature relating thereto. Sec. 10524. The State pmditor and the State treasurer shall, resx^ectively. x^erform like duties and x^ossess the same i^owers in relation to the seminary fund and income, as they respectively are or may be required to x^erforni or exercise in rela¬ tion to public school funds and moneys, and shall account themselves, and shall require others to account to them, in the same manner as in relation to x^ublic school funds and moneys, except in cases othervfise x^rovided. Sec. 10525. The governor, the secretary of state, and attorney-general shall, by virtue of their respective offices, be commissioners of the “ Seminary fund.” Sec. 10526. The certificates of indebtedness authorized to be issued to the per¬ manent school fund of the State by act of March 23, 1881, and the certificates of indebtedness issued to the seminary fund shall be and remain sacred and irrevoca¬ ble obligations of the State, unconvertible and untransferable from the purposes of their issue, but shall remain as so much of the x^erinanent school fund and of the seminary fund as is rex)resented in their amounts, respectively. Sec. 10527. Hereafter whenever any of the remaining lands of the College of Agriculture and Mechanic Arts shall be sold amounting to $5,009 and -proceeds of sale thereof x'^aid into the State treasu-'-y, a certificate of indebtedness shall be issued, x^ayable twenty years after date, beenfing interest at the rate of 5 x^er cent Xier annum, payable semiannually, amd held, in trust by the State as x">art of the seminary fund. Sec. 10528. Said certificate of indebtedness shall be signed by the governor, countersigned by the secretary of state, and sealed by the great seal of the State; 96 EDUCATION EEPOET, 1903. shall be nonnegotiable, and shall be sacredly held and preserved in the State treas¬ ury as part of the seminary fund of the State. Ssc. 10529. The board of fund commissioners are hereby authorized and directed to place to the credit of the “ seminary fund all sums of money which have been or may hereafter be paid into the State treasury as the unclaimed i)roceeds of sales in partition under the provisions of the act of the general assembly approved INIarch 6, 1893. For every amount so placed to the credit of the seminary fund the board shall issue a State certificate of indebtedness in like form and manner as other certificates issued under this act, due thirty years after date, and bearing interest at the rate of 5 per cent per annum from date, i)ayable semiannually. Upon payment to any beneficiary of his share of the proceeds of sale under the terms of said act of March 6, 1893, the certificate issued thereon shall be canceled. Should any portion of the amount of any canceled certificate be withdrawn from the treasury a neve certificate for the remainder shall be at once issued. The State auditor shall notify the secretary of the board of curators when any certificate is issued or canceled under the terms of this section. Sec. 10530. Hereafter when any moneys shall be paid into the State treasury, from whatever source derived, whether by grant, gift, devise, or from any other source, to be added to either the “ public school fund or the ‘‘ seminary fund” of the State, and when the same shall amount to $1,000 the said board of fund commissioners shall issue a certificate of indebtedness of the State of Missouri like that provided for in sections 10527, 10528, and 10529, and in accordance with the terms of the gift, grant, or devise making addition to the public school fund or the seminary fund of the State, except in cases where moneys are acquired by special gift or devise a separate certificate shall be issued for each gift or devise and for the amount of such gift or devise, said certificate to be made payable twenty years after date, the interest thereon, to be x^aid semiannually, to be for¬ ever used and apxmopriated in a3.id as follows: One-six¬ teenth thereof for the benefit of the Lincoln Institute and one-fourth of the remainder to the treasurer of the school of mines at Rolla. Mo., and the remainder shall be ];;aid to the treasurer of the State university for the benefit of the agricul¬ tural college. Sec. 10537. * * * And if the same [“xDroperty granted, given, or devised ”] be in money, or after the x^roperty is converted into money, it shall be securely invested and sacredly x^reserved as a part of the public school fund, as x^i’ovided by the constitution of this State, whether the same be given for the free public schools or for the benefit of the University of the State of Missouri, and the annual income of which fund shall be invested, reinvested, ax^propriated, and disbursed and x^aid over according to the terms of the writing making such grant, gift, or devise, and for no other uses or purposes whatsoever. Sec. 10538. For all x^roperty or money received under this article by the State treasurer he and his sureties shall be responsible for the safe -keeping, investment, reinvestment, and disbursement of the same on his official bond. Sec. 10539. In all cases where any such grant, devise, or bequest, or gift has been made by any person * * * in aid of the University of the State of Mis- LAWS RELATING TO LAND-GRANT COLLEGES. 97 soiiri, and from any cause the terms of such grant, gift, devise, or bequest can not be executed or carried out according to the terms and conditions of the same, it shall be lawful for the person or persons having charge thereof or holding the same in trust, or any person interested therein, to file a i^etition in the circuit- court of the county where such grantor, donor, or testator died, setting forth all the facts connected therewith, and, in the discretion of the court in v/hich said petition may be filed, an order may be made directing that the amount of such grant, gift, devise, or bequest shall be turned over to the treasurer of the State as a part of the public school fund [or of the seminary fund, as the case maybe?], according to the terms and conditions of the article, and securely invested, rein¬ vested, and sacredly preserved; the annual income on which fund shall be faithfully appropriated, as near as may be, in meeting and carrying out the purposes and wishes of such grantor, donor, devisor, or testator, according to the instrument of writing making such grant, gift, devise, or bequest. Sec. 10540. The State of Missouri is hereby constituted the custodian and trus¬ tee of all such funds, and pledges itself for the safe-keeping, investment, and duo application of all funds, with the interest thereon, which may be deposited in the treasury in pursuance of this article. Secs. 10542-10560. [Refer to “ the State veterinary surgeon” and ju'escribe his duties. As these sections appear in the ‘’Revised Statutes” they form Article V of chapter 171, the caption of which is, “State University.” This officer is a subordinate of the State board of agriculture.] Sec. 10561. The military department of the University of the State of Missouri, as organized under section 1225, Revised Statutes of the United States, and sec¬ tion 10507 above, is created the Missouri State Military School. Sec. 10562. The corps of cadets of the Missouri State Military School shall con¬ sist of appointees of senators and representatives and such students as may vol¬ untarily enter such school. All appointments under this section shall be for the term of tv/o years. Each senator and representative of the general assembly of Missouri shall have power to appoint a cadet from his district by the 1st day of August of each year, provided that if there shall be no application for such cadet- shii3 in any such district by the 1st day of August in any year, then such appoint¬ ment may be made from any other district in this State, provided that in case of death, resignation, or expulsion from the university of any cadet from such dis¬ trict, the senator or representative thereof may fill such vacancy at any time. All appointees under this section shall pass the required examination for admis¬ sion to the university. Sec. 10563. Cadets receiving instruction, as provided in the preceding section, shall be matriculated in all academic, departments and in the College of Agricul¬ ture pnid Mechanic Arts of the university free from tuition and other fees. Sec. 10564. The corps of cadets, as i^rovided in the preceding sections, shall have the military organization prescribed for the National Guard of the State and be reckoned a part thereof, and as such entitled to all provisions as are or may here¬ after be made for the National Guard of Missouri, Sec. 10565. The military government and discipline of the cadets shall be pre¬ scribed by regulations prepared by the faculty of the university and approved by the governor of the State. The officers of the corps of cadets shall be appointed and commissioned by the governor of the State upon the recommendation of the faculty of the university, and shall have powers conferred by said regulations. Sec. 10566. Cadets shall be individually responsible for all State xn’operty issued directly to them, and shall constitute a guard for the safe-keeping and preserva¬ tion of all university property. Sec. 299. All property which shall pass by will or by the intestate laws of this State from any person who may die seized or possessed of the same while a resi¬ dent of this State or if decedent was not a resident of this State at the time of death, which j^roperty or any part thereof shall be within this State, or any inter¬ est therein or income therefrom which shall be transferred by deed, grant, bar¬ gain, sale, or gift, made or intended to take effect in possession or enjoyment after the death of the grantor, etc., to any person or persons, or to any body poli¬ tic or corporate, either directly or in trust, or otherwise, or by reason whereof any person or body politic or corporate shall become benehciall}^ entitled in posses¬ sion or expectancy to any property or the income thereof, other than to or for the use of the father, mother, husband, wife, legally adopted children, or direct lineal descendant of the testator, intestate, grantor, bargainer, vendor, or donor, except property conveyed for some educational, charitable, or religious purpose exclu- t sively, shall be and is subject to the payment of a collateral inheritance tax of $5 for each and every §100 of the clear market value of such x^roperty, and at ED 1903 - 7 98 EDUCATION EEPOET, 1903. and after the same rate for every less amount, to be paid to the collector of rev- enne of the jn-oper comity (and for the purposes of this article the city of St. Louis shall be affected through its coiTesponding offfcers as if it were a county) for the use of the State, as hereinafter iirovided. Sec. 30.9. [As amended by act of March 9, 1901.] The moneys received by the State treasurer under the provisions of this article shall be deposited in the State treasury to the credit of the fund now existing in the State treasury and known as the '* State seminary moneys,” for the maintenance, support, and better equip¬ ment of the buildings, apparatus, books, instruction, etc., of the University of the State of Missouri, to an amount not exceeding in any one year the equivalent of one-tenth of one mill upon every dollar of the assessed valuation of taxable prop¬ erty of this State for the said year: Provided, that one-fifth of all such moneys sq received shall be devoted to the use of the School of Mines and Metallurgy, a department of the said university: Provided farther, That if the net amount deposited in any one year by the State treasurer under the iirovisions of this act to the credit of the ‘ ‘ State seminary moneys ' ’ be not equivalent to one-tenth of one mill upon every dollar of the assessed valuation of taxable property of this State for the said year, it shall be the duty of the State treasurer to make good this deficiency out of the first moneys received under the provisions of this article in the next succeeding year: Provided f urther. That all said moneys shall be dis¬ bursed in pursuance of regular appropriations of the general assembly in accord¬ ance with the provisions of section 5691. Sec. 1011. Nothing contained in this article [clmpter 12. x)rivate corporations, article 1, organizations, generad powers, duties and liabilities, etc.] shall be con¬ strued to extend to any county or toumshii), or to any public university, academy, seminary, or school incorporated by the laws of this State. Sec. 7723. The curators of the State Universitj^ * * shall report to the State superintendent of public schools on or before the 31st day of August of each year concerning the condition, improvements, and necessities of said institutions, wliicli report shall be -published as a part of the State superintendent's annual report. Sec. 814G. All saline and seminary lands, and all lands granted to this State by an act of Congress approved September 4, 1841, reiiipfining unsold, ma}-" be dis¬ posed of at private sale in sections, half sections, quarter sections, half quarter sections, and quarter quarter sections. Sec. 8147. The person wishing to purchase any of said lands shall pay into the treasury of the State the sum of $1.25 per acre for the tract he may wish to I'l^r- chaso; and the treasurer shall gave to the person thus paying duplicate certificates staging the amount of money received, from whom received, the section or subdi¬ vision of a section sold, the township and range, and number of acres. Sec. 8398. It shall be the duty of the governor, on or before the 1st day of December, in the year 1882, and every two years thereafter, to appoint a special committee of three persons, consisting of one member of the State senate and two members-elect of the house of representatives, whose duty it shall be to visit and examine the a,sylums, State University, and otl>er institutions of the State, except those at the seat of government. Sec'. 8399. The committee appointed under the provisions of this article shall meet at the city of Jefferson at such time as may be designated by the governor, and, after first taking the oath of office i^rescribed for members of the general assemffiy, shall proceed to tlie seat of government; and such committee shall be authorized to employ one expert accountant to assist them in their work. Sec. 8400. The committee shall be authorized to administer oaths and examine persons under oath touching the management and administration of the affairs of said institutions, and shall Inwe free access to all the papers, books, and records of said institutions; and such committee shall make a report of such visitation and examination to the general assembly within ten days after the organization of each regular session thereof, shovniig the condition and management of said institutions, the receipts of money from all sources, and the dis])ursement of the same, and such other facts and recommendations as may be deemed pertinent for the information of the general a,ssembly. Sec. 8401. Each member of such committee and their accountant shall receive the sum of $5 per day for the time actually and necessarily employed in the per¬ formance of tlie duties required under this article, and also their actual traveling expenses necessarily incurred while in the performance of such duty —a statement of the number of days employed aiid the items of such exi>eiises to be returned to the chairman of such committee — and the same shall be audited and allowed by the State auditor out of the contingent expenses of the general assembly, on the certificate of the chairman of the committee, approved by the governor. LAWS EELATII-TG TO LAND-GEANT COLLEGES. 99 Sec. 10005. There is hereby estabiisliecl, in connection with the Lincoln Institute at Jefierson City [originally a colored normal school], an academic, department for the higher education of the negro race, including a college and a i^reparatory school for said college, to be under the control of the board of regents of said institute. Sec. 10006. Said board may from time to time, and as the growing necessities of this department may demand, introduce- such studies as are pursued in the aca¬ demic department of the State University; shall employ necessary instructors; shall confer by diploma such degrees as are usually conferred upon students and graduates of colleges, and shall have j:>Gwer to make such rules and regulations not in conflict v/ith the laws of this State as they may deem necessary for the man¬ agement of said academic department. Sec. 10007. The president of the board of regents shall, in addition to his annual report to the State superintendent of public schools, as required by law, report in like manner the condition of the said academnc department. Sec. 10008. There is hereby established [laws 1891] as a department of Lincoln Institute an industrtal school, in order that the negro youths of this State may receive instruction in those branches of study relating to agriculture and the mechanic arts, and thereby fit themselves to engage in the useful trades. Sec. 10009. The said industrial department shall be under the control of the board of regents of Lincoln Institute, who shall employ teachers, confer by diploma such degrees as are usually conferred in schools of a similar character, and shall have pov/er to make such rules and regulations as they may deem necessary for the government of this department. Sec. 10010. The president of the board of regents of Lincoln Institute shall, in Sjddition to his annual report to the State superintendent, report in like manner the condition of the said industrial department. Sec. 10011. The Agricultural and Mechanical College and the School of Mines and Metallurgy of the State of Missouri, established exclusively for the benefit of v/hite students, shall receive annually such proportion of the money granted to the States and Territories for the more complete endowment and support of the colleges for the benefit of agriculture and mechanic arts, as provided in an act of Congress approved , August 80, 1890, as the whole number of ^Yhite children of school age (as appears by an annual return of the enunieration of such children to the State superintendent of public instruction) may bear to the v/liole number of such school age, both white and black, as may appear by said annual return to the State superintendent,. as above provided, and the agricultural and mechanical college established by the provisions of this article at Lincoln Iiistitute, for the exclusive benefit of colored students, shall receive the residue of said money granted, rto be received and paid out as provided by section 10013. Sec. 10012. [Requires the superintendent of public instruction to certify cor¬ rectly the statistics required in section 10011 to the Secretary of the Interior of the United States.] Sec. 10013. [Requires the State treasurer to pay “to each of said colleges its just and proper proportion, as provided by section 10011, upon the order of the treasurers of each or other proper and legal authority.’'] Sec. 10014. The passage of this article and the execution in good faith of the pro¬ visions of the same shall be deemed to all intents and purposes a full and com¬ plete assent on the part of the State of Missouri to the act of Congress granting said money for the i)urpose3 aforesaid, as required by section 2 of said act of Congress approved August 30, 1890, v/ith -all the conditions and limitations imposed by said last-recited act of Congress upon the State of Missouri, and the State of Missouri pledges its faith and credit that it will on its part carry out and execute said conditions and limitations. Sec. 10015. [Requires the secretary of state, when requested by the board of regents of Lincoln Institute, to forward to the Secretary of the Interior of the United States a certified copy of the act relating to the subsidy of 1890, and, fur¬ ther, to notify him when the buildings are ready for use.] La’ws of 1901. [Appropriation act for the years 1901 and 1903 carries $5,000 for the support of the State cadets at the State University, one-half or less to be expended in each year of the biennial period which appropriation covers; for the' support, maintenance, and improvement of the State University at Columbia, $153,700, in addition to the regular income provided by law. For the support and maintenance of the Rolla School of Mines, $83,000; for the support, mainte¬ nance, and improvement of the Lincoln Institute, at Jefferson City, Mo.. $42,590.] Ibid., act of April 17, 1901: Section 1. In order to aid in the development of the dairy industry of this State, there is hereby established in the College of Agricul- 100 EDUCATION EEPORT, 1903. tnre and Mechanic Arts of the University of the State of Missouri a chair of dairy husbandry. Sec. 2. The board of curators of the university shall, as soon as possible after the taking effect of this act, fill this chair by the appointment of a well-recognized expert in all matters pertaining to dair^dng and dairy husbandry. Sec. 3. The duties of the professor of dairy husbandry, provided for in the foregoing sections, shall be to give instructions in the practical details of the selection, l)reeding, feeding, and management of dairy herds, of the production of milk at the least cost, of the manufacture of butter, the different kinds of cheese, and the marketing of the same, tx) the farmers of the State by means of public lectures and practical demonstrations throughout the State, through the farmers’ institutes, the public press, and the issuing of reports and bulletins on these subjects; also to give instructions in all these subjects and in creamery man¬ agement to the students in the agricultural college of the university. It shall be the further duty of the professor of dairy husbandry to make such experiments in the breeding and feeding of dairy cattle, in the handling of milk, and in the manufacture of butter and cheese at the experiment station as may be deemed [advisable V] by the dairy interests of the State and that the board of curators may direct. Sec. 4. [Appropriates $5,000.] MONTANA. Constitution, Article XI: Ssc. 9. No religious or partisan test or qualification shall ever be required of any person as a condition of admission into any public educational institution of the State, either as teacher or student; nor shall attend¬ ance be required at any religious service whatever; nor shall any sectarian tenets be taught in any public educational institution of the State; nor shall any person be debarred admission to any of the collegiate departments of the university on account of sex. Sec. 11. The general control and supervision of the State University and the various other State educational institutions shall be vested in a State board of edu¬ cation, whose powers and duties shall be prescribed and regulated by law. The said board shall consist of 11 members, the governor. State superintendent of pub¬ lic instruction, and attorney-general being members ex officio; the other eight members thereof shall be appointed by the governor, subject to the confirmation of the Senate, under the regulations and restrictions to be provided by law. Sec. 12. The funds of the State University and of all other State institutions of learning, from whatever source accruing, shall forever remain inviolate and sacred to the purpose for which they were dedicated. The various funds shall be respec¬ tively invested under such regulations as may be prescribed by law, and shall be guaranteed by the State against loss or diversion. The interest of said invested funds, together with the rents from leased lands or properties, shall be devoted to the maintenance and perpetuation of these respective institutions. [The following matter is taken from “■The Codesand Statutes of Montana in force July 1,1895, as amended and adopted by the fourth legislative assembly, together vrith other laws continuea in force, compiled by D. T. Wade, commissioner, annotated.” 2 vols. Butte, Mont., 1895.] Sec. 1620. The Agricultural College of Montanans established and located at - , and has for its object instruction and education in the English language, lit¬ erature, and mathematics, civil and mechanical engineering, agricultural chem¬ istry, animal and vegetable anatomy and physiology, the veterinary art, entomol¬ ogy , geology , and such other natural sciences as may be prescribed by the State board of education, political, rural, and household economy, agriculture, horticulture, moral philosophy, history, bookkeeping, and especially the application of science and the mechanical arts to practical agriculture in the field, and irrigation and the use of water for agricultural x^^frposes. Such agricultural college may be connected with the State University, under such regulations as the State board of education may T>rescribe. Sec. 1621. The control and supervision of such college is vested in the State board of education, which may prescribe all rules therefor. Sec. 1622. The Agricultural College of the State of Montana is established and located at the city of Bozeman, or within 3 miles of the corporate limits of said city, upon such tract or tracts of land, conforming in the aggregate not less than 80 acres, and as much more as shall be selected by the State board of education, as hereinafter iirowded; and said college has for its leading objects and purposes, without excluding other scientific and classical studies, and including military LAWS EELATINO TO LAND-GKANT COLLEGES. 101 tactics, to teach such branches of learning as are related, to agficnltnre and the mechanic arts, in such manner as the State board of education and any subor¬ dinate boards, by such State board appointed, may prescribe. Sec. 1623. It shall be the duty of the State board of education, within ninety days from the date of the passage of this act, if then organized, but if not organ¬ ized then within ninety days from the organization of the said board , to select the site for the definite and permanent location of said Agricultural College of Mon¬ tana and agricultural experiment station, which site shall be at the city of Bozeman, or within 3 miles of the corporate limits of said city of Bozeman; and sand State board of education shall at once take steps or proceedings for procuring the title to the tract or tracts of land so selected by them, and they may and are hereby empowered to enter into contracts, in the name of the State of Montana, for the purchase of said tract or tracts of land so selected, and may execute such obligations for the payment of the sam6 as will mature when the probable income from the fund of said agricultural college and agricultural experiment station, or either of them, will pay for the same. The said State board of education are hereby authorized and empowered to accept, in the name of the State of Montana, such gifts of land and money as may be tendered to aid in the purchase of said site. They shall appropriate the same to that purpose and take the proper and necessary conveyances of said tract or tracts of land in the name of the State. All lands and money acquired as provided in this section shall be taken and held for the sole use and benefit of said agricultural college and said agricultural experiment station. Sec. 1624. The general control and supervision of such college is vested in the State board of education, which board may prescribe all rules therefor. « Sec. 1625. The governor, by and with the advice and consent of the State board of education, may designate and appoint an executive board, consisting of five members, at least three of whom shall be residents of the county wherein said institution is situated, which executive board shall have the immediate direction and control of the affairs of said college, subject only to the general supervision and control of said State board of education. Such executive board shall serve during the term of the State board of education, unless sooner removed. Sec. 1626. The executive board is authorized to choose and appoint a president and faculty of said college, who shall serve as such for such time and receive such compensation as the executive board may prescribe, subject to the approval of the State board of education. Sec. 1627. The executive board shall appoint a secretary thereof, who may also act as treasurer of said board and who may not be a member thereof, and such secretary and treasurer shall give bond with good and sufficient surety for the faithful performance of his duties as such and for the faithful accounting for and paying over to the said State board of education, to and for the use of said college, all moneys received by him as treasurer, in such sums as said State board of education may prescribe. Sec. 1628. There is also located and established on the lands so to be selected by the State board of education, in connection with said agricultural college and under its direction, an agricultural experiment station, to aid in acquiring and diffusing among the people of the State of Montana useful and practical informa¬ tion on subjects connected with agriculture, and to promote scientific investiga¬ tion and experiments respecting the principles and application of agricultural sci¬ ence, which experiment station is established under and by virtue of the author¬ ity contained in the act of Congress entitled “An act to establish agricultural experiment stations in connection vcith the colleges established in the several States, under the provisions of an act approved July 2, 1862, and of the acts supple¬ mentary thereto,'’ approved March 2, 1887, and the provisions, donations, and benefits contained in said act of Congress, and in all other acts of Congress relat¬ ing to agricultural experiment stations and agricultural colleges now in force and all acts supplementary thereto or amendatory thereof are, by the State of Mon¬ tana, hereby accepted and adopted. Sec. 1629. Said agricultural experiment station is hereby placed under the super¬ vision and control of the State board of education, and the executive or subordi¬ nate board or authority who may be by the governor, by and with the consent and advice of the State board of education, appointed. Sec. 1630. The State board of land commissioners of the State of Montana is hereby authorized to issue bonds to the amount of $100,000; the minimum denomi¬ nation of such bonds shall be $250 and the mmximum denomination $1,000 each, said bonds to be known as the “ Montana Agricultural College bonds,” to bear date aCf. section 1621. 102 EDUCATION EEPOET, 1903. Jiily 1, 1895, to become due twenty-five years after date, and payable after ten years after date thereof; said bonds shall bear interest at the rate of not more than 6 i)er cent per annum, payable semiannually on the 1st day of January and July of each year at the office of the State treasurer of the State of Montana. Said l)onds shall run from the State board of land commissioners of the State of Montana to Ijearer, and shall be signed by the State board of land commissioners and countersigned by the secretary of state, wdio shall attach his seal thereto. Sp:c. 1G31. The bonds provided for in section 1630 shall be issued and sold as soon as possible after the i)assage of this act. Sec. 1632. All funds realized from the sale or leasing of the lands (being 50,000 acres) granted by the United States to the State of Montana for the establish¬ ment and maintena7ice of an agricultural college, under and by virtue of the jirovi- sions of section IT of the act of Congress, approved February 22, 1889, entitled “An act to provide for the division of Dakota into two States, and to enable the people of Uortli Dakota, South Dakota, Montana, and Washington to form constitutions and State governments, and to be admitted into the Union on equal footing with the original States, and to make donations of public lands to such States,” are hereby pledged as security for the payment of the principal and interest of the bonds authorized by this act [section 1630] , and all moneys or revenue derived from the said lands or from any of them, whether on account of sale, lease, sales of tim¬ ber, or otherwise, are hereby set apart and shall constitute a fund for the pajunent, as hereinafter provided, of the principal and interest of the said bonds, which bonds shall be a first lien on said agricultural college bond fund. Sec. 1633. It shall be tlie duty of the State treasurer to keep all moneys derived from the agricultural college lands hereinbefore mentioned in a separate fund, to be known and designated as the “ agricultural college bond fund,” and out of the money in sucli funds he shall pa^g after approval by the State board of exam- iners^a) the cost and expenses of the issuing of the bonds herein provided for; (h) the interest on the bonds herein authorized, when due; and (e) 'when such bonds shall become ipayable he shall call in and pay them as rapidly as the money in such fund will permit, after providing for the interest. That in the event there shall not be sufficient funds in the agricultural college bond fund to pay the interest when due, the board of State examiners shall, by an order entered upon their minutes, cause warrants to be issued on the agricultural college bond fund for the amount of the interest due; and the warrants so issued shall drav/ inter¬ est at the rate of 6 per cent per annum; and said vrarrants shall be paid by the treasurer as soon as sufficient funds accumulate in said fund to pay the same; and by reason of the delivery of said warrants to the holders of said bonds, in satis¬ faction of accrued interest, there shall be no default in the payment of interest. Sec. 1634. it shall be the duty of the State treasurer to give notice, by adver¬ tising, for not less than twm weeks, daily, in one newspaper xmblished in the city of Helena, Mont. , and in one newspaper xmblished in the city of New York, N. Y. , that he will on the 2d day of April, 1895, sell $100,000 of the bonds herein authorized, and will receive bids therefor, and said bonds shall on said day be by him sold to the highest bidder. Sec. 1635. The money derived from the sale of said bonds shall be used to erect, furnish, and equixi buildings for the use and benefit of the Agricultural College of the State of Montana, at the city of Bozeman, in said State. Sec. 1636. Immediately ux^on the receix)t of the money, the proceeds of the sale of said bonds, the State treasurer shall turn over the same to the treasurer of the agricultural college, and it shall be disbursed by him on orders of the executive board of the said agricultural college in the erection and furnishing of a suitable building or buildings for the use and benefit of the agricultural college upon XJlans and sx:>ecifications first submitted to and ax^i^roved by the State board of education: Provided^ Ji.oivever, That the general sux^ervision of the construction and erection of such building or buildings and the furnishing and equixiifing thereof shall be under the control of the State ])oard of education. Sec. 1637. Nothing in this act shall be so construed as to in any wise hold the StaJe of Montana liable for the x^ayment of the bonds herein authorized or interest thereon. Laws, Eesolutions, and Memorials, 1897: Axtproxn’iation bill carries an item of $10,500 for maintenance and furnishing of agricultural college. Ibid., 1809: Aiq)rox)riates $12,660 for furnishing and fitting the agricultural college. Ibid. , 1901: Appropriates for 1901 , $10,000 for maintenance and $15,000 for steam¬ heating xfiant; for 1902. $10,000 for maintenance, $2,000 for irifigation, and $2,500 for the erection of a dairy department. LAWS RELATING TO LAND-GRANT COLLEGES. 103 NEBRASKA. Constitiition of 1875, Article VIII: Section 1. The governor, secretary of state, treasurer, attorney-general, and commissioner of X3ublic lands andbnildings shall, under the direction of the legislature, constitute a board of commissioners for the sale, leasing, and general management of all lands and funds set axiart for educa¬ tional purposes and for the investment of school funds in such manner as may be Xmescribed by law. Sec. 2. All lands, money, or other property granted or becjueathed or in any manner conveyed to this State for educational xmrxioses shall be used and expended in accordance with the terms of such grant, bequest', or conveyance. Sec. 8. University, agricultural college, common school, or other lands which are now held or may hereafter be acquired liy the State for educational xmrx^soses shall not be sold for less than $7 x^er acre, nor less than the axii^raised value. Sec. 9. All funds belonging to the State for educational purposes the interest and income whereof only are to be used shall be deemed trust funds held by the State, and the State shall suxmly all losses thereof that may in any manner. accrue, so that the, same shall remain foreA^er inA'iolate and undiminislied, and shall not be invested or loaned exceiit on United States or State securities or registered county bonds of this State; and such funds, with the interest and income thereof , are hereby solemnly xdedged for the x')nrposes for which they are granted and set apart, and shall not be transferred to any other fund for other xmrposes. Sec. 10. The general government of the University of Nebraska shall, under direction of the legislature, be r^ested in a board of six regents, to be styled “ the board of regents of the University of Nebraska, ”“who shall be elected by the electors of the State at large, and their term of office, except those chosen at the first elec¬ tion as hereinafter xu’ovided, shall be six years. Their duties and pov/ers shall be prescribed bylav7, and they shall receive no comxiensation, but may be reimifcirsed their actual exxienses incurred in the discharge of their duties. Sec. 11. No sectarian instruction shall be allowed in any school or institution suxix^orted in whole or in iiart by the public funds set apart for educational x^^r- poses, nor shall the State accept any grant, conveyance, or bequest of money, lands, or other xiroperty to be used Tor sectarian xmiqiGses. [Tlie foilo'^ving matter has been taken from “The compiled statutes of the State of Nebraska, 1881, with amendments, i883 to 1901, comprising’ all laws of a general nature in force July 1, 1901, published under the authority of the legislature by Guy A. Drown and Hiland H. Y/heeler,” Lincoln, Nebr., 1901.] Sec. 5203. There shall be esta1)lished in this Stute an institution under the name and style of The University of Nebraska. Sec. 5204. The object of such institution shpJl be to afford to the inhabitants of this State the means of acquiring a thorough knowledge of the various branches of literature, science, and the arts. Sec. 5205. Tiio general gOA’-ernment of the uniAmsity shall be A^ested in a board of six regents, elected by the electors of the State at large, according to the xmo- Ausions of the constitution of 1875. Vacancies occurring in the board between one general election and another may be filled by the governor: Provided, ahrays, That any xiersonthus axipointed to fill a A^acancy shall hold his office until the nex-fc general electioii succeeding his apxiointment and no longer. Sec. 5206. The board of regents shall haA^e full iiower to apx3oint their oAvn xme- siding officer and secretary; and they shall constitute a body corporate to be knoAAui as “ The regents of the Unmersity of Nebraska,'’ and as such may sue and be sued, and may make and use a common seal and alter the same at x^leas- ure. They may acquire real and personal xiroperty for the use of the university and may disxiose of the same AAUienever the uniA'''ersity cam be advantaged thereby: Provided, They shall iieAmr disxiose of grounds upon Avhich buildings of the iini- A^ersity are located without consent of the legislature. Sec. 5207. The regents shall have x^^ower, and it is made their duty, to enact . laws for the goAT-ernment of the university; to elect a chancellor, who shall be the chief educator of the institution, and the prescribed number of xirofessors and tutors and a steAvard; to prescribe the duties of all the iirofessors and officers and to fix their compensation. They shall har^e x^OAver to reniOA^'e any q^Tofessor or officer, but only uxion the proof of written charges and after affording to the per¬ son comxilained against an opportunity for defense. Sec. 5208. That on and after the XTublication of this act the x^roiessor of botany at the State UniAnrsity shall be ex officio the acting State botanist; the x^rofessor of geology shall be ex officio the acting State geologist; the professor of chemistry shall be ex officio the acting State chemist, and the iirofessor of entomology shall be ex officio the acting State entomologist. 104 EDUCi^TIOK KEPOKT, 1903. Sec. 5209. It shall be the duty of these members of the faculty to give special attention to the interests of this State in their respective departments, to furnish all information requested by any official of this State, and to properly arrange and exhibit the collections in their departments, or some portion of these collec¬ tions, with special reference to showing the varied resources of this State: Pro¬ vided, That this work shall be so conducted as not to interfere with their original duties as instructors at the university. Sec. 5210. No coinpiensation shall be claimed or allowed on account of services rendered under the provisions of this act. Sec. 5211. The university may embrace five departments, to wit: (1) A college of literature, science, and art; (2) an industrial college, embracing agriculture, practical science, civil engineering, and the mechanic arts; (3) a college of law; (4) a college of medicine; (5) a college of the fine arts. Sec. 5212. The regents shall be empowered to establish in these several colleges such chairs of instruction as may be proper and so many of them as the funds of the university may allow. They shall also be authorized to require professors to perform duties in more than one of the several colleges whenever they shall deem it wise and proper so to do. Sec. 5213. The governor shall set apart two sections of any agricultural-college land or saline land belonging to the State, and shall notify the State land commis¬ sioner of such reservation, for the purpose of a model farm as a part of the college of agriculture, and such land so set apart shall not be disposed of for any other purpose. Sec. 5214. The several buildings of the university shall all be erected within a radius of 4 miles from the statehouse. Sec. 5215. The regents shall, when the number of students in any particular branch of study shall require, elect one or more tutors to give instruction in such branch of study, but such tutors shall not be considered as belonging to the faculty of the college in which they may be employed. Sec. 5216. The immediate government of each college shall be by its own faculty, which shall consist of the professors therein, but no course of study shall be adopted or series of text-books used without the approval of the board of regents. Sec. 5217, The board of regents shall have exclusive authority to confer degrees and grant diplomas, but each college may, in its discretion, grant rewards of merit to its own students. No student shall, upon graduation, receive any diploma or degree unless he shall have l>een recommended for such honor by the faculty of the college in which he shall have pursued his studies. The regents shall also have power to confer the usual honorary degrees upon other persons than graduates of this university in recognition of their learning or devotion to literature, science, or art, but no degree shall be conferred in consideration of the payment of money or other valuable thing. Sec. 5218. The fee of admission to any college in the university shall be $5 each for all persons, and the amount arising therefrom, together with ail other tuition fees, shall be paid into the hands of the university treasurer, and shall be held as a library fund, and the board of regents shall annually appropriate the sam_e for the imrchase of books for the university library. A reasonable course of study shall be prescribed by the board of regents precedent to admission, and no appli¬ cant who shall fail to pass an examination in any part of such course shall be admitted: Provided, Any x)erson who shall x^roduce a certificate from a county superintendent of common schools that he has x)assed honorably through the course of study xu;escribed in a high school under the common school laws of the State may be admitted without further examination. Sec. 5219. All persons residing Avithin the State, and who shall fill the require¬ ments of the x)receding section, maybe admitted to any organized college of the university, and students entering the college of literature, science, and art or the industrial college shall not be required to x^ay any other tuition fee than the matriculation fee during the term of four years. All other students in these col¬ leges and all*who elect to remain under instruction for a longer term than four years shall be required to x^^y such fees as the board of regents may determine. Students may be admitted to the colleges of laAv, medicine, and fine arts upon such terms and be required to x^^^y such tuition and fees as the board of regents may determine. Persons not residents of this State may be admitted to the privileges of the university in any college or department thereof, if otherwise qualified, upon such terms as to the x>ayment of tuition and other fees, in addition to a matricula¬ tion fee, as the board of regents may prescribe. Sec. 5220. The regents shall x^rocure all text-books to be used in the university and shall furnish them to students at cost. The regents ma^f , upon prox-)er evi¬ dence of the good character of any student and his or her ambition to acquire an LAWS EELATING TO LANP-GKANT COLLEGES. 105 education and inability to provide liis or lier own means therefor, donate to sncli stndent all text-books he or she may need, and by a two-thirds vote may appro¬ priate money to pay other expenses for such stndent, provided such student will render an immediate equivalent in i^ersonal service for such appropriation or give a sufficient obligation that he or she will reimburse the regents within five years. Sec. 5221. No person shall because of age, sex, color, ornationality be deprived of the privileges of this institution. Provision shall be made for the education of females apart from male students in separate apartments or buildings: Provided, That i)ersons of different sexes of the same lu-oficiency of study may attend the regular college lectures together. Sec. 5222. The regents shall provide a rule for attendance ui^on the agricultural college and civil engineering and scientific courses by persons whose employments are such as to allow of their pursuit of study only a portion of the year. Sec. 5223. The board of regents shall, at least ten days prior to the meeting of each regular session of the legislature, transmit to the governor, to accompany his mes¬ sage, a printed report of all their doings since their last report, giving in detail all receipts and expenditures of money and furnishing an estimate of future income and expenses, a catalogue of jjrofessors, officers, and students for the year, with such other information and recommendations as will apprise the legislature fully of the conditions and veants of the university. Sec. 5224. The several funds for the support of the university shall be consti¬ tuted and designated as follows: (1) The x)ermanent endov/inent fund; (2) the temporary university fund; (3) the university cash fund; (4) the United States “ Morrill fund ; ” (5) the LTnited States experiment station fund. The permanent endowment fund shall be kept in two accounts: In the first account, all moneys derived as principal from the sale of lands donated to the State by the United States (to establish and endow a State university) under the act of Congress of April 19, 1864; in the second account, all moneys derived as principal from the sales of lands donated to the State by the United States to provide colleges for the benefit of agriculture and the mechanic arts by an. act of Congress approved- July 2, 1862. All moneys acquired by the university by donation or beciuest (including money derived as principal from the sale of lands or other property so acquired), where no particular object or purpose is specified by the donor or devisor, shall belong to either one of the tv/o accounts of said permanent funds, as the board of regents may determine and order. Donations or bequests made for the benefit of the university (including moneys derived as principal from the sale of lands or other i^roperty so acquired) with particular objects or uses speci¬ fied, and the interest or income of which only is to be used, shall belong to either of the said two axcounts of the permanent fund, as the board of regents may determine and order. The interest and income of donations made without special objects or uses specified may be used and applied by the board of regents to' any needs of the university. The interest and income of donations made with partic¬ ular objects and uses specified shall lx applied by the board of regents to such particular objects and uses only. All moneys belonging to the permanent uni¬ versity fund shall be invested in the manner now provided by law for the invest¬ ment of the permanent school fund of the State, in the same kind of securi¬ ties and by the same officers charged with that duty by law. The permanent endowment fund shall never be appropriated by the legislature nor be expended for any i3urpose whatsoever. The temporary university fund shall consist of the proceeds of the investments of the permanent fund; of the rental of the university and agricultural college lands leased, and the interest ui3on deferred payments on sales of the lands aforesaid; of the rentals or income of lands or other property donated without particular objects or uses being specified, and a tax of 1 mill upon the dollar of valuation of the grand assessment roll of the State, which tax shall be levied in the year 1899 and annually thereafter. All moneys accruing to this fund are hereby appropriated for the maintenance of the university, including buildings and permanent improvements, and the same may be applied by the board of regents to any and all university needs except the income from donations made for particular xDurposes, which income shall be used and ai^xdied as hereinbefore specified only. The university cash fund shall consist of the matriculation and diploma fees, registration fees, laboratory fees, tuition fees, summer “session” or school fees, and all other moneys or fees collected from students by the author¬ ity of the board of regents for university purposes. To this fund shall belong also all moneys received from sales of live stock, farm products, dairy school products, or other like income from the experiment-station farm. The moneys accruing to this fund shall be used for the following purposes exclusively: The matriculation and diploma fees, for the purchase of books for the university libraries; the registration and summer school fees, to assist the maintenance of 106 EDUCATION EEPOKT, 1903. the Slimmer scliool, scliool of agriculture, or other special schools; the laboratory fees, for laboratory expenses and the purchase of laboratory apparatus and sup¬ plies; the tuition fees, for instruction in and expenses of the various colleges or schools for vrhich the same are collected; the income from the farm, for the general exiiense and up keep of the farm, its stock and equipment, farm labor, and minor repairs to farm property. All moneys accruing to the university cash fund are hereby appropriated to the specific uses hereinbefore mentioned, and shall at all times be subject to the orders of the board of regents accordingly: Provided, That no vrarrant shall be issued against said fund unless there is money in the hands of the State treasurer sufficient to pay the same. The board of regents shall cause all moneys vTiich are received by its authority at the university from students thereof for any purpose mentioned in this chapter, also all moneys received at the university by the authority of said board from sales of farm prod¬ ucts, stock, or other r)roperty, to l)e paid over from time to time as the same are received to the State treasurer, to be I'daced to the credit of the proper fund: Provided, That the said board of regents may retain in its possession until the close of the summer school in each 7\'ear a sufficient sum out of said moneys to make settlement v'ith students having money on deposit for expenses in the various laboratories, to make equitable adjustment with students who, having- paid tuition or other fees in advance, may be necessarily called away from the institution for an indefinite period, and to prowde against other like contingen¬ cies. The said board of regents nwr require its secretary, in addition to his other duties, to perform all acts necessary to carry into effect the provisions of this -sec¬ tion relating to the university cash fund and the moneys belonging thereto. The United States ’‘Morrill fund” shall consist of all moneys approi)riated by the United States to this State for its university to aid instruction and to furnish the facilities for instruction in certain branches in accordance vcith the provisions of an act of Congress approved August 80, 1890. The said fund shall be applied exclusively to the uses and purposes prescribed by the act or acts of Congress relating thereto, and said fund is hereby appropriated accordingly, and shall at [alltj times be subject to the orders of the board of regents for the purpose speci¬ fied by act of Congress only. The agricultural experiment station fund shall con¬ sist of all moneys which may come into the possession of the State treasurer on and after July 1, 1899, accruing under an act of Congress approved March 2, 1-887, entitled “An act to establish agricultural experiment stations in connection with the colleges established hi the several States under the provisions of an act aiiproved July 2, 1862, and the acts supplementary thereto ; ” also all moneys which m.ay hereafter be received by vinue of any act of Congress supplemental to said agricultural experiment station act and for the same purposes. The said exiieriment station fund is hereby appropriated to be applied exclusivelyto the uses and objects designated by the said act or acts of Congress relating thereto, and the same shall at all times be subject to the orders of the board of regents for expenditure for said uses only. The State treasurer shall be the custodian of all the funds of the university. Ilisburseinents from the four funds last named herein shall be made in accordance with the provisions of law relating to the dis¬ bursement of university funds in the hands of the State treasurer as provided by law. Sec. 5226. The regents shall meet at least tvfice in each year at the university building. They shall receive for their services no compensation, bu.t they may be reimbursed their actual expenses incurred in the performance of their official duties. Sec. 5227. No superstructural work upon any building for the universik/ shall be commenced until the designs and plans therefor shall have been submitted to the board of regents by the commissioners for public buildings, and the architect thereof shall be required, before allowing any such superstructure to be erected, to make such alterations in the plans and specifications as may be directed by a majority of the regents. Sec. 5228. The regents shall have power to enact laws for the government of the university; to elect a chancellor and the prescribed number of professors and tutors, and a steward; to prescribe the duties of all the professors and officers, and to fix the compensation. They shall have power to remove the chancellor, and any professor or tutor, when the interests of the university shall require it. Sec. 5229. The office of the treasurer of the university is hereby abolished, and the State treasurer is made custodian of the funds, to Avhom the present treasurer of the university shall turn oA^er, AAdthin sixty days, all moneys, securities, books, and papers pertaining to that office. Sec. 5230. Disbursements from the uniA-ersity fund shall be made by the State treasurer upon vrarrants dravni by the auditor, who shall issue AA^arrants upon LAWS EELATIT^G TO LAND-GEAJMT COLLEGES. 107 certificates issued by tlie board of regents, signed by tlie secretary and president. All money accruing to the nniyersity fund is hereby appropriated to tlie use of the State university. Sec. 5232. All male students no v/* attending or who may hereafter attend the University of Nebraska, and who are required by the rules and regulations that are or may be established by the board of regents of the university for the govern¬ ment of the military department to attend upon the studies or other exercises of said department, shall be organized under the form of the l)attalion into a body which shall be known and styled the “‘university cadets.” Sec. 5233. The officers of the cadet battalion for duty at and while in attendance upon the university shall be appointed 'by the commandant in charge of the department, by detail of the General Government, and they shall be directly responsible to him in the discharge of all their duties as such officers. Sec. 5234. All persons holding appointments under the commandant of the military department of the university as officers of the cadet battalion at the time of their graduation from the university, betv,"een and including the ranks of second lieutenant and colonel, shall be certified with their proper rank to the governor of the State by the military officer in charge and the chancellor of the university, and thereupon the governor is authorized and directed to issue his commission in due form to all such persons so certified to him. All persons so commissioned by the governor shall hold their commissions as retired offi-cers of the university cadets, liable to be called into service by the governor in case of invasion, insur¬ rection, or rebellion, in the same manner as the State militia. Sec, 5235. The adjutant-general of the State shall issue such arms, munitions, accouterments, tents, and equipments for the temi)orary or permanent use of the university cadets as the board of regents may require and the governor approve. All property so issued and not intended merely for temporary use, or for con¬ sumption or expenditure, shall be receipted for to the adjutant-general by the chancellor or other i^roper officer of the university, and the same shall be subject to return upon demand of the adjutant-general whenever the necessities of this State require. Sec. 5236. The selection of officers of the university cadet battalion for duty during the attendance upon the institution shall be made upon a basis involving both scholarship and capacity and fitness for command, and according, to such rules and regulations as the board of regents may prescribe. The board of regents shall make all needful rules and regulations to carry into effect the imrposes of this act consistent with the constitution and laws of the State. Sec. 5237. The commandant or officer in charge of the military department of the university shall make quarterly reports to the adjutant-general of the State, showing the number, organisation, discipline, and equipment of the university cadets. Sec. 5238. Whereas the Forty-ninth Congress of the Gnited States, at its second session, x)assed an act commonly known as the ” Hatch bill,” to establish agricul¬ tural experiment stations in connection with the colleges established in the several States under the provisions of an act of July 2, 1862, and the acts supplementary thereto; and whereas said act of Congress provides among other things that it shall be the object and duty of said exT3eriment stations to conduct original researches or veifify experiments on the physiology of plants and animals; the diseases to which they are severally subject, wdth the remedies for the same; the chemical composition of useful plants at their different stages of growth; the com¬ parative advantages of rotative cropping as pursued under a varying series of crops; the cax)acity of new plants or trees for acclimation; the analysis of soils and water; the chemical composition of manures, natural or artificial, with experi¬ ments designed to test their comparative effects on crops of different kinds; the adaptation and value of grasses and forage plants; the composition and digestibil¬ ity of the different kinds of foods for domestic animals; the scientific and economic questions involved in the production of butter and cheese, and such other researches or exj)eriments bearing directly on the agricultural industry of the United States as may in each case be deemed advisable, having due regard to the varying con¬ ditions and needs of the respective States or Territories; and whereas the said act of Congress declares that a leading object of the establishment of the said experi¬ ment stations is to aid in acquiring and diffusing among the people of the United States useful and practical information, on subjects connected with agriculture, and to promote scientific investigation and experiment respecting the principles and applications of agricultural science, and prescribes methods to this end, and also conditions and relations v-diich are to be maintained between the United States and the institutions of learning established in the several States, and vdiicli are organized under the land-grant of 1862; and provides further that the grants 108 EDUCATION REPOET, 1903. of money nntliorized by the said act are made subject to the legislative assent of the several States and Territories to the purposes of said grants; and whereas the University of Nebraska, in the State of Nebraska, has established and maintained a college or department of agricnltnre, known and designated as the “ industrial college,” in accordance with the provisions of said land grant of 1862; and whereas the act of the Forty-ninth Congress api)ropriates to this State the sum of $15,000 per annum for the purposes and upon the conditions therein set forth, the same to be paid to the treasurer or other officer duly ai^pointed by the governing board of said college to receive the same; and whereas the governor of this State has presented to th« legislature his special message, with recommendations relating to the subject-matter hereof: Therefore, Sec. 5239. That full and comidete acceptance, ratification, and assent is hereby made and ^ven by the State of Nebraska to all of the i^rovisions, terms, grants, and conditions and purposes of the grant made and prescribed by the said act of the Copgress of the United States to establish agricultural esperiment stations in the several States. Sec. 5240. Whereas by an act of the Congress of the United States approved August 30, 1890, there is appropriated to this State, for the use and benefit and the more comiilete endowment and support of the educational institution therein de¬ scribed, the sum of $15,000 for the year ending June 30, 1890, $16,000 for the year ending June 30, 1891, and so on until the sum of $25,000 is reached, at which last- named. amount said Congressional appropriation is thereafter to remain fixed annually; and whereas it is provided by said act of Congress that the money thereby appropriated shall be applied to the more complete endowment and maintenance in the several States and Territories of colleges for the benefit of agriculture and the mechanic arts, which now are or may be hereafter established in accord¬ ance with an act of Congress approved July 2, 1862 (wherein no distinction on account of race or color is made in the admission of students), and that said money shall ” be apxJied only to instruction in agriculture, the mechanic arts, the English language, and the various branches of mathematical, physical, natural, an cl economic science, with special reference to their applications in the indus¬ tries of life and to the facilities for such instruction;'’ and whereas it is provided by said act of Congress that ‘‘no portion of said moneys shall be applied, directly or indirectly, under any pretence whatever, to the purchase, erection, preserva¬ tion, or repair of any building or buildings,” and that if said moneys be dimin¬ ished or lost they shall b£ replaced by the State or Territory to which they belong, and that the grants of money authorized by said act of Congress are made subject to the legislative assent of the several States and Territories to the purpose of said grants (or upon the assent of the governor thereof during the recess of the legislature) ; and whereas it is provided by said act of Congress that the moneys thereby appropriated shall be paid from time to time to the State or Territorial treasurer or other officer who may be designated by law to receive the same, who shall, upon the order of the trustees of the college described in said act, immedi¬ ately pay the same over to the treasurer of the educational institution entitled to receive the same, and whereas the college of agriculture and the mechanic arts (now designated by lav/ as the industrial college) of the University of Nebraska is the college now existing in this State organized under the provisions of the act of Congress of 1862, and thereby entitled to receive the moneys appropriated by the said act of Congress of A-ugust 30, 1890; and whereas the treasurer of the State of Nebraska has received the sum of $15,000, the first installment of money api)ropriated under the said act of Congress last named, in pursuance of the assent of the governor: Therefore, Sec. 5241. That full and complete acceptance, ratffication, and assent is hereby made and given by the State of Nebraska to all and every one of the grants, pur¬ poses, terms, and conditions set forth in an act of the Congress of the United States approved August 30, 1890. Sec. 5242. That all moneys that now are or may hereafter be received by the State treasurer or other State officer, in pursuance and by virtue of the said act of Congress, are hereby specifically appropriated and set apart solely for the more complete endowment, support, and maintenance of the college for the benefit of agriculture and the mechanic arts nov/ existing in this State under the provisions of an act of Congress approved July 2, 1862, and designated by law as the indus¬ trial college of the University of Nebraska, and all of said moneys shall be imme¬ diately paid over by said treasurer to the authorities of said college, hereinafter designated, without further warrant or authority than is contained herein. Sec. 5243. That for all intents and purposes of this act and of the said act of Congress, and to carry the latter into full effect in this State, the board of regents of the University of Nebraska shall be ” the trustees of the college,” described in LAWS KELATma TO LAIS'D-GRANT COLLEGES. 109 the said act of Congress approved August 30, 1890, and referred to in the title of this act, and such fiscal officer as the said board of regents may name and desig¬ nate and appoint to receive and disburse said moneys under their orders shall, for all intents and purposes of this act and of the said act of Congress last mentioned, be the “treasurer ” of the said college, and to this officer the State treasurer shall immediately pay over, upon the order of the said board of regents, all moneys which are now in his hands, or which may be hereafter received by virtue of the said act of Congress for the use and benefit of said college. The said board of regents are hereby authorized and empowered to make such orders and regulations for the security, control, management, and disbursement of the «aid moneys as to them shall seem wise and proper and for the best interests of the college. Sec. 5244. That all moneys that may be received by the State treasurer, or other State officer, in x)ursuance and by virtue of an act of the Congress of the United States approved August 30, 1890, shall be immediately upon the receipt thereof paid over by said treasurer, or other officer, to the officer authorized to receive the same by the board of regents of the University of Nebraska, without further warrant or authoritj^ than is herein contained, in accordance with an act of the legislature of the State. Sec. 21. That for the furtherance and promotion of the agricultural and liorti- cultural interests of this State two experiment stations shall be established, one at or near Culbertson, Hitchcock County, and one at or near Ogalalla, Keith County, which stations shall be under the control and management of the State board of agriculture. [The other sections of this act relate to the organization and object of these stations.] Sec. 720. The secretary of the board of regents of the State university shall give bond, with penalties, for $10,000. Sec. 4955. The State university and State agricultural college shall be united as one educational institution, and shall be located upon a reservation selected by said commissioners in said “ Lincoln,” and the necessary buildings shall be erected thereon as soon as funds can be secured by the sale of lands donated to the State for that purpose or from other sources. NEVADA. Constitution, Article XI:' Sec. 4. The legislature shall provide for the establish¬ ment of a State university, which shall embrace departments for agriculture, mechanic arts, and mining, to be controlled by a board of regents, whose duties shall be prescribed by law. Sec. 5. The legislature shall have power to establish normal schools and such different grades of schools, from the primary department to the university, as in their discretion they may deem necessary, and all professors in said university or teachers in said schools, of whatever grade, shall be required to take and subscribe to the oath prescribed by this constitution. No professor or teacher who fails to comply with the provisions of any law framed in accordance with the provisions of this section shall be entitled to receive any portion of the public moneys set apart for school purposes. Sec. 6. The legislature shall provide a special tax, which shall not exceed 2 mills on the dollar of all taxable property in the State, in addition to the other means provided for the support and maintenance of said university and common schools. Sec. 7. The governor, secretary of state, and superintendent of public instruc¬ tion shall for the fi.rst four years and until their successors are elected and quali¬ fied constitute a board of regents to control and manage the affairs of the uni¬ versity and the funds of the same, under such regulations as may be provided by law. But the legislature shall at its regular session next preceding the expira¬ tion of the term of office of said board of regents provide for the election of a new board of regents and define their duties. Sec. 8. Tiie board of regents shall, from the interest accruing from the first funds which come under their control, immediately organize and maintain the said mining department in such manner as to make it most effective and useful, x)ro- vided, that all the proceeds of the public lands donated by act of Congress approved July 2, 1862, for a college for the benefit of agriculture, the mechanic arts, and including military tactics shall be invested by the said board of regents in a separate fund, to be appropriated exclusively for the benefit of the first-named departments to the university, as set forth in section 4 above; and the legislature 110 EDUCATION EEPOET, 1903. Hliall pro'S’ide that if through neglect or any other contingency any portion of the fund so set apart shall he lost or misappropriated, the State of Nevada shall replace said amount so lost or misappropriated in said fund, so that the in-incipal of said fund shall remain forever nndiminished. Sec. 9. No sectarian instruction shall be imparted or tolerated in any school or university that may be established under this constitution. Sec. 10. No public funds of any kind or character whatever — State, county, or municipal — shall be used for sectarian purposes. [The follovring mattter is taken from The Compiled Laws of Nevada, in force from 1881 to 1900, inclusive. Compiled and Annotated by Henry C. Cutting, of the Nevada Bar. Carson City, Nev., Andrew Mante, Superintendent of State Printing, 1900.] Sec. 1389. No member of said board [of regents of the State university] shall be interested directly or indirectly as principal, copartner, agent, or otherwise in any contract or expenditure created by the board or in the iiroiits or results thereof. Any person violating the provisions of this section shall be deemed guilty of a mis¬ demeanor, and upon conviction thereof shall lie fined in anj sum not exceeding $5,000, to which may be added imiirisonment in the county jail for a period not exceeding six months. Sec. 1390. There shall be established in the State university of Nevada a school for the instruction of teachers, in which shall be taught all the branches of instruc¬ tion which are taught in the common schools of this State, together with the theory and practice of teaching, school law, botany, iisychology, and geology. There shall also l)e taught in said university chemistry, assaying, mineralogy, sur¬ veying, and g’eology, so far as they relate to the theory and practice of mining, agriculture, and the mechanic arts. There shall be taught in the preparatory department of said university typewriting, shorthand, telegraphy, bookkeeping, and commercial law, so far as they relate to the practical affairs of life. Sec. 1301. The governor, the secretary of state, and the superintendent of pub¬ lic instruction shall constitute the board of regents of the State university until the 1st day of January, 1889, and until their successors are elected and qualified. There shall be elected at the next general election, in the same manner as other State officers are elected, three qualified electors, who shall constitute the board of regents of the State university. The term of office of two of the regents so elected shall be font years from the 1st day of January, 1889, and until their suc¬ cessors are elected and qualified. The term of office of one of the regents so elected shall be two years from and after the 1st day of January, 1889, and until his suc¬ cessor is elected and qualified, and thereafter at each general election 'pi’eceding the expiration of the term of office of any member of tlie board of regents a suc¬ cessor shall be elected in the same manner as other State officers are elected. The persons elected as regents under the provisions of this act before entering upon the duties of their office shall take and subscribe to the official oath and file the same in the office of the secretary of state. In case of vacancy in said board of regents a,fter the same shall have been filled by election, as herein provided, the governor shall fill the same by appointment until the next general election, when such vacancy shall be fdled by election as herein provided. Sec. 1392. The povrers and duties of the board of regents are as follows: (1) To prescribe rules for their ovrn government and for the government of the univer¬ sity; (2) to prescribe rules for the reports of officers and teachers of the university; (3) to prescribe the course of study, the time and standard of graduation, and-the commencement and duration of the terms, and the length of the vacations of the university; (4) to prescribe the text-books and provide a^jparatus and furniture for the use of pupils; (5) to appoint a ijresident of the university, who shall have a diploma from some recognized college of learning of good standing or some State nor¬ mal school, who has had at least five years of practical experience as an instructor, who is familiar with the modern methods of imparting instruction generally apjiroved in the United States, and who shall ])e indorsed as to moral character and qualifications as an instructor by the x)resident and faculty of three institu¬ tions of learning authorized by law to confer degrees: (G) to prescribe the duties of the president and fix his salary and the salaries of all other teachers in the uni¬ versity; (7) to require the president, under their direction, to establish and main¬ tain training or model schools and require the pupils of the iiniversit}^ to teach and instruct cla,sses therein; (8) to control the expenditures of all moneys appropri¬ ated for the support and maintenance of the university^and all moneys received from any source whatsoever; (9) to keep open to public inspection an account of receipts and expenditures: (10) to annually report to the governor a statement of all their transactions and all other matters pertaining to the university: (11) to , transmit with such report a copy of the president’s annual report; (12) to revoke LAWS EELATINO TO LAKD-GEANT COLLEGES. Ill any diploma by them granted on receiving satisfactory evidence that the holder thereof is addicted to drunkenness, is guilty of gross immorality, or is reputably dishonest in his or her dealings, provided that such person shall have at least thirty days’ previous notice of such contemplated action and shall, if he or she asks it, be heard in his or her own defense. Sec. 1393. The board of regents shall have the power to appoint a chairman, who shall receive no ccanpensation therefor, nor shall any member of the board of regents receive any compensation for his services except necessary expenses in attending meetings of the board. The board of regents may employ a clerk of said board, who shall receive a salary of $25 per .month and who shall keep a full record of all proceedings of the board wdiich shall at all times be open to public inspection, and said clerk shall not be a teacher in said university. Sec. 1394. The board must hold four regular meetings in each year and may hold special meetings at the call of the chairman of the board. Sec. 1395. The president of the university must make a detailed annual report to the board of regents, with a catalogue of pupils and such other particulars as the board may require or he may think useful. Sec. 1396, Upon the recommendation of the president of the university the board of regents shall issue to those w^ho worthily complete the full course of study in the school of mines, or in the school of agriculture, or in the scliool of liberal arts, or in any equivalent course that may hereafter be prescribed, a diploma of graduation, conferring the proper academic degree, from the .Nevada State Uni¬ versity; and no diploma bearing the distinctive title “Nevada State University” shall be issued to anyone who has not completed the full course of study as above set forth. Upon the recommendation of the president of the university the board of regents shall issue to those who worthily complete the full four years’ course of study xirescribed in the Nevada State .Normal School, a department of the State university, a diploma of graduation, and said diploma shall bear the heading “ The Nevada State Normal School,” and to ail persons receiving this diploma the State board of education shall issue a State high school certificate of the first grade, good for five years. To the holders of the above State* high school certificates of the first grade the State board of education shall grant a life diploma when said graduates of the Nevada State Normal School shall have completed at least five years of successful instruction in the xnibiic schools of Nevada or of any other State. Upon the recommendation of the president of the university, the board of regents shall issue_to those who vmrthiljT- complete the three years’ course of study prescribed in the Nevada State Normal School a grammar grade dixfioma of gradu¬ ation, and said diploma shall bear the heading “N'evada State Normal School, Grammar Grade Diploma,” and to all ixersons xeceiving this grammar grade diploma the State hoard of education shall grant a grammar grade State certifi¬ cate, good for five years. The hoard of regente may require said normal school graduates, before granting the diploma herein x'U'ovided for, to sign the following obligation: “I hereby agree to report to the x^resident of the university hy letter at least twice a year for three je&m after iny graduation and once a year there¬ after so long as I continue in the x^rofession of teaching, and when I shall leave the profession I will report the fact to him, with the cause therefor. A failure to make such rex3orts may be considered sufficient cause for the revocation of rny dixfioma.” And, further, it is herein expressly provided^ That the graduates of the Nevada State Normal School for the year 1895 shall receive their diplomas and State certificates according to the act of March 19, 1891, hereby amended. Ux^on the recommendation of the president of the university the board of regents shall issue to those who worthily complete the full course of study in any other depart¬ ment of the university not equivalent to a regular university course a dix)loma of graduation, but said diploma shall hear the name of the department from which it is issued, and in no case to bear the heading of the regular university dixfioma. Sec, 1397. It shall be the duty of the X3resident of the university to instruct in the university, and, under the direction of the board of regents, to manage all affairs connected v/ith the institution, to employ assistant teachers and servants, purchase supplies, and make monthly statements to the board of regents of all receipts and expenditures, supported by vouchers. ^Sec. 1398. There shall be no discrimination in the admission of xmpils on account of sex, race, or color; but no person shall be admitted who is not of good moral character, and who has not arrived at the age of 15 years and passed such an examination as shall be xmescribed by the board of regonts; and no ixerson under said age shall hereafter be taught in said institution. Sec. 1399. Tuition shall be free. Sec. 1400. The State superintendent of public instruction must visit the univer¬ sity at least every three months, inquire into its condition and management, and 112 EDUCATION EEPOET, 1903. report to the board of regents quarter-yearly the condition of the institntion, with such suggestions as he may deem proper. Sec. 1401. All expenses incurred, of every name and nature, involving the pay¬ ment of money by or under the direction of the board of regents of the university, shall be passed upon by the board of examiners as other accounts against the State, and be paid out of the moneys appropriated for the university. Sec. 1402. It shall be the duty of the president of the State .university, in addi¬ tion to his other duties as fixed by law, to cause to be analyzed by an assistant, teacher, or teachers employed at the State university any ores, mineral, soil, or water taken from within the boundaries of the State of Nevada, and sent by any citizen of said State for that purpose. Any citizen of the State may send any such substance and have the same analyzed free of charge and the result of the same returned to him by mail with as near as possible an explanation of their uses and value in market, and there shall be kept at the State university a book of record, ox)en for inspection, under such rules as may be made by the regents, of all mineral, ores, or other matters so sent, with the history of such mineral or other matters, stating the name of the person or persons from whom received, the district and county from v/hich it came, and all other matters that may be bene¬ ficial touching the same. A duplicate of the sample analyzed, as far as practi¬ cable, shall be kept at the university, properly labeled, so as to correspond to the record, and properly preserved. Sec. 140-3. If the same kind of matter for analysis is sent from the same place, it shall not be necessary to analyze the same, but a duplicate of the analysis shall be sent by mail to the person desiring the same. Sec. 14*04. Samples for analysis shall be analyzed in the order received. Sec. 1405. Sample assays for gold or silver shall be made, and when the value per ton exceeds $5 in gold the returns shall state the fact thus, Test for gold.” And when the value per ton exceeds $5 in silver the returns shall state the fact thus, ‘‘Test for silver.” Sec. 1406. There is hereby created a board to be known as the honorary board of visitors of the Nevada *S"tate University. Said board shall consist of 15 mem¬ bers. The chief justice of the supreme court shall be ex officio a member and the chairman of said board. In the absence of said chief justice the members of the board may elect one of their number to act as temporary chairman. The term of office of the members of said board shall be two years from the date of their appointment and until their successors are appointed. Sec. 1407. The governor shall appoint and commission, within forty days after the passage of this act, from each county one suitable and discreet person who is interested in higher education and who is an actual resident of said county as a member of said board. Sec. 1408. It shall be the duty of said board of visitors to meet annually at the seat of the Nevada State University during commencement week, and inspect the grounds, buildings, and equipment of said university, and also inquire into the actual state of the discipline, instruction, police administration, and other affairs or concerns of the university. The board of visitors shall report thereon to the governor within thirty days after each annual meeting, for the information of the people of the State and of the next succeeding legislature of the State, their action as such visitors, with their views and recommendations concerning the university, such as they shall deem wise and just and for the best interests of the university. Sec. 1409. The president of the university shall cause at least thirty days’ notice to be given to the members of the honorary board of visitors of the time and l^lace of their annual meeting. Sec. 1410. No compensation shall be made to the members of said board of vis¬ itors for their services or for their traveling expenses, but the board of regents shall pay out of the university contingent fund their expenses for board and lodg¬ ing while at the university. Sec. 1411. The agricultural experiment station, organized and established by the board of regents of the State university at and in connection with said State university, is hereby recognized and shall be continued as a part of said State institution, and shall be conducted by a ” board of control ” hereinafter xu'ovided for, for the purpose of acquiring and diffusing among the people useful and prac¬ tical information on subjects connected with agriculture and to promote scientific investigation and experiment respecting the principles and applications of agri¬ cultural science, said State university having been established in accordance with the provisions of an act of Congress ax)proved July 2, 1862. Sec. 1412. The board of control of said agricultural experiment station shall consist of the board of regents of the State university, and they shall organize said board and choose its officers. LAWS EELATING TO LAND-GRANT COLLEGES. 113 Seo. 1413. Thg board of control of said agricultural exporiment station shall, to the best of its ability, observe and carry out the requirements of “an act to estab¬ lish agricultural experiment stations in connection with the colleges established in the several States under the provisions of an act approved July 2, 1863, and of the acts supplementary thereto,” approved by the President March 2, 1887. The said board of control shall have charge of the receipts, safe-keeping, and expendi¬ ture of all money appropriated by Congress for the benefit and use of said agri¬ cultural experiment station; they shall be allowed and paid all necessary expenses incurred by them severally in the discharge of their official duties, but shall receive no salary or compensation for their services. Sec. 1414. Said board of control shall make a report at the end of each fiscal year to the governor, and 1,200 copies thereof shall be printed at the State print¬ ing office for general distribution by said board. The governor shall transmit all said annual reports to the legislature. Sec. 1415. The legislature of Nevada hereby gratefully assents to the purposes of all grants of money made heretofore and all which may hereafter be made to the State of Nevada by Congress, under the act of Congress the title of which is recited in section 1413 above, and agrees that the same shall be used only for the purposes named in said act of Congress or acts amendatory thereof or supplemen¬ tary thereto. Sec. 1416. The State university of this State was. and now is. established in accordance with the provisions of the constitution of the State of Nevada, and also in accordance with the provisions of an act of Congress approved July 2, 1862. Sec. 1417. The board of regents of said State university and agricultural, mining, and mechanical college are the proper trustees of same to receive and disburse all appropriations made to this State under the provisions of “ an act to apply a por¬ tion of the proceeds of the public lands to the more complete endovrment and sup¬ port of the colleges for the benefit of agriculture and mechanic arts, established under the xJi’ovisions of an act of Congress approved July 2, 1863,” approved August 30, 1890, and all appropriations hereafter to l)e made under said act. Sec. 14lk Said board of regents shall make a report at'the end of each fiscal year, in connection with its annual report to the governor, of other State university mat¬ ters, including the amounts received and disbursed under the provisions of this act. The governor shall transmit all said annual reports to the legislature. Sec. 1419. The legislature of Nevada hereby gratefully asssnts to the i)urposes of all grants of money made heretofore and all which may hereafter be made to the State of Nevada by Congress, under the act of Congress the title of which is recited in section 3 of this act (section 1417 above), and agrees that the same shall be used only for the purposes named in said act of Congress or acts amendatory thereof or supplemental thereto. Statutes, 1901, Chapter XLI: Section 1. The board of regents of the State uni¬ versity are hereby authorized and directed to contract and equip a suitable building upon the State land at Reno, to be known as a chemical and physical laboratory and used for purposes of instruction and research in chemistry and physics. Sec. 2. The building shall be of brick and stone and shall not exceed in cost the sum of $13,000. Sec. 3. Twelve thousand dollars are hereby appropriated for the construction and equipment of said building, and in no case shall a contract be entered into which shall exceed the sum of $12,000 for the erection and equixiinent of said building. Sec. 4. The money hereby ajipropriated shall be taken from the State school fund, and in its place shall be deposited twelve bonds of the State of Nevada of $1,000 each, bearing interest at the rate of 4 per cent per annum. Said bonds shall run for twenty years, but shall be redeemable by the State at its pleasure after two years. Said bonds shall be signed by the governor and State comptroller, countersigned by the State treasurer, and authenticated with the great seal of the State, and each bond shall state in substance that the State of Nevada owes its State school fund $1 ,000, the interest on which sum , at 4 per cent per annum , the State of N evada agrees to pay during the life of said bonds for the benefit of the common schools of the State. Said bonds may be lithographed, as is usual in similar cases, and deposited with the State treasurer. The interest on said bonds shall be paid semiannually, on the 1st day of January and the 1st day of July of each year, on the written order of the State board of education to the State comptroller, directing him to draw liis warrant for the amount of such semiannual interest on the contingent university fund. All sums derived from the interest on said bonds shall be paid into the gen¬ eral school fund for the support of the common schools of the State, and for the ED 1903 - 8 114 EDUCATION EEUOET, 1903. regular and prompt payment of which the faith and credit of the State is hereby pledged. Sec. 5. For the fiscal year beginning January 1 , 1901 , and annually thereafter, such an annual tax shall be levied and included in and be a part of the annual tax levy for the contingent university fund, not exceeding one-half of 1 cent on each $100, as may be necessary to pay the annual interest on said bonds and create a sinking fund for their redemption and payment at maturity, which tax, when collected, shall be held in said contingent university fund and applied only to the i:)ayment of said interest and bonds, as required by this act. (Approved Mar. 12, 1901.) Ibid., 1901, Chapter XLIX: Appropriates for the support of the State University $30,000, i)ayable as follows: From the contingent university fund $26,000, and from the interest account, 90,000-acre grant [act Cong., July 2, 1862], $10,000. Ibid., 1901, Chapter XLV: Section 1. The board of regents of the State Uni¬ versity are hereby directed to construct and equip a suitable building upon the State land at Reno, to be used as a hospital for students who may be sick and in need of special care. Sec. 2. The building to be used as a hospital for students, and its equipments shall not exceed in cost the sum of $3,500. [The act then i>rovides for five bonds of $700 to be substituted for money taken from the State school fund under the conditions of the fourth section of Chapter XLI above.] Ibid., 1901, Chaxher LXX: Section 1. From and after the passage of this act, for the purpose of keeping the State on a cash basis without resorting to an onerous rate of taxation, the sum of $47,000 is hereby authorized to be borrovzed for the use and benefit of the general fund of the State from the State school fund at such times and in such amounts as may be necessary to meet the requirements of the State government, and the sum of $20,000 is hereby authorized to be borrowed for the xmrpose of xiroviding funds for the simport and maintenance of the State Uni¬ versity, without resorting to an onerous rate of taxation, from the State University fund and the university fund, 90,000-acre grant, for the use and benefit of the con¬ tingent university fund and interest account, 90,000-acre grant, at such times and in such amounts as may be necessary to meet the requirements of the State University. NEYd HAMPSHIRE. Constitution, article 82: Knowledge and learning generally diffused through a community being essential to the xireservation of a free government, and siireading the oxixiortunities and advantages of education through the various parts of the country being highly conducive toriiromote this end, it shall be the duty of the legislators and magistrates in all future xieriods of this government to cherish the interest of literature and the sciences and all seminaries and public schools; to encourage xn’ivate and public institutions, revv^ards and immunities for the xn’onio- tion of agriculture, arts, sciences, commerce, trades, manufactures, and natural history of the country; to countenance and inculcate the iirinciples of humanity and general benevolence, xmblic and private charity, industry and economy, hon¬ esty and xmnctuality, sincerity, sobriety, and all social affections and generous sentiments among the x^eople: Provided, nevertheless, no money raised by taxation shall ever bo granted or applied for the use of the schools or institutions of any religious sect or denomination. [This xiroviso was added in 1877.] Laws, 1863, cliax)ter 2732: Section 1. The State of New Flampshire hereby accex)ts the grant made to it by Congress, according to the x'>TOvisions of an act donating x)ublic lands to the several States and Territories, which may i^rovide colleges for the benefit of agriculture and the mechanic arts, approved July 2, 1862, and file governor is hereby authorized and instructed to give due notice thereof to the Secretary of the Interior, or other xn’oper officer of the Government of the United States. Se.c. 2. Tlie governor is hereby authorized and instructed to receive by himself, or his order, from the Secretary of the Interior, or any other officer authorized to issue the same , all the land scrix) to v/hich this State may be entitled by the x^to- visions of the before-mentioned act of Congress. Sec. 3. The governor, by and with the advice and consent of the council, is hereby authorized and instructed to axipoint a couimissioner, whose duty it shall be to take charge of the scriii received by this State, and to sell and transfer the same on terms to be approved by the governor and council: Provided, That no scrix) shall be transferred and delivered to any x)urchaser thereof until the same shall have been fully paid for, and said commissioner shall pay the moneys so LAWS EELATING TO LAND-OEANT COLLEGES. 115 received to the treasurer of the State. Said commissioner shall give a bond with sufficient sureties, 4n the penal sum of $25,000, to be approved by the governor and coancil, that he will faithfully perform the duties of his office, and shall render full and accurate returns to them at the end of every six months, or oftener, if required to do so by them, of his proceedings under this act. The compensation of said commissioner shall be fixed by the governor and council, and the governor is hereby authorized to draw his warrants on the treasury for the same, and for all other necessary expenses arising out of the management and sale of said scrip. Sec. 4. The treasurer shall hold all the moneys received for the sale of said scrip and shall invest the same in accordance with the provisions of the fourth section of the before-mentioned act of Congress. The money so invested shall constitute a separate and perpetual fund, to be entitled “The fund for the promotion of edu¬ cation in agriculture and the mechanic arts,” v/hicli shall be appropriated and the interest used in such manner as the legislature shall prescribe, and in accord¬ ance with the aforesaid act of Congress, and with v/hich a special office and bank account shall be kept, so that the moneys shall not be intermingled with ordin¬ ary funds of the State; and of the state and condition of said fund the treasurer shall make an annual report to the legislature. Sec. 5. The governor, with the advice and consent of the council, is hereby authorized and instructed to appoint a committee consisting of 10 i}ersons, one from each county, who from their i3rofession and pursuits may, in their judg¬ ment, be best qualified for the duty, who shall, after the fullest inquiry and con¬ sultation, prepare a scheme for the establishment of a college for education in agriculture and the mechanic arts and make a printed report thereon to the legis¬ lature at its next June session. The compensation of said committee for their labor and expenses shall be determined by the governor and council, and the governor is herelDy authorized to draw his warrants on the treasury for the same on receiv¬ ing their report. (A.pproved July 9, 186-3.) Laws, 1866, chapter 4216: Section 1. A college is hereby established, incorpo¬ rated, and made a body politic and corporate, by the name of the New Hampshire College of Agriculture and the Mechanic Arts, whose leading object shall be, vrithout excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in conformity to an act of Congress * * * approved July 2, 1862, and by that name may sue and be sued, prosecute, and defend to final judg¬ ment and execution, and shall be vested v.fith all the pov/ers and privileges and be subject to all the liabilities incident to corporations of a similar nature. Sec. 6. The trustees are authorized imd empowered to locate and establish the college incorporated by this act at Ranover, in this State, in connection %vitli Dartmouth College, and with that corporation to make all necessary contracts in relation to the terms of connection therewith, subject to be terminated upon a notice of one year' given at any time after fourteen years. * * The said trustees are also authorized and directed to furnish, so far as may be practicable, free tuition to indigent students of the college, and to make provision for the delivery of free lectures in different parts of the State upon subjects pertaining to agriculture and the mechanic arts. Sec. 7. All funds derived from the sale of the land scrip issued to the State of New Hampshire by the United States, in imrsuaiice of the act of Congress herein¬ before mentioned, shall be invested in registered bonds of the State of New Hampshire or of the United States, which shall be delivered to the State treas¬ urer, who shall have the custody of the same, and pay over the income thereof, as it may accrue, to the treasurer of the- College of Agriculture and the Mechanic Arts. (Approved July 7, 1866.) Laws, 1887, chapter 125: The sum of $3,000 is hereby appropriated annually to the New Hampshire College of Agriculture and the Mechanic Arts, to be annually expended in providing free tuition for all students in said college who are resi¬ dents of the State and in paying the general expenses of the college in such rnmn- ner as the trustees may direct; the said sum to be drawn from the treasury in semiannual payments from any moneys not otherwise appropriated. (Axiproved August 24, 1887.) Laws, 1891 , chapter 2: Section 1 . The legislature of the State of New Hampshire hereby gives its assent to the purpose of and accepts for the benefit of the N ew Hamxishire College of Agriculture and the Mechanic Arts the grants of money authorized by act of Congress approved August 30, 1890, for the further endow¬ ment and support of the colleges for the benefit of agriculture and the mechanic arts and “ to be aiiplied only to instruction in agriculture, the mechanic arts, the English language, and the various branches of mathematical, physical, natural 116 EDUCATION EEPORT, 1903. and economic science, with special reference to their applications in the industries of life and the facilities for such instruction,” as provided in said act of Congress. Sfx'. 2. The treasurer of the New Hampshire College of Agriculture and the Mechanic Arts is hereby designated and authorized to receive all grants of money made to this State under the provisions of said act of Congress. Laws, 1891, chapter 12: AYhereas Benjamin Thompson, late of Durham, in this State, died January 30, 1890, leaving a will and codicils thereto, which have been proved, approved, and allowed by the probate court of the county of Strafford, by which he devised a large share of his property to the State of New Hampshire, in trust, for the establishment and maintenance of a school or college, to be located on his ” Warner Farm,” in said Durham, wherein there shall be thoroughly taught, both in the schoolroom and in the field, the theory and practice of agri¬ culture and other sciences connected therewith, and wherein there may be taught such other arts and sciences as may be necessary to enable the State to fully avail itself of the donation of land made by the act of Congress of the United States approved July 2, 1862, entitled, etc.: and Whereas said bequest is made subject to certain j)i’ovisos, conditions, and lim¬ itations set forth in the will and the codicil thereto, to which reference is made for the particulars thereof; and Whereas by one of said conditions it is provided that said bequest shall become null and void if the State does not accept the trust within two years from the time of the decease of said Thompson: Now, therefore. Section 1. The State of New Hampshire does hereby gratefully accept said bequest, subject to the ])rovisos, conditions, and limitations set forth in said will as modified by the codicils thereto, and, in consideration thereof, does hereby promise to execute said trust in accordance with the terms of said will. Sec. 2. The State, in compliance with the requirements of said will and codicils, ]iromises and guarantees to approjiriate, and does hereby appropriate, annually for the term of twenty years from and after said Thompson's death such sum as will pay a net annual compound interest of 4 per cent per annum upon the amount of the appraised value of the estate bequeathed and devised to the State as aforesaid, aside from the real estate situated in said Durham, after deducting therefrom the legacies given by the codicils to said will, and does hereby authorize and direct the State treasurer to credit said sums to the trust fund, as iirovided in the fourth section of this chapter. Sec. 3. The State, in further compliance with the requirements of said will and codicils, promises and guarantees to appropriate, and does hereby appropriate, annually for the term of twenty years from and after said Thompson's death the sum of $3,000 and such further sum as will pay a net annual compound interest of 4 per cent per annum upon said annual appropriations from the dates when they severally become a part of the trust fund until the expiration of the said term of twenty years, and does hereby authorize and direct the State treasurer to credit said sums to the trust fund, as provided in the following section. Sec. 4. The State treasurer, upon receipt of the estate devised to it by said will and codicils, shall open two accounts in a book provided for the xmrpose, as fol¬ lows: He shall open one account with ‘'The Benjamin Thompson trust fund,” and shall credit therein to said fund, under date of January 30, 1891, the amount of the appraised value of the estate received by the State, by virtue of said Thomp¬ son's will, together with a sum equal to 4 per cent upon said ajipraised value (not including the real estate situated in said Durham) , and on the 30th day of January in each year thereafter until and including January, 1910, excepting when such day falls on Sunday, and in such cases on the day preceding, he shall credit to said account a sum equal to 4 per cent upon the total amount of said trust fund, except¬ ing the appraised value of the real estate in said Durham, after the credits of the preceding year have been made. He shall open the other account with “ The Ben¬ jamin Thompson State trust fund,” and shall credit therein to said fund, under date of January 30, 1891, the sum of $3,000, together with a sum equal to 4 per cent upon said sum of $3,000, and on the 30th day of January in each year there¬ after, until and including January, 1910, excepting when such day falls on Sunday, and in such cases on the day preceding, he shall credit to said account a sum equal to 4 per cent upon the total amount of said trust fund after the credits of the pre¬ ceding year have been made. Sec. 5. The accounts so made shall represent the amount of the trust funds in the possession of the State; and the State guarantees to preserve them intact and unimpaired until they shall liecome available for opening and maintaining said school or college, and then to administer them as required by said will. Sec. 6. The State treasurer is hereby authorized to receive from the executors of said will the money, notes, bonds, stocks, and evidences of debt coming to the LAWS EELATING TO LAND-GRANT COLLEGES. Il7 State by virtue of the will and to give proper discharge therefor in the name of the State. Seo. 7. If any notes, bonds, stocks, or evidences of debt shall come to the State treasurer from said executors as a part of said estate, he may, with the approval of the governor and council, convert the same into money, selling the stocks and bonds by auction at the Boston Stock Exchange or such other place in Boston as property of that kind is usually sold. Sec. 8. All notes, bonds, stocks, and other evidences of debt coming into the possession of the treasurer and not converted into money as aforesaid shall be transferred to the State and be carefully preserved by the treasurer. The gov¬ ernor and council may authorize any person to vote upon any of such stocks at meet¬ ings of stockholders of the corporations to which the stocks appertain, and may aiithorize a sale and transfer thereof whenever they deem it to for the interest of the State. Sec. 9. The governor and council are authorized to sell and convey any real estate coming to the State by virtue of the said will which the State has power to sell, in such manner and at such time as they shall think for the interest of the State, and may make and execute in the name of the State proper conveyances thereof upon payment of the consideration therefor to the State treasurer. Sec. 10. All money received from the sources aforesaid shall be used as soon as practicable after its receipt in paying and retiring outstanding indebtedness of the State; and the State treasurer shall keep an itemized and true account of all money and securities of any kind so received, and of the disposition made of the same and of the proceeds thereof, and shall give a full account thereof in his annual reports, and shall state in each annual report the exact condition of said funds. Sec. 11. [As amended by Laws, 1891, chapter 53, section 7.] The trustees of the New Ham.pshire College of Agriculture and the Mechanic Arts are hereby authorized and directed in behalf of the State to receive possession of the real estate in Durham coming to the State by virtue of said will, and to care for, con¬ trol, and manage it until it is needed for the uses of the school or college to be established as provided in the will. Sec. 12. The board shall make report of their doings in respect to such real estate in their annual reports. Sec. 13. In case the State shall desire to establish said school or college at any time before the expiration of twenty years from the time of the decease of the said Thompson, it shall, before using any of either of the funds aforesaid, raise and set apart such sums of money as will make said funds equal in amount to what said funds would become if accumulated during twenty years, and, having thus raised and set apart such sums of money, the State shall thereafter be relieved from the obligation of appropriating annually, for the balance of the said term of twenty years, the said sum of $3,000 and guaranteeing the net annual compound interest of 4 per cent thereon; and the State shall also be thereafter relieved from the obligation to provide for or guarantee any interest upon the amount of the appraised value of said estate, as hereinbefore provided. Sec. 14. The governor and council are authorized, in behalf of the State, to make and enter into such further stipulations with the executors of said will and to give such further guarantees as the executors shall require to secure the objects intended by said Thompson to be secured by his said will and codicils, and to affix the name and seal of the State thereto, and to do all other acts that may become necessary to secure the rights of the State under said will. Sec. 15. The said will and codicils shall be recorded in the office of the secretary of state. (Approved March 5, 1891.) Laws, 1891, chapter 53: Section 1. The trustees of the New Hampshire College of Agriculture and the Mechanic Arts, located at Hanover, in this State, are herelDy instructed and required to terminate the location and agreement made and con¬ cluded on April 7, 18G8, between the said New Hampshire College of Agriculture and the Mechanic Arts and Dartmouth College, by giving one year’s notice of such termination, in writing, to the trustees of Dartmouth College as soon as prac¬ ticable after the time when this act shall take effect, in accordance with the terms of said agreement and of the act of incorporation of said New Hampshire College of Agriculture and the Mechanic Arts. Sec. 2. Upon the termination of the location and agreement aforesaid the said New Hampshire College of Agriculture and the Mechanic Arts and the experi¬ ment station connected therewith shall be removed from Hanover to and located upon the “ Warner farm.” so called, of the late Benjamin Thompson, in the town of Durham, devised by the said Thompson to the State of New Hampshire by his last will and testament. 118 EDUCATIOI^ REPORT, 1903. Sec. 3. The trustees of the New Hampshire College of Agricnltnre and the Mec-hanic Arts are hereby authorized and directed to sell, at public or private sale, the real estate, with the buildings thereon, acquired by them Iw the deed of John Conant. dated Sei'>tember 1(5, 1870, * * * and all other real estede owned by said college in the town of Hanover, reserving the right to occupy the same until the removal of said college as hereinbefore provided, and to invest the pro¬ ceeds of such sales, so far as the same shall be derived from the sale of the land conveyed to said college by said Conant, in accordance with the terms expressed in his said deed, and the balance of said proceeds in aid of the erection and fur¬ nishing of bihldings for the use of said college upon said Warner farm. Sec. 4. [Repealed by Laws, 1893, cliapter 43. section 3, q. v.] Sec. 5. The general government of said college of agriculture and mechanic arts is vested in a board of 13 trustees, and all vacancies hereafter occurring in said l)oard shall be filled as follows: The governor of the State and the president of said college shall be trustees ex officio. The alumni of said college may elect 1 trustee in such manner as said board may prescribe. He shall be a resident of the State, and his term of office shall be three years. All other trustees shall be appointed l)y the governor, with, the advice of the council, 1 at least from each councilor district, and so classified and commissioned that the office 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. Seven members shall constitute a quorum for doing business, and not less than 7 affirmative votes shall be required to elect a president of said college. Sec. 6, The sum of $100,000 is hereby appropriated for the removal of said col¬ lege from Hanover to Durham and the erection and maintenance of suitable buildings for the purposes of said college. [Reimbursement of the State for these funds is provided for in Laws, 1893, chapter 73, q. v.] Sec. 8. This act shall tahe effect and be in force from and after the day on which tlie estate devised and beqiieathed to the State by the said Benjamin Thompson shall be turned over to and become the property of tlie State. The State treas¬ urer is hereby recpiired to notify the trustees of said college of agriculture and the mechanic arts, in writing, of the reception of said estate immediately after it shall be turned over to the State as aforesaid. (Approved April 10, 1891.) Lav/s, 1893, chapter 43: Sec. 3. The State of New Hampshire hereby relinquishes to the trustees of Dartmouth College any rights which the State may have in Cul¬ ver Hall, at Hanover, and waives the payment by said trustees of the $15,000 appro¬ priated Idj’ the State July 9, 18G9, in aid of the erection and furnishing of said Culver Hall: and the sum of $15,000 is hereby appropriated, to be paid out of any money in the treasury, in aid of the erection and furnishing of the buildings recpaired for the use of the New Hampshire College of Agriculture and the Mechanic Arts upon the A¥arner farm, in Durham. (Approved March 29, 1893.) Laws, 1893, chaT)ter 73: Section 1. The sum of $35,000 is hereby appropriated for completing and furnishing the buildings of the New Hampshire College of Ag’riculture and the Mechanic Arts in Durham, a,nd for other purposes of said col¬ lege, and the governor is authorized to draw his warrant on the treasurer for said sum, from time to time, as the same shall be needed, and the same shall be paid to the treasurer of said college of agriculture and the mechanic arts and expended under the direction of the trustees. Sec. 2. To provide the funds appropriated by this act and to reimburse the State treasury for the amount appropriated by chapter 52 of the pamphlet laws of 1891, the State treasurer is hereby authorized to issue, under the direction of the gov¬ ernor and council, bonds or certificates of indebtedness in the name and in behalf of the State to an amount not exceeding the sum of $135,000, and the same shall be deemed a pledge of the faith and credit of the State, Sec. 3. Said bonds or certificates shall be dated July 1, 1893, and made payable in twenty years, at a rate of interest not exceeding 4 per cent per annum, payable semiannually on the 1st days of January and July of each year, such bonds to have interest warrants or coupons attached thereto, said lionds and coupons to be signed by the State treasurer and made payable at such bank in Boston as shall be desig¬ nated by the governor and council. Sec. 4. The treasurer shall keep a record of all the lionds disposed of by him, which shall contain the name of the person to whom any bond may be sold, the number thereof, the amount received therefor, and the date v/heii the bond shall become due. Sec. 5. The Benjamin Thompson State trust fund, established in pursuance of the provisions of section 4. chapter 12. of the pamphlet laws of 1891, and the require¬ ments of the will of the late Benjamin Thompson, vnth all additions and accuniu- LAWS RELATING TO LAND-GRANT COLLEGES. 119 lations prior to and including January 30, 1910, are lierebj^ appropriated for the payment of the issue of bonds authorized by this act, provided that on the last- named date the buildings erected in accordance with the provisions of chapter 52 of the pamphlet laws of 1891 and this act shall be in such condition as to meet the requirements of Benjamin Thompson’s will. Sec. 6. The trustees shall elect three of their board, v/ho shall have the sole con¬ trol of expending this appropriation, and shall complete the buildings and grade the grounds for which this aiDpropriation is made, and make a detailed report of their expenditure to the governor, which report shall be published. (Approved April 1, 1893.) Laws, 1895, chapter 107: Section 1. A two years’ course in practical and theo¬ retical agriculture is hereby established in said college, to which students shall be admitted who can pass a fair and reasonable examination in reading, spelling, writing, arithmetic, English grammar, and the geography and history of the United States, as may be axjproved by the trustees. In this course qtudents are not required to take higher mathematics or any foreign language. In addition, they may take any other exercises and studies for which they are qualified and which are provided by the college in other courses. Those who complete the two years’ course, or its equivalent, shall receive diplomas as graduates of that course. Those who take a part or the whole of this course may continue, for four years in all, to take in other courses, exercises, and studies for which they are qualified; and if they are qualified for a degree of a four years’ course, they shall receive it. Sec. 2, A department of horticulture, with a specialist in charge, is hereby established in said college. Sec. 3. Every student taking the two years’ course, or during two years of any agricultural course, shall devote not less than ten hours a week during the college year, when practicable, under competent teachers, to practical instruction and manual training in branches of agriculture that require special knowledge and skill, one-third of vmicli time may be devoted to suitable practical instruction and manual training in shopv/ork in vzood and iron; but any student may be excused from such exercises for physical disability. At the request of parents or guardians, students may be excused from some or all of such exercises by the trustees. A student excused from all, or substantially all, such manual exercises at the request of parent or guardian, and not for sickness or other disability, shall not receive said diploma. Laws, 1897, chapter 75: The property of the New Hampshire College of Agri¬ culture and the Mechanic Arts is hereby exempted from taxation. Laws, 1899, chapter 42: Whereas Hamilton Smith, of Durham, in this State, has offered to donate the sum of $10,000 to the State of New Hampshire for the benefit of the New Hampshire College of Agriculture and the Mechanic Arts for the pui-pose of establishing four scholarships, to be called the Yalentiiie Smith scholarships; and VHiereas the said donation involves certain conditions, namely, that the sum of $400 be appropriated annually from the treasury of the State for the purpose of paying to the treasury of the said college interest upon said donation at the rate of 4 per cent: Therefore, Section 1. The State of New Hampshire does hereby accept said donation and bind itself to fulfill the conditions as specified in the- deed of gift, and does hereby promise to execute the said trust in full accord with the terms of said trust. Sec. 2. The State, in compliance with the conditions of the said trust, guaran¬ tees to appropriate and does hereby appropriate, annually, the sum of $400, namely, interest upon the amount of $10,000. Sec. 3. The interest thus appropriated shall be computed from the date of the receipt by the treasurer of the State of the $10,000 specified in the contract of gift. Sec. 4. Beginning with the date of said receipt by the treasurer of the State, said treasurer shall pay to the treasurer of the college, in semiannual installments, the amount of $400 annually, as hereby appropriated. NEW JERSEY. [Tlie following mattei’ is taken from tlie “General Statutes of New Jersey, published under the authority of the legislatui-e by virtue of an act approved April 4, 1894, and a supplement thereto approved March 20, 1895, in 3 volumes,” Jersey City, N. J., 1896.] Agriculture. Sec. 33. Whereas the governor of this State has received from the Secretary of the Interior the scrip for public lands granted to the State of New Jersey by an act of Congress ot the United States approved July 2, 1882, and holds the same subject to sucli disposition as may be made by the legislature: Therefore, 120 EDUCATIOI^ EEPOET, 1903. The governor of this State, the attorney-general, the secretary of state, the comp¬ troller, in case such office he created, and the treasurer of the State, and their suc¬ cessors in office for the time being, are hereby appointed commissioners to take charge of such scrip, and, as agents of the State, to sell and dispose of the same at such time or times, and in such mode as may appear to be most advantageous and safe, and in the name and on behalf of this State to convey and transfer the same to the purchaser or purchasers thereof, and to invest the avails thereof in the manner specially provided by said act of Congress. Sec. 34. Said commissioners shall semiannually pay over the interest of the fund which may result from the sale of said scrip to the trustees of Eutgers Col¬ lege, in New Jersey, for the special purposes and upon the special conditions here¬ inafter set forth. Sec. 35. Said trustees shall devote said interest wholly and exclusively to the maintenance in that department of Eutgers College known as Eutgers Scientific School of such courses of instruction as (including the courses of instruction already established by said trustees) shall carry out the intent of said act of Con¬ gress in the manner specially prescribed by the fourth section of said act. Sec. 36. Said trustees shall furnish gratuitous education in said courses of instruction to pupils of said school in such manner as the legislature shall pre¬ scribe; the number of pupils to be so received gratuitously into said school shall be in each year such a number as would expend a sum equal to one-half of the said interest for the same year in paying for their instruction in said school if they were required to pay for it at the regular rates charged to other pupils of said school for the same year; said pupils so nominated and received shall be citizens of this State and shall be admitted into said school upon the same terms and subject to the same rules and discipline which shall apply to all other pupils of said school, with the single exception that they shall not be required to pay anything for their instruction. Sec. 37. The said trustees shall annually make and distribute the reports required by the fourth paragraxdi of section 5 of said act of Congress. Sec. 38. No xDortion of the said interest shall be paid over to said trustees until they shall contract with this State, in such form as the said commissioners shall approve, to fulfill and perform all the duties and obligations imposed upon them by this act: Provided, That the said board of trustees shall, in their corporate capacity, obligate themselves to erect additional and adequate buildings, as soon as the same may become necessary, without charge to or upon this State, and, in like manner, to furnish and provide a suitable tract of land conveniently located for an experimental farm. Sec. 39. There shall be appointed by the governor, with the advice and consent of the senate, a board of visitors, consisting of ten persons, two from each Con¬ gressional district in this State, who shall hold their office respectively for five years and who shall in the first instance be so appointed that the term of office of two of the said board of visitors shall expire each year, and the governor shall in like manner appoint two annually thereafter and shall have power to fill all vacancies in the board, but the person so appointed to fill such vacancy shall only serve under such apix)intment until the next session of the senate and until an appointment shall have been made by the governor, with the advice and consent of the senate, and the person so appointed shall hold office only for the unexpired term of the person whose place he is to supply; and it shall be the duty of the board of visitors to visit the said school at least twice in each year and to make report thereon to the legislature during the second Vveek of the annual session. _ Sec. 40. The board of visitors shall ix)ssess general powers of supervision and control and shall report to the legislature such recommendations as to them may seem xjroper. Sec. 41. The said board of trustees shall cause to be delivered annually in each county of this State one or more public lectures upon the subject of agriculture, free of charge. Sec. 42. The students of agriculture and the mechanic arts shall be admitted into said college upon the recommendation of the board of chosen freeholders of their respective counties, and the number of students that a county shall at any one time be entitled to have in said college shall be equal to the number of rep¬ resentatives in the legislature to which such county is entitled, or in proportion to the same. Sec. 43. The legislature shall have power at any time hereafter to pass such laws as may be deemed necessary and proper to enforce the due execution of this act and of the before-mentioned act of Congress. Sec. 44. The board of visitors to the Agricultural College of New Jersey shall hereafter consist of two members from each Congressional district in this State 1 LAWS EELATmG TO LAND-OEANT COLLEGES. 121 under the present apportionment, to be nominated by the governor, with the advice and consent of the senate. Sec. 45. The members of the board of visitors to the agricultural college now in office shall continue to be members of the said board for the respective Con¬ gressional districts in which they now reside until the expiration of the term for which they were appointed. Sec. 46. The public lectures hereafter to be delivered by the State agricultural college in the counties of this State shall, as to number, time, and idace, be under the direction of the board of visitors of the State agricultural college. Sec. 47. The term of office of members of the board of visitors to the agricul¬ tural college of Nev7 Jersey shall hereafter be two years: Provided, That this pro¬ vision shall not apply to members appointed previous to the i^assage of this supplement. Sec. 48. The actual personal expenses of members of the board of visitors incurred in the discharge of the duties imposed upon them by the act to which this is a supplement shall be audited by the comptroller and paid by the treasurer of the State out of any moneys unappropriated, on the certificate of the president and secretary of the board. Sec. 49. For the purpose of bringing to public attention the condition of the free State scholarships in the State agricultural college, the board of visitors are hereby authorized to give such notice by letter, or posting, or by advertisement of the counties to which the vacant scholarships belong and the mode of filling them as they may judge to be to the interest of the State. Sec. 50. Bills incurred for the above-named objects, properly certified by the president and secretary of the board, shall be audited by the comptroller and paid out of the State treasury. Sec. 51. Whereas the proceeds of the “agricultural college fund” of the State of New Jersey were, by act of the legislature approved April 4, 1864, directed to be paid to the “trustees of Rutgers College, in New Jersey, for the maintenance in that department of Rutgers College known as Rutgers Scientific School of such courses of instruction (including the courses of instruction already established by said trustees) as shall carry out the intent” of the act of Congress of July 2, 1862, and whereas said “trustees of Rutgers College, in New Jersey,” have by virtue of said act received the proceeds of said fund and have faithfully carried out the provisions of the laws of the United States and of the State of New Jersey relating thereto, and have maintained and are now maintaining the State agricultural college of New Jersey in its various departments, in pursuance of and as required by the law of the State, it is hereby affirmed and represented that said institution is the State agricultural college of New Jersey, and whereas by the act of the legislature of New Jersey entitled “An act to provide for the establishment of an agricultural experiment station,” approved March 10, 1880, the State agricultural exiieriment station was created and established, and by the board of managers thereof, by the authority given them in the law, has been located at the said State agricultural college as a part of the agricultural system of the State, and whereas there is no other State agricultural college and no other agricultural department of a college and no other State agricultural experiment station in this State than is hereinbefore mentioned, the said Rutgers Scientific School, being said State agri¬ cultural college of New Jersey, maintained by the “trustees of said Rutgers Col¬ lege, in New Jersey,” and at wliich the said State agricultural experiment station is established and located, is hereby designated the college to receive the benefit of the act of Congress “to establish agricultural experiment stations,” approved March 2, 1887, and of the act “making an appropriation to carry into effect the provisions of an act approved March 2, 1887,” approved February 1, 1888, and any supplements thereto; and the State of New Jersey does hereby designate the “trustees of Rutgers College, in New Jersey,” maintaining said Rutgers Scientific School, said State agricultural college, as the parties to whom any and all moneys appropriated by Congress under said acts, or acts supplementary thereto, shall be paid for the purposes mentioned in said acts of Congress. Sec. 52. The board of visitors to the State agricultural college shall hereafter consist of 4wo members from each Congressional district in this State, to be appointed by the governor with the advice and consent of the senate. Sec. 53. All acts and parts of acts inconsistent herev/ith are hereby repealed, and this act shall take effect immediately. Sec. 54. V/hereas the commissioners named in said act approved April 4, 1864, “ to take charge of such scrip, and as agents of the State to sell and dispose of the same at such time or times and in such mode as may appear to be most advanta¬ geous and safe,” did invest the proceeds of the sale thereof in “ war bonds ” of the 122 EDUCATION EEPOKT, 1903. State of New Jersey, a portion of which bonds have already matured and been l)aid, and the balance thereof Yvdll mature January 1, 1897, and January 1, 1902, and whereas the moneys received by said commissioners in payment of said bonds already matured and paid are niiin vested, owing to the inability of said commis¬ sioners to invest the same conformably to the said act of Congress, and said moneys and the further funds to be received by said commissioners will remain uninvested and the objects of said act of Congress and of said act of the legisla¬ ture of this State, approved April 4, 1884, thereby [be] defeated; and vdiereas the governor, by special message, has recommended legislation to meet the require¬ ments of the situation, that forthwith on the passage of this act the said com¬ missioners named in this act approved April 4, 1864, shall transfer and x)ay over the funds now in their hands or deposited to their credit to the official or officials having charge of the sinking fund of this State, and said commissioners shall from time to time hereafter, as moneys shall be by them received under this act ajqmoved April 4, 1864, likewise pay over and transfer the same to the State sink¬ ing fund, and thereafter the said moneys so transferred or paid over shall be incorporated with and become part and parcel of the sinking fund of this State and dealt with in all respects as iiart and parcel thereof. Sec. 55. Upon x>ayment or transfer of any such moneys as aforesaid to the sink¬ ing fund of the State, the State treasurer and comptroller shall issue and deliver therefor to said commissioners a certificate of this State to the effect that the State will pay to said commissioners, semiannually, 5 j'.er cent of the amount so paid into or transferred to the sinking fund so long as said act of Congress and the laws of this State, i^assed in pursuance thereof, shall be in all things and by all i^arties observed and complied with. Sec. 56. The per centum paid to said commissioners upon any certificate issued under this act shall be by them paid over to the person or persons, bodj^ or bodies, nov7 or hereafter entitled^ by law to receive the same. Sec. 57. In order that students in the schools in all parts of the State may receive the stimulus afforded by the opportunity to pursue the courses of study in the State agricultural college, and in order to enable said State agricultural col¬ lege to furnish instruction gratuitously to students, residents of this State, in its several courses of study, as special courses of advanced study in the public school system of this State, there shall be sent to the said college to the number of one each year from each assembly district in this State, to be selected and designated, as hereinafter provided, who shall receive gratuitous instruction in any or in all the x)rescribed branches of study in any of the courses of study of said State college, under the general powers of snx)ervision and control possessed by the board of visitors of said State college; said students so received shall be residents of this State, and shall be admitted into said State college upon the terms and subject to the rules and discipline which shall apply to all other free students of said State college; and if there should be more than one suitably X^rex^ared apxfiicant from tbe same assembly ^listrict in the same year, such addi¬ tional applicants may, in the discretion of the board of visitors of the said State agricultural college, be received on any vacant scholarships of any other assembly districts until such districts shall require such scholarshixis after notice has been served on the superintendent of education of the county in which such vacant assembly districts are situated. Sec. 58. Said students shall be selected as follows: A comxietitive examination, under the direction of the city superintendents and the county superintendent of education in each county, shall be held at the county court-house in each county of the State, upon the first Saturday in June in each year, and the necessary travel¬ ing expenses of said examiners not otherwise x^i’ovided for by law, on the approval of the x)resident and secretary of the board of visitors of said State agricultural college, shall be x'faid by said State college; students who apiDly for examination shall be examined upon such subjects as may be designated by the faculty of said college and the State board of education; and the said city and county superin¬ tendents shall report to the x^resident of said college and to the State suxDerintend- ent of public instruction the names of all such students examined as in their opinion are suitably xn’exmred to enter said college, with their estimate of the order of excellence in scholarshix^ shown by said students at such xn*eliminary examina¬ tion; certificates of apx)ointment to the State agricultural college shall be issued by the State sux^erintendent of x^ublic instruction to' all of such students as are so found to be qualified to enter said college; and in case the vacant scholarships shall not be sufficient to receive all such successful candidates, x)reference in a])pointing to vacant scholarships shall be given to successful candidates in the order of the excellence of their examination as certified by said superintendents; and in general the regulations and x^i’ovisions governing the conduct of such LAWS EELATING TO LAND-GEANT COLLEGES. 123 examinations, and the appointment of said students to said scholarships shall be subject to the control of said board of visitors of said college. Sec. 59. Each student so appointed and admitted to said college shall be regarded as holding a State scholarship, and for each scholarship so held there shall be paid, as hereinafter provided, on the 1st day of November in each year, to the treasurer of said college the sum of money as the said college is entitled to receive for each scholarship established in said college under the existing State agricultural college fund: Provided, That such payment shall be made only out of the income of the fund for the support of public free schools remaining after appropriations here¬ tofore made payable out of said income are met. Sec. 60. In order to ascertain the number of scholarshiiDS for which payment shall be made as aforesaid, the president of said college shall, in the month of October in each year, make his certificate in writing, setting forth the names of the students so as aforesaid appointed and then in attendance at said college, the assembly districts from which they were appointed and the classes in college to which they belong, or the special courses of study which they are pursuing, which certificate, when approved by the president of the board of visitors of the State agricultural college, shall be plenary evidence of the number of scholarships for which payment shall be made, and on filing the same with the comptroller of the State he shall draw his warrant upon the treasurer of the school fund for the sum of money to which the said college may accordingly be entitled, and the said treas¬ urer shall thereupon pay the same as aforesaid. Sec. 61. This act shall take effect immediately, and shall be subject to amend¬ ment, alteration, and repeal at the discretion of the legislature. Sec. 62. Whereas by an act of Congress approved August 30, 1890, certain sums of money were appropriated to be paid annually to each State and Territory for the more ■ complete endowment and maintenance of colleges for the benefit of agriculture and the mechanic arts, established in accordance with an act of Con¬ gress approved July 2, 1862; and whereas the Rutgers Scientific School, main¬ tained by “the trustees of Rutgers College, in New Jersey,” is, and always hith¬ erto has been, recognized as the agricultural college or agricultural department of the college established in accordance with the said act of Congress approved J iily 2, 1862, therefore: The assent of the State of New Jersey to the grant made to this State under the said act of Congress approved August 30, 1890, and to the purpose of said grant, as indicated by the acts of Congress relating thereto, is hereby declared and signified, and the secretary of state is hereby directed to transmit a certified copy of this act to the Secretary of the Treasury and to the Secretary of the Interior of the United States. Sec. 63. The moneys received and to be received by this State under the said act of Congress approved August 30, 1890, shall immediately and as soon as received be paid over by the treasurer of this State, upon the warrant of the comptroller of this State and the order of the trustees of Rutgers College, to the treasurer of Rutgers College, for the more complete endowment and maintenance of the said agricultural college or agricultural department of the college, established, as afore¬ said, for the benefit of agriculture and the mechanic arts, to be by the said trustees applied only to instruction in agriculture, the mechanic arts, the English language, and the various branches of mathematical, physical, natural, and economic science, with special reference to their applications in the industries of life and to the facili¬ ties for such instruction, in accordance vrith the acts of Congress relating thereto. Sec. 64. The legislature shall have power at any time hereafter to pass such laws as may be deemed necessary and proper to enforce the due execution of this act and the before-mentioned acts of Congress. Sec. 65. For the benefit of practical and scientific agriculture and for the devel¬ opment of our unimproved lands the New Jersey agricultural experiment station, v/ith suitable branches, is hereby established. Sec. 66. The direction and management of this institution shall be committed to a board of directors, which shall consist of the governor of the State, the board of visitors of the State agricultural college, together v/ith the president and the professor of agriculture of that institution. Sec. 67. The members of this board shall be called together by the secretary of the board of visitors, and shall organize by the election of a president and secre¬ tary, who shall hold their offices for one year and until their successors are elected; five members shall constitute a quorum. Sec. 68. The board of directors shall hold a meeting each year at Trenton, on the third Tuesday in January, and other meetings at the call of the president, at such times and places as may best promote the objects of the institution. Sec. 69. The board of directors shall locate said experiment station and branches, and shall appoint a director, who shall have the general management and over- 124 EDUCATION EEPORT, 1903. sight of the^ experiments and investigations necessary to carry out the objects of said institution, and shall employ competent chemists and other assistants neces¬ sary to analyze soils, fertilizers, and objects of agricultural interest, so as to prop¬ erly carry on the work of the station, and it shall make an annual report of its work to the governor of the State. Sec. 70. A sum not exceeding $5,000 in any one year is hereby appropriated to said Nev/ Jersey experiment station, which money shall be paid from the State treasury on the presentation of the bills of said station properly certified by the president and secretary of the board of directors. Sec. 71. From and after March 9, 1881, the board of directors created by said act [sec.] [but probably meaning the act of 1880 containing the matter given in sec. 66 above] shall be called and known as the board of managers. Sec. 72. In addition to the powers now conferred upon said board, they shall have power to elect a treasurer, who shall hold his office for one year and until his successor shall be elected and qualified; and to appoint such other officers and agents as may be necessary to carry on the business of the institution; and to make such rules, by-laws, and regulations for the government of the board, and for carrying out the objects, business, and puriwses of the institution as may, in their judgment, be necessary and proper. Sec. 74. The expenses of said station, when presented to the comptroller of the State, accompanied by the proper vouchers, duly certified by the president and secretary of the board of directors, shall, upon warrant of said comptroller, be paid out of the State treasury: Provided, Such expenses do not exceed the sum of $11,000 in any year. Sec. 75. The expenses incurred by the board of managers of the New Jersey agricultural exx3eriment station in printing the bulletins issued from said station — containing analyses of fertilizers, fodders, feeds, soils, etc., the results of investi¬ gations in feeding animals, in testing the adaptability of soils and manures for the various cereal, fruit, and vegetable crops, and such other results of investigations as may be deemed by the board of managers to be of immediate usefulness to the citizens of the State — when presented to the comptroller of the State, accompanied by the prox^er vouchers, duly certified by the president and secretary of the board of managers, shall, upon warrant of said comptroller, be paid out of the State treasury, said sum not to exceed $1,500. Sec. 76. Sucli payments shall be in addition to the annual appropriation now made for the payment of the expenses of said station. Sec. 77. The exx^enses of said station, when presented to the comptroller of the State, accompanied by the proper vouchers, duly certified by the president and secretary of the board of directors, shall, upon warrant of said comptroller, be paid out of the State treasury: Provided, Such expenses do not exceed the sum of $15,000 in any year. Sec. 78. An act of Congress of the United States approved March 2, 1887, to establish agricultural exx^eriment stations, and the appropriations and grants of moneys for the purposes therein made are hereby accepted and assented to on the part of the State of New Jersey. Sec. 79. The assent of the State of New Jersey to the grants of moneys for the purposes, upon the terms and in accordance with the several conditions and pro¬ visions in said act contained, is hereby signified and expressed, and the secretary of state is hereby directed to transmit a certified copy of this act to the Secretary of the Treasury of the United States. Sec. 80. The sum of $30,000 is hereby appropriated for the construction of a State laboratory for the use of the State agricultural experiment station under the direction of the l3oard of managers of the State agricultural experiment station on land selected by the said board of managers: Provided, Such land shall be acquired without cost or expense to the State of New Jersey, which sum the treasurer of this State is hereby authorized to pay for such purpose to the treasurer of said State agricultural experiment station upon the warrant of the comptroller, as bills therefor shall be xiresented, marked approved by the president and two members of the said board of managers of said State agricultural experiment station. Sec. 81. The chemist or chemists of the State agricultural experiment station shall analyze all samples of milk, butter, or other farm products or the imitations thereof that may be sent to said station by the State dairy commissioner and his assistants and agents, and shall report to the said commissioner the results of such analyses, and the costs thereof shall be paid out of the appropriation made to said station. Sec. 82. Whereas the officers of the State agricultural experiment station have discovered certain new fungous growths that threaten serious injury to important agricultural interests of the State: Therefore, LAWS EELATIKG TO LAND-GEANT COLLEGES. 125 When the officers of the State agricnltnral experiment station shall discover any new fnngons growth which is doing injury to plants or vines, and while the same is confined to limited areas, they are hereby authorized and empowered to enter upon any lands bearing vines or plants so affected and destroy the same by fire or otherwise, as they shall deem best. Sec. 83. Any damage to private property resulting from the operation of destroying the said fungous growth by the officers of the State shall be certified to them, and the amount of damage paid to the owners thereof from the same fund and in the same manner as is paid to owners of deceased animals by order of the State board of health. Sec. 84. Expenditures under this act shall not exceed $1,000. Schools: Sec. 27. It shall be the duty of the county superintendent, at such time and place as the State superintendent may appoint, to examine such candidates for State scholarships at the agricultural college as may present themselves, and the candidates shall be subjected to such examination as the faculty of the said col¬ lege and the State superintendent shall prescribe; and the candidates who shall receive certificates of appointment to the agricultural college in any one county shall be those who obtain on such examination the highest average for scholar¬ ship, and the number of certificates thus granted shall in no case exceed the num¬ ber of State scholarships to which such county is entitled. Acts, 1896, chapter 135: Section 1. Section 2 of the act to be amended hereby, being chapter 417 of the laws of 1895 [sec. 55, above] , is hereby amended so as to read as follows: “ Sec. 2. Upon payment or transfer of any such moneys as afore¬ said to the sinking fund of the State the State treasurer and comptroller shall issue and deliver therefor to said commissioners a certificate of this State to the effect that the State will pay to said commissioners 5 jier cent annually in semi¬ annual payments of the amount so paid into or transferred to the sinking fund so long as said act of Congress and the laws of this State, passed in pursuance thereof, shall be in all things and by all parties observed and complied with.” (Approved March 30, 1896.) Acts, 1897, chapter 53: Section 1. Section 6 of the act tovvdiich this is an amend¬ ment is amended so as to read as follows: “Sec. 6. In lieu of all claims, rights, and titles the branch institution designated by this act has or may hereafter have upon the annual appropriation coming to this State from Congress under the pro¬ vision of the supplement to the act of Congress of August 30, 1890, a sum not to exceed $5,000 may annually be appropriatecl for the maintenance of said school out of any money in the State treasury not otherwise appropriated.” (Approved March 31, 1897. )« Acts, 1901, chapter 99: The director of the ISTew Jersey agricultural college experiment station at New Brunswick is hereby authorized to establish and main¬ tain one or more stations for the scientific investigation of oyster jiropagation, said station or stations to be situate at some point or points in the oyster-growing sections of this State. The amount authorized to be expended under the provi¬ sions of this act shall not exceed the sum of $200 in any one year: Provided, That no moneys shall be drawn from the treasury for the purposes of this act until the same shall have been specifically appropriated according to law. (Approved March 21, 1901.) Acts, 1902, chapter 17: Section 1. The trustees of the State agricultural col¬ lege of New Jersey be, and they are hereby, required to establish in said State agri¬ cultural college a department of ceramics, equipped and designed for the educa¬ tion of clay workers in all branches of the art which exist in this State or which can be profitably introduced and maintained in this State from the mineral resources thereof, including the manufacture of earthenware, stoneware, yellow wares, white wares, china, porcelain and ornamental pottery; also the manufac¬ ture of sewer pipe, fireproofing, terra cotta, sanitary clay wares, electric conduits and specialties, fire bricks and all refractory materials, glazed and enameled bricks, pressed bricks, vitrified paving materials, as well as the most economic and scientific methods in the production of the coarser forms of bricks used for building purposes; also the manufacture of tiles used for paving, flooring, deco¬ rative wall paneling, roofing, and draining purposes, and all other clay industries represented in our limits. Sec. 2. Said department shall offer special instruction to clay workers on the origin, composition, properties, and testing of clays, the selection of materials for a This act has the following title: “An act to amend an act entitled ‘An act to more fully carry out and put in force the true intent and purposes of the supplement to an act of Congress of August 30, 1890, and the acts of the legislature of New Jersey of March 34, 1881, and the manual¬ training act of 1888, passed May 25, 1894.’ ” 126 EDUCATION EEPOET, 1903. different purposes, the mechanical and chemical preparation of clays, the la^-s of hurning clays, the theory and practice of the formation of clay bodies, slips, and glazes, and the laws which control the formation and fusion of silicates. Sec. 3. Said department shall l)e provided with an efficient laboratory designed for the instruction of clay workers in the list of subjects enumerated in the sec¬ ond section of this act, and also eciuipped to investigate into the various troubles and defects which can not be understood or avoided except by the use of such scientific investigation; said laboratory shall be eciuipped with the necessary appa¬ ratus for cjiemical analysis, vrith furnaces and kilns for pyrometric and experi¬ mental trials and such apparatus and machinery as may be necessary for the lu'oper preparation of clays for manufacture as is consistent with the character of the department. Sec. 4. Said trustees shall em-ploy to conduct this department of ceramics a competent expert of the necessary education and scientific acciuirement, who shall teach the theoretical part of the subject and direct the laboratory for the instruc¬ tion of students and prosecute such scientific investigations of the various clay industries as may be practicable, and from time to time to publish the results of his investigations in such form that they will be made public and accessible to clay workers of the State, for the advancement of the art and science of the subject. Sec. 5. There shall be appropriated out of the general revenues of the State the sum of $12,000, to be exi>ended in the organization, equipment, and maintenance of said department, as provided for in the first four sections of this act, for the current year, and there shall be appropriated from the same fund the sum of $2,500 annually hereafter, beginning on the next succeeding year, for the salary, supplies, and ail other expenses of the maintenance of said department: Provided, Such sum or sums shall first be appropriated in the annual apxDropriation bill. Acts, 1902, chapter 4: Y/hereas by the act * * [“An act to increase the efficiency of the public school system of the State by jeroviding for additional free scholarships at the State agricultural college’*] it was enacted that one student from each assembly district in the State, to be selected by competitive examina¬ tion under the direction of the city and county simerintendents of education, should be sent each year to the State agricultural college for education in the courses of stud;/ there x^ursued, and that a stipulated compensation should be x^aid therefor to the college out of the x^ublic school fund of the State; and Whereas a large number of qualified students have, in accordcrnce with said act, been received and educated in the college, but the stix^ulated compensation (except $1,500) has not been j)aid; and Whereas the State i j under a moral obligation, at least, to compensate the col¬ lege for the services thus rendered in educating citizens of the State at the instance of the legislature: Therefore, Section 1. The governor of the State is hereby authorized to apxioint three citi¬ zens of New Jersey as a commission to examine into and consider the matters above mentioned, and to report, in writing, to the x^i’esent or next session of the legislature what compensation ought, in justice and equity, to be xiaid by the State to said college in full satisfaction for the services rendered, and to be rendered, up to the close of the xiresent collegiate year, under said act of March 31, 1890. Sec. 2. The said commission shall also, in a sexiarate rexiort to the present or next session of the legislature, state wdiether, in their opinion, the system of edu¬ cation xmovided for in said act of March 31. 1890, should be continued after the close of the present collegiate year, or should be modified, or should be wholly dis¬ continued, together with their reasons for such recommendations as they may make in the premises, to the end that the legislature may adoiit such course as shall seem best for xmblic interests. Acts, 1903, chapter 119: Section 1. To pay the State college for the benefit of agriculture and the mechanic arts the balance due for services rendered to the State in the instruction, from September 1, 1890, to JuljM, 1902, of students holding free State scholarshixis, granted xmrsuant to ‘ ’ An act to increase the efficiency of the public school system of the State by xiroviding for additional free scholarships at the State agricultural college,” passed March 31. 1890, there is hereby appropriated out of the State fund $80,000 (the sum of $1,500 having been heretofore paid) , and the comx)troller of the treasury is directed forthwith to draw his warrant therefor in favor of the treasurer of said college, and the State treasurer to pay the same. On surrender of such -warrant the comxitroller shall take from said college a release of all claims and demands of said college against the State. Acts, 1903, chaiiter 273: [Appropriates $2,500 for dexiartment of ceramics.] LAWS EELATING- TO LAA^D-GEANT COLLEGES. 127 NEW MEXICO. [The following matter is taken from a volume entitled “ 1897. Compiled Laws of New Mexico, in accordance with an act of the legislature approved March 16, 1897. Prepared for iiublication bv John P. Victor, Edward L. Bartlett, Thomas N. Wilkerson, commission.” Santa Fe, N. Mex., 1897.] Sec. 3550. The New Mexico College of Agriculture and Mechanic Arts, the University of New Mexico, the New Mexico School of Mines, the New Mexico Normal School at Silver City, the New Mexico Normal School at Las Vegas, the- New Mexico Military Institute at Roswell, and the New Mexico Insane Asylum, shall be known as the Territorial institutions. Sec. 3551. There is also hereby created and established an institution of learning to be known as the Agricultural College and Agricultural Station of New Mexico. Said institution is hereby located at or near the town of Las Cruces, in the county of Donna Ana, upon a tract of land of not less than 100 acres, contiguous to the main Las Cruces irrigating ditch, south of said town, and nov/ owned by Jacob Schaublin, and which said land shall, within six months from the jiassage of this act, be donated and conveyed by said Schaublin, free of any cost and exx)ense, to the Territory of Nev/ Mexico for such purpose: Provided, That no improvements or buildings, as hereinafter provided for. shall be made or erected upon such land until deed is duly executed, recorded, and tiled in the office of the secretary of the Territory, as hereinafter xjrovided. Sec. 3552. The agricultural college and agricultural experiment station created and established by this act shall be an institution of learning open to the children of all the residents of this Territory, and such other persons as the board of regents may determine, under such terms, rules, and regulations as may be pre¬ scribed by said board of regents; shall be nonsectarian in character and devoted to practical instruction in agriculture, mechanic arts, natural sciences connected therewith, as well as a thorough course of instruction in all branches of learning- bearing upon agriculture and other industrial |3ursuits. Sec. 3553. The course of instruction of the college hereby created shall embrace the English language, literature, mathematics, philosophy, civil engineering, chemistry, and animal and vegetable anatomy and physiology, the veterinary art, entomology, geology, and political, rural, and household economy, horticulture, moral philosophy, history, mechanics, and such other sciences and courses of instruction as shall be prescribed by the regents of this institution of learning. The management of said college and experiment station, the care and preservation of all property of which such institution shall become possessed, the erection and construction of all buildings necessary for the use of said college and station, and the disbursement and expenditure of all moneys provided for by this act, shall be vested in a board of five regents. Said five regents shall iiossess the same qualifi¬ cations, shall be appointed in the same way, and the terms of office shall be the same, and the vacancies shall be filled in like manner as is x^rovided for the Territorial university. [The management and control of send university, the care and preservation of all property of which it shall become possessed, the erection and construction of all buildings necessary for its use, and the disbursement and expenditure of all moneys appropriated by this act, shall be vested in a board of five regents, to consist of five qualified voters, who shall be owners of real estate in this Territory. Said five members of the board of regents shall be appointed in the manner now provided hy law for the appointment of Territorial officers, not earlier than the 1st day of September nor later than the 1st day of October next after the passage of this act, and vacancies occurring in raid board shall be filled in the same manner as is now provided hy lav/ for the filling of vacancies in other Territorial offices. Sec. 3572. The board of regents provided for in this act shall be appointed, one for a term of one year, one for a term of two years, one for a term of three years, one for a term of four years, and one for a term of five years: Provided, That all appointments made to fill vacancies caused by death, resignation, or otherwise, shall be for the unexpired term of the incumbent whose place shall have become vacant. All other appointments made subsequent to the appointment of the first board of regents provided for in this act shall he for the term of five years and until the appointment and qualification of a successor to such appointee.] Said regents and their successors in office shall constitute a body corporate, with the name and style of The Regents of the Agricultural College of Nev/ Mexico, with the right as such of suing and being sued, of contracting and being con¬ tracted with, of making and using a common seal and altering the same at xileas- ure, of causing all things to be done necessary to carry out the provisions of this act. A majority of the board shall constitute a quorum for the transaction of business, but a less number may adjourn from time to time. Sec. 3554. The hoard shall meet and organize, by the election of its said officers, at said town of Las Cruces, or at the said college grounds in the said county of Donna Ana, on the second Y/ ednesday in November, 1889. The officers then elected 128 EDUCATION REPOKT, 1903. and their successors in office shall he the same, he elected in the same manner, at the same time, and possess the same qualifications, and the regents and officers shall perform their duties as provided for the regents and officers of the University of New Mexico in this act. Sec. 3555. The regents shall have the power and it shall he their duty to enact laws for the government of the said agricultural college and experiment station. Sec. 3556. The hoard of regents shall direct the disposition of any moneys belonging to or appropriated to the agricultural college and experiment station established by this act, and shall make all rules and regulations necessary for the government and management of the same, adopt plans and specifications for neces¬ sary buildings and superintend the construction of said buildings, and fix the salaries of professors, teachers, and other employees and the tuition fees to be chargee! in said college. Sec. 3557. The agricultural experiment station provided for in this act in con¬ nection with said agricultural college shall be likewise located upon the land referred to in section 3551, and it shall be under the direction of the said board of regents of said college for the purpose of conducting experiments in agriculture according to the terms of section 1 of an act of Congress, approved March 2, 1887, to establish agricultural experiment stations. The said college and experiment station shall be entitled to receive all the benefits and donations made and given to similar institutions of learning in other States and Territories of the United States by the legislation of the Congress of the United States now in force or that may hereafter be enacted and particularly to the benefit and donations given by the provisions of an act of Congress of the United States approved July 2, 1862, and March 2, 1887. Sec. 3558. The assent of the legislative assembly of the Territory of New Mexico is hereby given in pursuance of the requirements of section 9 of said act of Con¬ gress approved March 2, 1887, to the granting of money therein made to the estab¬ lishment of experiment stations in accordance with section 1 of said last-mentioned act, and assent is hereby given to carry out, within the Territory of New Mexico, all and singular the provisions of said act. Sec. 3559. The board of regents shall have power and it shall be their duty to enact laws for the government of the agricultural college and experiment station, and the meetings of said board may be called in such manner as the regents may prescribe. Sec. 3560. The immediate government of the several departments shall be intrusted to their respective faculties, but the regents shall have the power to regulate the course of instruction and prescribe, under the advice of the faculty, the books and authorities to be used in the several departments, and also to confer such degrees and grant such diplomas as are usually conferred and granted by other agricultural colleges. The regents shall have power to remove any officer connected with the agricultural college or experiment station when, in their judg¬ ment, the best interests of the college require it. Sec. 3561. There is hereby created and established a subagricultural experiment station in connection with the agricultural college and agricultural station of New Mexico. Said subagricultural experiment station is hereby located at some point in the county of San Juan, hereafter to be selected by the board of regents of the Agri¬ cultural College of New Mexico: Provided, That the county of San Juan, or some person or persons for said county, shall within three months from the passage of this act, deed, donate, and transfer to the Territory of New Mexico, for the use of said subagricultural experiment station, not less than 100 acres of good arable land, under an irrigating ditch, such land and the location thereof to be accepted and determined by the board of regents of the agricultural college. The sufficiency of the deed and the title to the land so to be donated to the Territory of New Mexico shall be passed upon and a,pprovedby the solicitor-general of New Mexico. Sec. 3562. The board of regents of the agricultural college and agricultural station of New Mexico are hereby authorized and instructed to apply to the con¬ struction of buildings, etc., of the subagricultural experiment station, provided for by this act, the sum of $5,000, appropriated by the legislative assembly of New Mexico for the agricultural experiment station in the county of San Juan, under and by the provisions of an act entitled “An act and resolution authorizing the governor to receive certain moneys from the United States, accepting the terms of the act of Congress ax)propriating the same and providing for the dispo¬ sition thereof.” Sec. 3563. The board of regents of the agricultural college and agricultural station of New Mexico are hereby authorized and instructed to apply to the sup¬ port and maintenance of the subagricultural experiment station herein provided for so much of all the moneys now on hand and hereafter received from the Gov- LAWS RELATING TO LAND-GRANT COLLEGES. 129 eminent of the United States under and by virtue of acts [act?] of the Congress of the United States, approved March 2, 1887, as can be applied by said board of regents in justice to the agricultural college of New Mexico at Las Cruces and the substations to be established in other portions of the Territory. Sec, 3564. There is [are] hereby created and established in connection with the agricultural college and agricultural station of New Mexico two branch agricultural experiment stations, to be located as follows: One at some point in the northeastern portion of the Territory of New Mexico, between the town of G-lorieta, in the Sierra Madre Mountains, and the town of Raton, near the eastern boundary of New Mex¬ ico, and the other at some point in the Pecos Valley, in the southeastern portion of the Territory, the exact point in each section to be determined hereafter by the board of regents of the agricultural college and agricultural station of New Mexico. Sec. 3565. For the purposes of this act there shall be deeded, donated, and trans¬ ferred to the Territory of New Mexico, at each of the points finally determined upon by the said board of regents for the exact location of the said experiment stations, for the use of each of said branch agricultural experiment stations, not less than 100 acres of good arable land under an irrigating ditch, such land and the location thereof to be accepted and determined by the said board of regents of the agricultural college; the sufficiency of the deed and the title to the land so to be donated to the Territory of New Mexico to be passed upon and approved by the solicitor-general of the Territory. Sec. 3566. The board of regents of the agricultural college and agricultural station of New Mexico is hereby authorized and empowered to apply to the con¬ struction of buildings, etc., upon the lands donated to each of said branch apucul- tural experiment stations provided for by this act, out of the moneys hereinafter levied and collected, the sum of not less than $2,500 to each of said experiment stations. Sec. 3567. The board of regents of the agricultural college and agricultural station of New Mexico is hereby authorized and instructed to apply to the sup¬ port and maintenance of each of the branch agricultural experiment stations hereby created so much of all the moneys now on hand and hereafter received from the Government of the United States, under and by virtue of an act of Congress of the United States approved March 2, 1887, as can be applied by said board of regents in justice to the Agricultural College of New Mexico, at Las Cruces, and the experiment stations hereby and heretofore established in other portions of the Territory. Sec. 3567a. The assent of the legislative assembly of the Territory of New Mexico is hereby given in pursuance of the requirement of section 2 of an act of Congress approved August 30, 1890, to the granting of moneys for the benefit of the Agri¬ cultural College of the Territory of New Mexico, and the said legislative assem¬ bly accepts and consents to all the term.s and conditions of said act of Congress, and assent is further given to carry out within the Territory of New Mexico, all and singular, the provisions of said act of Congress. [The following sections come vincler the heading “ Special provisions as to the New Mexico College of Agriculture, University of New Mexico, New Mexico School of Mines, and Insane Asylum.”] Sec. 3633. The members of the several boards of the institutions established by this act shall be allowed their actual and necessary traveling expenses in going to and returning from all necessary sessions of their respective boards and also their necessary expenses while in actual attendance upon the same. Sec. 3634. If any secretary, treasurer, or other officer or member of the several boards of any of the institutions provided for in this act shall feloniously embez¬ zle, secrete, misapply, or convert to his or their own use any money or property belonging to any of said institutions, he shall be deemed guilty of a felony, and on conviction thereof shall be confined to the Territorial penitentiary for a term of not less than three nor more than ten years, in the discretion of the court before whom such conviction shall be had. Sec. 3635. The secretary and treasurer of all such boards shall make disburse¬ ments of the funds in his hands on the order of the board, which order shall be countersigned by the president of the board, and shall state on what account the disbursement is made. Sec. 3636. Whenever there shall be any money in the hands of the Territorial treasurer to the credit of any of the specific funds set apart of the institutions created by this act, deemed sufficient by such board to commence the erection of any of the necessary buildings or improvements, or pay the running or other ED 1903 - 9 130 EDUCATION EEPOET, 1903. expenses ol sucli institution, the Territorial auditor, on the request in writing of any such boards, shall and it is hereby made his duty to. draw his warrant in favor of the treasurer against the specific fund belonging to said institution in such sum, not exceeding the amount on hand in such specific fund at such time, as said board may deem necessary: Provided, That any such board shall only draw said money as it may be necessary to disburse the same. Sec. 3637. All of the managing boards of the several. institutions provided for in this act shall annually, on or before the 1st day of December, make a fall and true report in detail, under oath, of all their acts and doings during the previous year, their receipts and expenditures, the exact status of their institution, and any other information that they may deem proper and useful or which may be called for by the governor, which said reports shall be made to the governor, and he shall transmit the same to the succeeding session of the legislature. Sec. 3639. The governor of the Territory and the Territorial superintendent of public instruction or education , if there be one, shall ex officio be advisory members of all boards of the several institutions provided for in this act, but shall not have the right to vote or be eligible to office therein. Sec. 3640. The several boards provided for in this act shall have power in their discretion to employ skilled architects and superintendent to prepare plans and supervise the construction of any of the buildings provided for in this act, and to fix his compensation subject to the provisions and restrictions of this act. Sec. 3641. The regular meetings of all boards provided for in this act shall be held quarterly: Provided, That they may hold as many special sessions as they shall deem necessary. Sec. 3642. The several boards provided for in this act shall have power in their discretion to i^rovide that their several secretaries and treasurers shall receive a salary not to exceed $50 a month: Provided, The secretary and treasurer of the board of regents of the agricultural college shall receive a salary of $100 per month.. Sec. 3643. At least one member of the several boards provided for in this act shall be a resident of the town or city at or near which the institution is located. Sec. 3644. The records of the several boards provided for in this act shall be open at all reasonable times for the inspection of any citizen. Sec. 3645. No employee or member of any of the boards created by this act shall be interested pecuniarily, either directly or indirectly, in any contract for building or improving any of said institutions or for the furnishing of supplies to any of such institutions. Sec. 3646. Each and every member of the several boards created by this act shall, before entering upon their respective duties, take and subscribe an oath to faith¬ fully and honestly discharge their duties in the premises and strictly and impar¬ tially perform the same to the best of their several abilities. Said oath shall be filed mth the secretary of the Territory. Sec. 3647. All of the institutions established by this act shall be entitled to receive all the benefits and donations made and given to similar institutions of learning and charity in other States and Territories of the United States by the legislation of the Congress of the United States, or from private individuals or corporations, and for the benefit of said institutions they shall have power to buy and sell or lease or mortgage realty, and do all things that, in the opinion of the several boards, will be for the best interests of said institutions and are in the line of its object. Sec. 3648. All the institutions provided for in this act shall forever remain strictly nonsectarian in character, and no creed or system of religion shall be taught in any of them. Sec. 3659. Diplomas issued to graduates of * * * the Territorial Agricul¬ tural College at Las Cruces shall be, and the same are hereby, considered as first- class teachers’ certificates in any of the counties in the Territory of New Mexico. Sec. 3690. An issue of the bonds of the Territory of New Mexico is hereby authorized and directed to be made in the sum of $35,000, to be known as Terri¬ torial institution bonds * * * and shall be made payable in thirty years from July 1, 1895. Sec. 3691. The auditor of public accounts is hereby directed to levy a tax suffi¬ cient to x)ay the interest on said bonds and to give notice of such assessment to the several officers who are charged with the duty of assessment of taxes in the sev¬ eral counties of the Territory, who shall assess the same in the same manner that other taxes are required to be assessed for Territorial purposes; and for the final redem])tion of the principal of said bonds there shall, in the same manner, be annually levied, after the expiration of ten years from the date of the issue of said bonds, an annual tax sufficient to x:)rovide for the payment of such bonds by or before the maturity thereof. LAWS RELATma TO LAND-GRANT COLLEGES. 131 Sec. 3692. Said bonds, when so issued, shall be delivered. * * * $15,000 to the board of regents of the New Mexico College of Agriculture and Mechanic Arts at Las Cruces, and negotiated by the board of regents of each of said Territorial institutions to the best advantage possible, and the proceeds thereof shall be used by the board of regents of each of said Territorial institutions, from the amount of said bonds so delivered to them, in the erection, completion, and furnishing of suitable buildings and other improvements that may be made under the direction of said board of regents, for the benefit of their respective institutions, and for the providing for the needed and necessary furniture and furnishings of their respective institutions in such manner as to the board of regents may seem best: Provided, however, Said bonds shall not be sold under par, but the necessary expense of their ' negotiation may be deducted or paid from the amount realized from the sale of said bonds or any of them. Sec. 3693. Hereafter, whenever it shall be deemed necessary by the board of regents of the * * * Agricultural College and Agricultural Station of New Mexico * * * to acquire title to any lands for the use of any such institution, and the owner or owners of such lands are unable or unwilling to accept a fair and reasonable price for such lands, then, and in that event, each of the said several boards may acquire, in the name of the Territory of New Mexico, title to so much of said land or lands as shall be deemed necessary by any such board for the use of any such institution, in the same manner as now provided by law for the con¬ demnation of land for railroad purposes, and such land so taken shall be deemed to be taken for public use. Sec. 3693a. That it shall be unlawful for any officer of any Territorial institu¬ tion of this Territory to incur or contract any indebtedness for or on behalf of the Territory in excess of the sum appropriated by the general assembly for the use or support of such institution for the fiscal year. Nor shall any officer of any Territorial institution draw any money from the Territorial treasury unless the same shall be absolutely needed and required by such institution at the time, and then only upon the warrant of the Territorial auditor. Any person offending against the provisions of this act shall be guilty of a misdemeanor, and upon con¬ viction shall be punished by a fine not exceeding $500 and dismissal, in the dis¬ cretion of the court. The term “officer,” as used in this act, shall be taken to include members of the various boards created by the law to govern or sujoervise the respective institutions. Acts, 1897, Chapter LXXII: Sec. 5. [For] The New Mexico College of Agricul¬ ture and Mechanic Arts [and other named Territorial institutions for support and maintenance] an annual tax levy to the amount of two and five one-hundredths of 1 mill on the dollar, in addition to that provided for other purposes, shall be made and collected, and the product of such levy shall be distributed as follows: To the New Mexico College of Agriculture and Mechanic Arts, twenty one-hundreths of 1 mill * * *: Provided, That the funds herein provided for the College of Agriculture and Mechanic Arts shall only be used for building, repairs, the teach¬ ing of Spanish and other branches not paid for out of United States funds, and other such expenses : Provided, further, That no president or member of the faculty of any Territorial institution shall be removed during the term for which he is elected or appointed except for cause and after trial by the board of regents of his institution, and that no secretary or treasurer of any such institution, except those supported in whole or in part by United States appropriation, shall receive any compensation as such secretary and treasurer, or either. Acts, 1899, Chapter LXXIV: Sec. 7. The Commissioner of Public Lands shall keep separate accounts of all moneys received from lands reserved for an agricultural college. Ibid., 1899, Chapter LXXXI: Section 1. For the New Mexico College of Agri¬ culture and Mechanic arts twenty-one one-hundredths of 1 mill for “ each and every year hereafter.” Ibid., 1901, Chapter LXXXIX: Section 1. After the passage of this act an is.sue of the bonds of the Territory of New Mexico is hereby authorized and directed to be made in the sum of $25,000, to be known as the New Mexico Agricultural Col¬ lege bonds. Such bonds shall be issued in the denomination of $1,000 each, bear¬ ing interest at the rate of 5 per cent per annum, interest payable semiannually on the 10th days of January and July, principal and interest payable at the Western National Bank, in the city of New York, State of New York. And said bonds shall be signed by the governor and treasurer of the Territory and countersigned by the auditor of public accounts, and shall be made payable in thy-ty years from the date of their issue, but may be redeemed at the pleasure of the Territory at any time after twenty years from their date. Sec. 2. And there is hereby pledged for the payment of said bonds and interest 132 EDUCATION EEPOET, 1903. the revenues arising from the leasing and the income derived from the safely invested proceeds of sales of 75,000 acres of the 100,000 acres of land granted to the Territory of New Mexico by the United States for the use and benefit of the New Mexico College of Agriculture and Mechanic Arts, in accordance with the provisions of the act of Congress entitled “An act to make certain grants of land to the Territory of New Mexico and for other purposes,” approved June 21, 1898, and the act of the legislative assembly of the Territory of New Mexico entitled “An act establishing a board of public lands, assigning their duties, and for leasing and managing public lands and funds,” approved March 16, 1899. And all of such proceeds, or so much thereof as may be necessary, together with any interest accruing therefrom, shall be paid to the treasurer of the Territory of New Mexico and be by him separately kept as a fund for the payment of the interest and principal of the bonds herein provided to be issued: Provided, hoiv- ever. Should the proceeds as aforesaid be not sufficient in any year to pay the interest which shall become due as provided herein, the auditor of public accounts of the Territory of New Mexico is hereby directed to levy a tax, at the time that other taxes are levied, sufficient to pay the interest on said bonds, and to give notice of such assessment or levy of taxes to the several officers who are charged with the duty of the assessment of taxes in the several counties of the Territory, who shall assess the same in the manner that other taxes are required to be assessed for Territorial purposes: And f urther provided. In event sufficient funds have not been realized from the proceeds of sales and rentals as aforesaid, prin¬ cipal and interest, on the 1st day of January, 1929, then such portion of said lands authorized by law to be sold , remaining unsold at that time, as may be necessary, shall be at once put upon the market and sold by the board of public lands under such regulations and laws as may then be in force, and the proceeds realized from such sale shall likewise go to pay any part of said bonds and interest then unpaid when due and to reimburse the Territory for all interest paid by it and remain¬ ing unpaid in accordance with the provisions of this act. Sec. 3. Said bonds shall be issued and negotiated under the direction of the treasurer of the Territory of New Mexico: Provided, however, Said bonds shall not be sold under their face value. The proceeds of the sale of said bonds shall be safely kept by the treasurer of the Territory of New Mexico, under bond, and may be expended by the board of regents of said institution for the following pur¬ poses: The erection of a dormitory for boys and young men attending such insti¬ tution; the erection of a gymnasium and library building, and furniture, fixtures, and equipment for said buildings; for the purchase or development of ample and sufficient water supply for domestic and irrigation purposes of said institution and the farm connected therewith; for repairs to and insurance upon, and fuel, water, and lights for, all college buildings; for salaries of janitors and librarian, and for such necessary printing as can not be paid for out of United States appropria¬ tions. Ibid., Chapter XC: [Appropriates twenty one-hundredths of 1 mill on the dollar tax to the New Mexico College of Agriculture and Mechanic Arts.] Ibid., Chapter XCVIII: Section 1. The boards of managers of the different Ter¬ ritorial institutions, under whatsoever name they may be legally designated, are hereby directed and required to keep in suitable books of record a strict account of all moneys received by them from the Territory, and also itemized accounts of the disbursement of the same. They shall require all bills against such institu¬ tions to be made out in dujjlicate, and all salaries or other expenditures, except for bills and current expenses, shall be receipted for in duplicate, one of such bills or receipts to be kept by the said board of managers with the other papers and prop¬ erty of the institution and the other to accompany all requisitions upon the audi¬ tor of the Territory for warrants, and no warrant shall be drawn by the auditor for any amount in favor of any such institution unless the requisition therefor is accompanied with such itemized receipts for the money expended after the last requisition. Sec. 3. It is hereby made the duty of the several boards of managers of Terri¬ torial, charitable, or other institutions which receive any money from the Terri¬ torial treasury at the end of each fiscal year to make out an itemized and detailed statement of all receipts and disbursements of such institution up to and including the last day of said fiscal year, which shall be sworn to as correct by the secretary, treasurer, or other accounting officer of such institution who draws and receives the Territorial funds, and shall be transmitted to the governor of the Territory within the fir§t thirty days of the new fiscal year; and any failure on the part of any person or officer to perform the duties herein specified shall subject such per¬ son to removal from his position, and in case he is a bonded officer it shall be con¬ sidered as a breach of his bond and be a misdemeanor in office, for which he may LAWS EELATING TO LA^^'D'GRANT COLLEGES. 133 be fined in any sum not exceeding $500 nor less than $100, which shall be recovered from him and the sureties on his bond as a penalty. Sec. 4. The governing boards of the several educational institutions of this Ter¬ ritory shall, at the same time when the annual financial statement required by sec¬ tion 3 of this act is to be made, also make and transmit to the governor a list of the pupils enrolled in such institution on the last day of the preceding fiscal year, stating the name, age, residence, and grade of each pupil. NEW YORK. [The following matter is taken from the Revised Statutes, Codes, and General Laws of the State of New York, certified by the Secretary of State, under sec. 932 of the Code of Civil Pro¬ cedure, as amended by Laws of 1895, chap. 594, 3d ed., by Clarence F. Birdseye, New York, 1901.] Cornell University: Section 1. The treasurer of the State is hereby designated as the officer designated by the laws of the State in pursuance of an act of the Congress of the United States approved August 30, 1890, and the assent of this State is hereby given to the purpose of said grants and to all the terms and condi¬ tions thereof, as specified in such act of Congress. Sec. 2. The treasurer of this State shall keep the accounts of all moneys here¬ after received by him in pursuance of such act of Congress in a separate fund to the credit of the Cornell University, and shall pay all such moneys immediately upon the receipt thereof by him to the treasurer of the Cornell University upon the warrant of the comptroller, issued upon the order of the trustees of the Cornell University, in pursuance of said act of Congress. Sec. 3. The sum of $15.,000 heretofore paid to the treasurer of this State in pur¬ suance of such act of Congress is hereby appropriated, to be paid by the treasurer of the State to the treasurer of the Cornell University out of the fund to which the same may be credited, upon the warrant of the comptroller, issued upon the order of the trustees of the Cornell University in obedience to the requirements of said act of Congress. Sec. 4. The balance of the income of the college land-scrip fund received by the State prior to October 1, 1889, and not heretofore paid over to the Cornell Uni¬ versity and reported by the comptroller of this State in his communication to the Senate dated March 31, 1890, to be payable to the Cornell Universjity in accord¬ ance with the decision of the court of appeals in the action entitled “ The People ex rel. Cornell University, appellant, against Ira Davenport, comptroller, respond¬ ent,” decided by the court of appeals January 14, 1890, and amounting to the sum of $89,383.66, is hereby appropriated, to be paid by the treasurer of the State, out of any moneys in the treasury not otherwise appropriated, to the treasurer of the Cornell University upon the warrant of the comptroller, issued upon the order of the trustees of the Cornell University, reciting that the same shall be in full of all claims or demands of the Cornell University against the State for or on account of the income of the college land-scrip fund received by the State prior to October 1, 1889, except for the sum of $3,096.25, the balance of such income in the treasury of the State upon October 1, 1889. Sec. 5. There is hereby established a State veterinary college at Cornell Uni¬ versity. For the purpose of constructing and equipping suitable buildings -for such college upon the grounds of said university at Ithaca, N. Y., the sum of $50,000, or so much thereof as may be necessary, is hereby appropriated, to be paid by the treasurer, upon the warrant of the comptroller, upon vouchers approved by the commissioner of agriculture, to the Cornell University. No part of such money shall be expended until plans and specifications for the construction and equipment of such buildings and of the location thereof shall have bden approved by the commissioner of agriculture nor until the comptroller shall have certified that in his judgment the expense of the completion and equipment of such build¬ ings in accordance v/ith such plans and specifications will not exceed the amount of such appropriation. Such buildings and equipment shall be the property of the State. [By a law of 1895, chap. 598, $100,000 was appropriated on the same conditions.] Sec. 6. The State veterinary college, established by law, shall be known as the New York State Veterinary College. The object of said veterinary college shall be to conduct investigations as to the nature, prevention, and cure of all diseases of animals, including such as are communicable to man and such as cause epizo¬ otics among live stock; to investigate the economical questions which will con¬ tribute to the more profitable breeding, rearing, and utilization of animals; to 134 EDUCATION REPOKT, 1903. produce reliable standard preparations of toxins, antitoxins, and other products to be used in the diagnosis, prevention, and cure of diseases and in the conducting of sanitary work by approved modern methods; and to give instruction in the normal structure and function of the animal body, in the pathology, prevention, and treatment of animal diseases, and in all matters pertaining to sanitary science as applied to live stock and correlatively to the human family. All buildings, furniture, apparatus, and other property heretofore or hereafter erected or fur¬ nished by the Stato*for such veterinary college shall be and remain the property 3f the State. The Cornell University shall have the custody and control of said property, and shall, with whatever State moneys may be received for the purpose, administer the said veterinary college, with authority to appoint investigators, teachers, and other officers, to lay out lines of investigation, to. prescribe the requirements for admission and the course of study, and with such other power and authority as may be necessary and proper for the due administration of such veterinary college. Said university shall receive no income, profit, or compensa¬ tion therefor, but all moneys received from State appropriations for the s^.id veterinary college or derived from other sources in the course of the administra¬ tion shall be kei)t by said university in a separate fund from the moneys of the university, and shall be used exclusively for said New York State Veterinary College. Such moneys as may be appropriated to be paid to the Cornell Univer¬ sity by the State in any year, to be expended by said university in the administra¬ tion of said veterinary college, shall be payable to the treasurer of Cornell Univer¬ sity in three equal payments, to be made on the 1st day of October, the 1st day of January, and the 1st day of April in such year, and within thirty days after the expiration of the period for which such installment is received the said university shall furnish the comptroller of the State of New York satisfactory vouchers for the expenditure of such installment. The said university shall expend such moneys and use such property of the State in administering said veterinary col¬ lege, and shall report to the governor during the month of January in each year a detailed statement of such expenditures and of the general operations of the said veterinary college. No tuition fee shall be required of a student pursuing the regular veterinary course who, for a year or more immediately preceding his admission to said veterinary college, shall have been a resident of this State. The tuition fees charged to other stiidents and all other fees and charges in said veterinary college shall be fixed by Cornell University, and the moneys so received shall be expended for the current expenses of the said veterinary college. Sec. 7. Upoh the acceptance by Cornell University of the provisions of this act, which acceptance in writing dulj^ executed and acknowledged in the manner pro¬ vided by law for the execution of written instruments by corporations shall be filed in the office of the secretary of state within ten days after the approval of this act, the trustees of Cornell University are authorized and empowered to create and establish a department in said university to be known as and called the New York State College of Forestry, for the purpose of education and instruc¬ tion in the principles and practices of scientific forestry. Seo. 8. For the purposes of such school and for carrying out the objects of this act the board of trustees of said university are hereby authorized and empowered, by and with the consent and approval and under the direction of the forest pre¬ serve board of this State, to contract for the purchase of and to x^^^i'chase and to acqiiire by purchase title to not more than 30,000 acres of land in the Adirondack forests. The university shall have the title, iDOSsession, management, and control of such land, and by its board of trustees through the aforesaid college of forestry shall conduct ui^on said land such experiments in forestry as it may deem most advantageous to the interests of the State and the advancement of the science of forestry, and may jdant, raise, cut, and sell timber at such times, of such species and quantities, and in such manner as it may deem best, with a viev;^ to obtain¬ ing and imparting knowMlge concerning the scientific management and use of forests, their regulation and administration, the xn’oduction, harvesting, and rex)ro- duction of wood crox:)S, and earning a revenue therefrom, and to that end may con¬ stitute and appoint a faculty of such school, consisting of one director or professor and two instructors, and may emxdoy such forest manager, rangers, and sux^erin- tendents and incur such other expenses in connection therewith as may be neces¬ sary for the xn’oper management and conduct of said college and the care of said lands and for tlie xmiq^osesof this act within the amount hereinafter ax)propriated. Sec. 9. The sux)erintendent of the State land survey or the State engineer and surveyor shall make such surveys and furnish such maps as may be required by said trustees and authorized and directed by the forest x'>i’eserve board of lands purchased or proposed to be x^nrchased for the xmrposes of this act. Sec. 10. Every deed or conveyance of lands acquired under the provisions of LAWS KELATING TO LAND-OEANT COLLEGES. 135 this act by said university shall contain in the habendum clause thereof a condi¬ tion and covenant that the same and the title to the land conveyed therein and thereby is taken by the grantee therein named, the Cornell University, under and pursuant to the provisions of this act, and shall also contain an express covenant running with the land and binding upon said university that the same is con¬ veyed for the uses and purposes in this act provided for, and also an express cove¬ nant on the part of said university to convey said lands to the people of the State, as hereinafter provided for. Every such conveyance shall be executed in dupli¬ cate, one of which shall be recorded in the office of the clerk of the county where the land is situated and the other in the office of the secretary of state. Sec. 11. Payments for the lands thus purchased shall be made in manner fol¬ lowing: Upon the execution of any contract or conveyance pursuant to section 8 and section 9 above, the board of trustees of the university shall transmit a certi¬ fied copy thereof to the forest-preserve board with a written request for a warrant and certificate for the payment of the purchase price to the grantor or proper per¬ sons entitled thereto. The forest-preserve board shall, after examination, and if such be the fact, make and execute its certificate that said purchase or contract was made by and with its consent and approval and under its direction, and that the same is in all respects in conformity with the provisions of this act, and shall attach such certificate to said request for a warrant and certificate, and transmit the same to the comptroller, who shall thereupon draw his warrant upon the treasurer in favor of the grantor or proper person entitled to the purchase price, and the treasurer shall pay the same from any moneys heretofore or hereafter appropriated for the purpose of chapter 220 of the laws of 1897. Sec. 12. All moneys received by Cornell University from State appropriations for the said [forestry] college shall be kept by said university in a separate fund from the moneys of the university, and shall be used exclusively for said college. Such moneys as may be appropriated to be paid to the Cornell University by the State, in any year, to be expended by said university in the administration of said college shall be payable to the treasurer of Cornell University in three equal pay¬ ments, to be made on the 1st day of October, the 1st day of January, and the 1st day of April in each year, and within thirty days after the expiration of the period for which each installment is received the said university shall furnish the comp¬ troller of the State of New York satisfactory vouchers for the expenditure of such installment. The said university shall expend such moneys and use such property of the State in administering said college, and shall report to the legislature dur¬ ing the month of January in each year a detailed statement of such expenditures and of the general operations of said college. Neither the board of trustees nor any member thereof shall receive any compensation for services under this act, but each such member is entitled to be repaid from the State treasury his actual and necessary expenses incurred in the performance of any duty imposed upon him under this act by the trustees or the forest-preserve board, on like certificate of the forest-preserve board to and on the audit and warrant of the comptroller. Sec. 13. All sums received by the university from the sale of timber or other¬ wise, under this act, shall be dei)osited on the first day of each month to the credit of Cornell University in such bank or banks as may be designated by the comp¬ troller for that purpose. Each bank so designated shall file with the comptroller a bond in an amount and on conditions approved by him. The treasurer of Cor¬ nell University shall, on or before the fifth day of each month, file with the State comptroller a verified statement showing the amount of money so received and deposited, when, from whom, and for what received, and the day on which the deposit was made, and said statement shall have indorsed thereon a certificate of the proper officer of the bank that such deposit has been made. The money so deposited may be drawn by the treasurer on his check or draft countersigned by the comptroller for any amount included in an estimate approved as herein pro¬ vided. The director of the New York State College of Forestry of Cornell Uni¬ versity shall, on the first day of each month, file with the comptroller an estimate and detailed statement of all moneys that will, in the judgment of such director, be required in that month for the administration of the trust committed to Cor¬ nell University under this act in connection with the forest lands. The comp¬ troller may revise and reduce the estimate and shall fix the amount which may be drawn thereon. At the end of the period for which the trustees of Cornell Uni¬ versity hold title to said forest lands they shall render a full account of said fund to the comptroller of the State of New York, and all balances, if any then remain, shall be paid over to the State treasurer. Sec. 14. Subject only to the powers, duties, and responsibilities vested in or imposed upon the trustees of Cornell University by this act and except as may be inconsistent with this act and the objects and imrposes herein provided for, 136 EDUCATION EEPOET, 1903. the land so purchased shall he deemed to he and shall he regarded as a part of the forest preserve, so far as may he necessary for the protection of fish, game, and forests, as prescribed hy the fish, game, and forest law; and the jurisdiction, supervision, powers, duties, and responsibilities of the fish, game, and forest commission, and of fish and game protectors and foresters, authorized by the fish, game, and forest law, except as may he inconsistent with the provisions of this act, shall extend and apply to the land so purchased hereunder for the purposes of this act. Sec. 15. Upon and at the expiration of thirty years from and after the taking effect of this act all lands and each and every part and parcel thereof purchased by said university and paid for by the State under and pursuant to the provisions of this act shall be by the board of trustees of said university, or its successors, granted and conveyed to the people of the State of New York by a good and suffi¬ cient deed of conveyance, without further price or consideration therefor, and the same shall thereupon be and become a part of the forest preserve. Nothing herein contained, however, shall be held or construed to render it obligatory upon the trustees to accept the provisions hereof. Sec, 16. The sum of $10,000 is hereby appropriated out of any moneys in the treasury not otherwise appropriated for the purposes of this act, exclusive of the purchase of land, to be paid to Cornell University; such sum to be expended by the board of trustees of Cornell University as hereinbefore provided for. State finance law: Sec. 96. The acceptance by this State of the provisions of an act of the Congress of the United States approved July 2, 1862, and which acceptance is contained in chapter 20 of thelasvs of 1863, is continued in force, not¬ withstanding the repeal thereof by this chapter. The money raised under chapter 78 of the laws of 1895 by the sale or conversion into cash of the securities in which were invested the proceeds of the sales of lands and land scrip formerly constitut¬ ing the college land scrip fund, together with the money paid into the State treasury from the sale of lands or land scrip belonging to such fund, is held by the State as a part of the general fund for the benefit and use of Cornell University. Five per cent of the amount of the proceeds so transferred shall annually be paid to the Cornell University pursuant to a certificate issued by the comptroller to such university by virtue of chapter 78 of the laws of 1895, which certificate is hereby ratified and confirmed. Certificates shall also be issued by the State to such uni¬ versity from time to time as the proceeds of the sales of the lands and land scrip are paid into the treasury for the payment annually of 5 per cent upon such pro¬ ceeds from the date of their receipt upon the same conditions as the original cer¬ tificate. The comptroller in his annual estimate of the appropriations required for the expenses of the government shall include the amount required to pay the interest on these certificates. Consolidated school law. Title XII: Sec. 245. The several departments of study in Cornell University shall be open to applicants for admission thereto at the low¬ est rates of expense consistent with its welfare and efficiency and without distinc¬ tion as to rank, class, previous occupation, or locality. But with a view to equalize its advantages to all parts of the State the institution shall receive students to. the number of one each year from each assembly district in this State, to be selected as hereinafter provided, and shall give them instruction in any or in all the pre¬ scribed branches of study in any department of said institution free of any tuition fee or of any incidental charges to be paid to said university, unless such incidental charges shall have been made to compensate for materials consumed by said stu¬ dents or for damages needlessly or purposely done by them to the property of said university. The said free instruction shall, moreover, be accorded to said students in consideration of their superior ability and as a reward for superior scholarship in the academies and public schools of this State. Said students shall be selected as the legislature may from time to time direct and until otherwise ordered, as follows: 1. A competitive examination, under the direction of the department of public instruction, shall be held at the county court-house in each county of the State upon the first Saturday of June in each year by the city superintendents and the school commissioners of the county, 2. None but pupils of at least 16 years of age and of six months’ standing in the common schools or academies of the State during the year immediately preceding the examination shall be eligible. 3. Such examination shall be upon such subjects as may be designated by the president of the university. Question papers prepared by the department of pub¬ lic instruction shall be used, and the examination papers handed in by the different candidates shall be retained by the examiners and forwarded to the department of public instruction. LAWS EELATING TO LAND-GEANT COLLEGES. 137 4. The examiners shall, within ten days after such examination, make and file in the department of public instruction a certificate, in which they shall name all the candidates examined and specify the order of their excellence; and snch candidates shall, in the order of their excellence, become entitled to the scholarships belonging to their respective counties. 5. In case any candidate who may become entitled to a scholarship shall fail to claim the same or shall fail to pass the entrance examination at such university or shall die, resign, absent himself without leave, be expelled, or for any other reason shall abandon his right to or vacate such scholarship either before or after enter¬ ing thereupon, then the candidate certified to be next entitled in the same county shall become entitled to the same. In case any scholarship belonging to any county shall not be claimed by any candidate resident in that county, the State superin¬ tendent may fill the same by appointing thereto some candidate first entitled to a vacancy in some other county after notice has been served on the superintendent or commissioners of schools of said county. In any such case the president of the university shall at once notify the superintendent of public instruction and that officer shall immediately notify the candidate next entitled to the vacant scholar¬ ship of his right to the same. 6. Any State student who shall make it appear to the satisfaction of the president of the university that he requires leave of absence for the purpose of earning funds with which to defray his living expenses while in attendance may, in the discre¬ tion of the president, be granted such leave of absence and may be allowed a period not exceeding six years from the commencement thereof for the completion of his course at said university. 7. In certifying the qualifications of the candidates preference shall be given (where other qualifications are equal) to the children of those who have died in the military or naval service of the United States. 8. Notices of the time and place of the examinations shall be given in all the schools having pupils eligible thereto prior to the 1st day of January in each year, and shall be published once a week for three weeks in at least two newspapers in each county immediately prior to the holding of such examinations. The cost of publishing such notices and the necessary expenses of such examinations shall be a charge upon each county, respectively, and shall be audited and paid by the board of supervisors thereof. The State superintendent of public instruction shall attend to the giving and publishing of the notices hereinbefore provided for. He may, in his discretion, direct that the examination in any county may be held at some other time and place than that above specified, in which case it shall be held as directed by him. He shall keep full records in his department of the reports of the different examiners, showing the age, post-office address, and standing of each candidate, and shall notify candidates of their rights under this act. He shall determine any controversies which may arise under the provisions of this act. He is hereby charged with the general supervision and direction of all mat¬ ters in connection with the filling of such scholarships. Students enjoying the privileges of free scholarships shall, in common with the other students of said university, be subject to all of the examinations, rules, and requirements of the board of trustees or faculty of said university, except as herein provided. Betting and gaming: Sec. 13. It is unlawful to keep or use any tables, cards, dice, or any other article or apparatus whatever commonly used or intended to be used in playing any game of cards or faro, or other game of chance upon which money is usually wagered at any of the following places : ( 1 ) W ithin a build¬ ing or the appurtenances or grounds connected with any incorporated academy, high school, college, or other institution of learning. Hazing: Section 1. It shall be unlawful for any person or persons to engage in or aid or abet what is commonly called hazing in and while attending any of the colleges, public schools, or other institutions of learning in this State, and who¬ ever participates in the same shall be deemed guilty of a misdemeanor, and upon conviction shall be fined not less than $10 nor more than $100, or imprisonment not less than thirty days nor more than one year, or both, at the discretion of the court. Trusts and trustees: Section 1. Real and personal property may be granted and conveyed to any incorporated college or other literary incorporated institution in this State, to be held in trust for either of the following purposes: (1) To estab¬ lish and maintain an observatory; (2) to found and maintain professorships and scholarships; (3) for any other specific purposes comprehended in the general objects authorized by their respective charters. The said trusts may be created, subject to such conditions and visitations as may be prescribed by the grantor or donor and agreed to by said trustees, and all property which shall hereafter be granted to any incorporated college or other literary incorporated institution m 188 EDUCATION REPOKT, 1903. trust for either of the aforesaid purposes may he held by such college or institu¬ tion ui)on such trusts and subject to such conditions and visitations as may be prescribed and agreed to as aforesaid. Sec. 4. The trusts authorized by this act may continue for such time as may be necessary to accomplish the purposes for which they may be created. [Section G states the conditions under which income from trust fund may be allowed to accumulate, and section 7 refers to the manner in which any “ diminu¬ tion of principal may be repaid l)y accumulation of interest. '’J Laws, 1890, chapter 238: Section 1. The board of trustees of said Cornell Uni¬ versity shall hereafter l)e made up and constituted as follows: The governor, the lieutenant-governor, the speaker of the house of assembly, the superintendent of public instruction, the president of the State agricultural society, the commis¬ sioner of agriculture, the librarian of the Cornell library, and the president of the said university shall be trustees thereof ex officio, and the eldest lineal male descendant of Ezra Cornell shall be a trustee thereof during his life. There shall also be 30 elective trustees, 20 of whom shall be elected by the board of trustees and 10 by the alumni of said university; but at no time shall a majority of the board be of any one religious sect or of no religious sect. The 15 members now constituting the elective members of the present board of trustees of said univer¬ sity shall continue to act as such until the expiration of their respective terms of office. At the first commencement following the passage of this act the present board of trustees shall elect 2 trustees for a full term of five years each, and at the same time, or at any meeting of the board during the next academic year, the board of trustees shall elect 10 additional trustees, 2 of whom shall serve for one year, 2 for two years, 2 for three years, 2 for four years, and 2 for five years, their respective terms being determined by lot, under the direction of the board of trus¬ tees. And thereafter the board of trustees shall elect each year 4 trustees, and as many more as may be necessary to fill vacancies among members elected by them caused by resignation or death. The alumni of said university shall meet annually, at Ithaca, N. Y., on the day before commencement, and at the meeting held at the first commencement following the passage of this act the said alumni shall elect 1 trustee to serve for a full term of five years, the candidates therefor to be designated as candidates for a “ full term ” if nominations are made, and shall be so designated upon the ballots; and at the same time they shall elect 5 additional trustees, 1 for one year, 1 for two years, 1 for three years, 1 for four years, and 1 for five years, the respective terms of the said additional 5 trustees to be deter¬ mined by lot, under the direction of the board of trustees, after their election. And thereafter at the meeting of the alumni at each annual commencement said alumni shall elect 2 trustees, and as many more as may be necessary to fill vacan¬ cies arising from resignations or deaths among the number previously elected by them. Except as hereinbefore otherwise provided, the term of office of eachelec- tive trustee shall be five years from the annual commencement at which he is elected; but if elected by the board of trustees at a meeting thereof during the academic year his term shall then be five years from the commencement imme¬ diately preceding his election; but every trustee shall hold over until his successor is elected. The election of trustees by the board shall be by ballot, and 15 ballots shall concur before any one is elected, and 12 shall constitute a quorum for the transaction of business. Who shall be alumni of said university shall be pre¬ scribed by its board of trustees. The election of trustees by the alumni shall be by ballot and shall be conducted in the following manner and under the following Xuovisions: A register of the signature and address of each of the said alumni of the said university shall be kept by the treasurer of the said university at his business office. Any ten or more alumni may file with the treasurer, on or before the 1st daj^ of April in each year, written nominations of the trustee or trustees to be elected by the alumni at the next commencement. Forthwith after such 1st day of Aiiril a list of such candidates shqll be mailed by said treasurer to each of the alumni at- his or her address. Each alumnus may vote by transmitted bal¬ lot for trustee or trustees to Tie elected by the alumni at any commencement, in accordance with such regulations as to the method and time of voting as may be jn-escribed by the alumni and apiiroved by the trustees of the university or its executive committee. The candidates to the extent of the number of places to be filled having the highest number of votes upon the first ballot shall be declared elected, provided that each of said candidates has received the votes of at least one-third of all the alumni voting at said election; but if there shall be a failure to fill all or one or more of the vacancies caused liy exiiiration of term or other¬ wise, by reason of the fact that one or more candidates having the highest num- lier of votes as above fail to receive the votes of at least one-third of the alumni voting, then and in that event such vacancies shall be filled by the alumni per- LAWS RELATING TO LAND-GRANT COLLEGES. 139 sonally present at said meeting, tlie election being limited to candidates not elected on the first ballot, if there is a sufficient number thereof having the highest plu¬ ralities, not exceeding two candidates for each place thus to be filled. (Approved April 15, 1890.) Laws, 1897, chapter 128: Section 1 . For the iiromotion of agricultural knowledge throughout the State the sum of $25,000. or so much thereof as may be necessary, is hereby appropriated out of any money in the treasury not otherwise appropri¬ ated, to be paid to the college of agriculture at Cornell University, to be expended in giving instruction throughout the State by means of schools, lectures, and other university-extension methods, or otherwise, and in conducting investigations and experiments; in discovering the diseases of plants and remedies; in ascertaining the best method of fertilization of fields, gardens, and plantations, and best modes of tillage and farm management and improvement of live stock, and in printing leaflets and disseminating agricultural knowledge by means of lectures or other¬ wise, and in preparing and printing for free distribution the results of such investi¬ gations and experiments, and for republishing such bulletins as may be useful in the furtherance of the work, and such other information as may be deemed desir¬ able and profitable in promoting the agricultural interests of the State, Such col¬ lege of agriculture may, with the consent and approval of the commissioner of agriculture, employ teachers and experts and necessary clerical help to assist in carrying out the purposes of this bill. Such teachers, experts, and clerical help may be removed by the college of agriculture, in its discretion, and may be paid for their services such sum or sums as may be deemed reasonable and proper and as shall be approved by the commissioner of agriculture. All of such work by such teachers and experts who shall be employed under this bill shall be under the general supervision and direction of the commissioner of agriculture. The sum appropriated by this act shall be paid by the treasurer of the State, upon the warrant of the comptroller, to the treasurer of Cornell University upon such treasurer filing with the comptroller a bond in such sum and with such sure¬ ties as the comptroller may approve, conditioned for the faithful application of such sum to the purposes for which the same is hereby appropriated. Such sum shall be payable by the treasurer of Cornell University upon vouchers approved by the officers or agents of such university having charge of such college of agri¬ culture, and such vouchers shall be filed by the treasurer of Cornell LTni versify in the office of the comptroller of the State. (Approved March 25, 1897.) [Chapters 67 of the laws of 1898 and 430 of the laws of 1899 appropriate $35,000 each for the same purpose. Chapter 419 of the laws of 1900 appropriates $10,000 for the same purpose for the balance of the fiscal year ending October, 1900. Chapters 418 of the laws of 1900 and 644 of the laws of 1901 appropriate $35,000 each for the promotion of agricultural knowledge, as provided in the above act, and require that the sum of $3,000 be used in the promotion of knowledge relat¬ ing to poultry and egg production.] NORTH CAROLINA. Constitution (1868), Article I: Sec. 27. The people have the right to the priv¬ ilege of education, and it is the duty of the State to guard and maintain that right. Article IX: Section 1. Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of educa¬ tion shall forever be encouraged . Sec. 14. As soon as practicable after the adoption of this constitution the gen¬ eral assembly shall establish a,nd maintain in connection with the university a department of agriculture, of mechanics, of mining, and of normal instruction. [The following section is taken from the Code of Noidh Carolina, enacted March 2, 1883, pre¬ pared by William T. Dortch, John Manning, John S. Henderson, in two volumes. New York, 1883.] Sec. 2196. The department of agriculture shall establish an agricultural experi¬ ment and fertilizer control station, and shall employ an analyst skilled in agricul¬ tural chemistry. It shall be the duty of said chemist to analyze such fertilizers and products as may be required by the department of agriculture, and to aid as far as practicable in suppressing fraud in the sale of commercial fertilizers. He shall also, under the direction of said department, carry on experiments on the nutrition and growth of plants, with a view to ascertain what fertilizers are best suited to the various crops of this State, and whether other crops may nob be advantageously grown on its soil, and shall carry on such other investigations as 140 EDUCATION EEPOKT, 1903. the said department may direct. He shall make regular reports to the said depart¬ ment of all analyses and experiments made, which shall be furnished when deemed needful to such newspapers as will publish the same. His salary shall be paid out of the funds of the department of agriculture. Laws and Resolutions, 1885, chapter 308 [amended by chapter 370, laws of 1899, q. V.]: Section 1. The board of agriculture is hereby authorized and directed to seek proposals of donations for the establishment of an industrial school, and when any city or town shall donate in lands, buildings, machinery, or other materials or money an amount adequate, in the judgment of said board, for the establish¬ ment of said industrial school, it shall be their duty to locate the same at such place, and if there be more than one city or town making such proposals it shall lie the duty of the board to locate it at the place offering the greatest inducement. Sec. 2. The board of agriculture shall direct the organization and equipment of the said school, and shall manage and control the same in conjunction with a board of three directors appointed by the board of aldermen of the city or town whose proposal is accepted. The local board of directors may sit with the board of agri¬ culture in advisement upon all matters pertaining to the said school, but shall not have power to vote upon questions involving appropriations from the funds of the department of agriculture. Sec. 3. Instruction shall be provided in this school in woodwork, mining, metal¬ lurgy, practical agriculture, and in such other branches of industrial education as may be deemed expedient. Sec. 4. The board of agriculture shall apply to the establishment and mainte¬ nance of said school such part of their funds as is not required to conduct the regular work of the department: Provided, That not more than $5,000 of their funds shall be applied to the establishment of the school in one year. Ibid., 1887, chapter 410 [amended by chapter 348, laws of 1891, and chapter 370, laws of 1899, q. v] : Section 1. The industrial school provided for in chapter 308, laws of 1885, shall be denominated “The North Carolina College of Agriculture and Mechanic Arts,” and shall be located on the lands offered to be donated, in accordance with the provisions of the said law, near the city of Raleigh. Sec. 2. The leading object of this college shall be, without excluding other sci¬ entific and classical studies, to teach such branches of learning as are related to agriculture and the mechanic arts, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions of life. Sec. 3. [Amended by chapter 106, laws of 1889, also by chapter 374, laws of 1895, and chapter 328, laws of 1897, q. v.] The management and control of said col¬ lege and the care and preservation of all its property shall be vested in a board of trustees, to be composed of the board of agriculture of North Carolina and five other persons, who shall be appointed by the governor, by and with the consent of the senate, who shall have power to appoint its president, instructors, and as many other officers or servants as to them shall appear necessary and proper, and shall fix their salaries and prescribe their duties. They shall also prescribe rules for the management and preservation of good order and morals at the said college as are usually made in such institutions and are not inconsistent with the consti¬ tution and laws of the State: have charge of the disbursement of its funds, and have general and entire supervision of the establishment and maintenance of the said college. And the president and instructors in the said college, by and with the consent of the said board of trustees, shall have the power of conferring such certificates of proficiency or marks of merit as are usually conferred by such col¬ leges: Provided, That the board of trustees shall be composed half of each political party. Sec. 4. The certificates of indebtedness of this State for $125,000, issued for the principal of the land scrip to the trustees of the University of North Carolina, and bearing interest at 6 per centum per annum, shall be transferred on the 30th day of June, 1888. or as soon thereafter as it shall appear that the agricultural and mechanical college is ready to receive the interest on the land-scrip fund, and that the principal of the fund will not in any way be compromised by such a transfer to the said board of trustees for the benefit of the said North Carolina College of Agriculture and Mechanic Arts, and the interest thereon shall thereafter be paid to them by the treasurer semiannually, on the 1st day of July and January in each year, for the purpose of aiding in support of the said college, in accordance with the provisions of the act of Congress approved July 2, 1862. Sec. 5. The directors of the North Carolina State Penitentiary shall be required to furnish all brick and stone requisite for the erection of the necessary buildings of the said college, and to furnish convict labor for preparation of the grounds and the foundations, the erection of the said buildings, and for such other pur¬ poses ill connection with the establishment of the said college as they may be able; LAWS EELATING TO LAND-GKANT COLLEGES. 141 such material and labor to be free of charge to said college; Provided, That the work required of the penitentiary shall not interfere with any contracts upon which the penitentiary may be engaged, and that the work by the penitentiary shall be limited to two years from date. Sec. 6. The board of agriculture shall turn over to the board of trustees of said college, as provided in this act, to be apjdied to the establishment, maintenance, and enlargement of the said college, all funds, land, material, and other property which have accumulated in their hands for the establishment of an industrial school, under chapter 308, laws of 1885, and annually thereafter, the whole residue of their funds from licenses on fertilizers remaining over and not required to con - duct the regular work of that department. The agricultural experiment and fer¬ tilizer control station already established under the said board of agriculture shall be connected with the said college, and the board of agriculture may turn over to the said trustees, in whole or in part, for the purposes of the said college, any buildings, lands, laboratories, museums, or other property which may be in their possession as, in their judgment, maybe thought proper. The said board of trus¬ tees are empowered to receive any donations of property, real or personal, which may be made to the said college of agriculture and mechanic arts, and shall have the power to invest or expend the same for the benefit of said college. The said board of agriculture shall have the power to accept on behalf of this State dona¬ tions of property, real or personal, and any appropriations which may be made by the Congress of the United States to the several States and Territories for the benefit of agricultural experiment stations, and they shall expend the whole amount so received for the benefit of the aforesaid agricultural experiment station and in accordance with the act or acts of Congress in relation thereto. Sec. 7. The use of the 300 acres of land, more or less, known as the Camp Man- gum tract, belonging to the State of North Carolina and situated one-half mile west of the State fair grounds, is hereby given to said board of trustees for the benefit of said college of agriculture and mechanic arts or of the experiment station connected therewith. Sec. 8. The board of trustees shall admit to the benefits of the said college, free of any charges for tuition, upon evidence of good moral character and of their inability or the inability of their parents or guardians to pay their tuition, a cer¬ tain number of youths, to be determined by them, not to be less than 120, and shall apportion the same to the different counties applying, according to their rela¬ tive number of members in the house of representatives of North Carolina. The said board are hereby empowered to make the necessary regulations for carrying this into effect and for the admission of other students. Sec. 9. Every student in this college of agriculture and mechanic arts shall be required to take a course of manual training or labor, together with the other courses of study and exercises, as the board shall direct. Ibid., 1889, chapter 106: Section 1. Section 3 of chapter 410, laws of 1887, is amended by striking out all after the word “ colleges,” in line 20 of said section. Ibid., 1891, chapter 348 [amended by chapter 370, laws of 1899, q. v.] : Section 1. Section 1 of chapter 410, laws of 1887, is amended by adding the following at the end of the section; “And on such other lands as maybe hereafter acquired by said college. The North Carolina College of Agriculture and Mechanic Arts is hereby incorporated and is authorized to purchase, hold, or sell real estate for the benefit of said college, and the management of said corporation shall be by the board of trustees now provided by law and their successors in office.” Sec. 2. Section 6 of chapter 410, laws of 1887, is amended by striking out all after the words “eighty-five,” in line 8, to and including the word “ department,” in line 11. Also the following shall be substituted in lieu of all after line 23 in said section: “ The said board of trustees shall have power to accept on behalf of the State donations of property, real or personal, and any appropriations made by [the] Congress of the United States to the several States and Territories for the benefit of agricultural experiment stations or the agricultural and mechanical colleges in connection therewith, and they shall expend the whole amount so received in accordance with the acts of Congress in relation thereto.” Sec. 3. Section 7 of chapter 410, laws of 1887, is substituted by the following: “ The 200 acres of land, more or less, known as a part of the Camp Mangum tract, belonging to the State of North Carolina and situated one-half mile west of the State fair grounds, is hereby given to the said board of trustees for the said Col¬ lege of Agriculture and Mechanic Arts.” Sec. 4. Section 8 of chapter 410, laws of 1887, is amended by inserting after the word ‘ ‘ Carolina,” in line 10, the following: “And it shall be the duty of the super¬ intendent of instruction in each county, on the days fixed by law for examination of teachers of the public schools, also to examine candidates for county students 142 EDUCATION REFOET, 1903. to the said college, blanks for such purpose to be furnished annually by the presi¬ dent of said college to the superintendents of instrirction in each county.” Sec. 5. The following section is added to chapter 410, laws of 1887: “That for the purpose of furnishing proper facilities for the education provided under this act and to purchase additional land and the erection of suitable buildings the fol¬ lowing sums shall be appropriated from funds in the public treasury of this State not otherwise appropriated, viz, $10,000 for the year 1891, $10,000 for the year 1892, such sums to be payable annually to the treasurer of the North Carolina Col¬ lege of Agriculture and Mechanic Arts, one-half on the 1st day of January and July of each year. Sec. 6. The following section is added to chapter 410, laws of 1887: ” The appro¬ priation made by act of Congress of the date of August 30, 1890, for the benefit of colleges of agriculture and mechanic arts shall be divided into the exact ratio in this State of the white jjopulation to the colored, this provision to apply to the current and all succeeding appropriations. ’ ’ Sec. 7. Th9 following section is added to chapter 410, laws of 1887: “That it shall not be lawful for any person or i)ersons to sell any intoxicating liquors within three-fourths of a mile of the main college building.” Sec. 8. Power is hereby conferred upon the trustees of the said college to effect a sale of the lot known as the “ Grissom lot,” containing 3^ acres, more or less, and to make title to the i^urchaser or purchasers thereof, the said lot now being under the control of the said trustees and having been purchased from [with] funds donated by the citv of Raleigh as a site for an industrial school. (Ratified March 6, 1891.) ‘ Ibid., 1891. chapter 549: Section 1. A college of agriculture and mechanical arts is hereby established for the colored race, to be located at some eligible site within this State, to be hereafter selected by the board of trustees hereinafter provided for. Sec. 2. The said institution shall be denominated “The Agricultural and Mechan¬ ical College for the Colored Race.” Sec. 3. The leading object of the institution shall be to teach practical agricul¬ ture and the mechanic arts and such branches of learning as relate thereto, not excluding academical and classical instruction. Sec. 4. [Amended by chapter 389, laws of 1899, q. v.] The management and con¬ trol of the said college and the care and preservation of all of its property shall be vested in a board of trustees, who shall be selected by the general assembly at each term thereof, consisting of nine members, one from each of the several Con¬ gressional districts of the State, three of whom shall be selected for a term of two years, three for four years, and three for six years, and at the expiration of the term of each class their successors shall be elected for a term of six years. Any vacancy which may occur for any cause shall be filled by the governor for the unexpired term. The said board shall elect one of their number to be the presi¬ dent of the board of trustees. Sec. 5. The said board of trustees shall have power to prescribe rules for the management and preservation of good order and morals at the said college as are usually made in such institutions; shall have power to appoint its president, instructors, and as many other officers or servants as to them shall appear neces¬ sary and proper, and shall fix their salaries, and shall have charge of the disburse¬ ment of the funds, and have general and entire supervision of the establishment and maintenance of the said college; and the president and instructors in the said college, by and with the consent of the said board of trustees, shall have the power of conferring such certificates of proficiency or marks of merit and diplomas as are usually conferred by such colleges. Sec. 6. The said board of trustees are empowered to receiA-e any donation of proxjerty, real or x)ersonal, which may be made to the said college of agriculture and mechanic arts, and shall haA^e power to iuA^est or exiiend the same for the benefit of said college, and shall liaA^e i)Ower to accept on behalf of this college such proiwrtion of the fund granted by the Congress of the United States to the State of North Carolina for industrial and agricultural training as is apportioned to the colored race, in accordance Avith the act or acts of Congress in relation thereto. Sec. 7. In addition to the i)owers hereinbefore granted, the board of trustees shall have iiOAver to make such rules and regulations with respect to the admission of pui)ils to the said college for the A^arious Congressional districts of this State as they may deem equitable and right, liaAong due regard to the colored population thereof. Sec. 8. For the purpose of locating the said college at some convenient and suitable site within the State, the said board of trustees are hereby authorized to LAWS EELATING TO LAND-GRANT COLLEGES. 143 receive propositions from the various localities of this State, and are hereby fully empowered to accept any proposition which to them may seem best for the inter¬ ests of the State and for carrying out the purposes of this act according to the true intent and meaning thereof. Sec. 9. Before the said board of trustees shall finally accept a proposition from any locality for the establishment of the said college thereat they shall receive a deed in fee simple absolute to them and their successors in office for all lands, buildings, or structures donated as a consideration for the location of said college. Sec. 10. For the purpose of carrying out the provisions of this act the sum of $2,500, is hereby annually appropriated to the said college, and the treasurer of the State is hereby authorized and directed to pay the said amount out of any funds in the treasury not otherwise appropriated upon the warrant of the board of trustees or such other officer or officers as the said board may designate. Sec. 11. Until the site and buildings shall have been furnished for the location of the said college the said board of trustees shall have power to make temporary provisions for the industrial and mechanical education of the colored youth of the State at some established institution of learning within the State, under such rules and regulations as they may prescribe. Sec. 12. Until the site and buildings shall have been furnished for the location of the said college and the buildings shall be completed the provisions which now or may be made by the trustees of the North Carolina College of Agriculture and Mechanic Arts with any present institution of learning in the State shall continue, but said trustees shall not have power to make any such arrangement for more than one year at a time; but when said buildings shall have been completed then the board of trustees of the Agricultural and Mechanical College for the Colored Race shall have all the rights, powers, and privileges of the said board of trustees of the North Carolina College of Agriculture and Mechanic Arts over any and all funds which may belong or appertain to the colored race. Sec. 13. [Amended by chapter 389, laws of 1899, q. v.] The trustees of the said “The Agricultural and Mechanical College for the Colored Race” shall be entitled to the same per diem and mileage as compensation for attendance upon the meet¬ ings of said board as are now allowed by the law to the members of the general assembly. (Ratified March 9, 1891.) Public Laws and Resolutions, 1893, chapter 252: Section 1. The sum of $5,000 per year for the years 1893 and 1894 is hereby appropriated from funds in the pub¬ lic treasury of this State for the purpose of completing, erecting, and furnishing said building for the use of the North Carolina Agricultural and Mechanical College for the Colored Race. Ibid., 1893, chapter 378: Section 1. The sum of $10,000 annually for the years 1893 and 1894 is hereby appropriated for the support, maintenance, and extension of the College of Agriculture and Mechanic Arte, to be i)aid on the 1st day of March and September of each year out of the funds in the treasury. Ibid., 1895, chapter 145: Section 1. The sum of $10,000 annually is hereby appropriated for the support and maintenance of the North Carolina College of Agriculture and Mechanic Arts, $5,000 to be paid on the 1st day of April and Sep¬ tember of each year out of the funds in the State treasury not otherwise appro¬ priated. Sec. 2. The treasurer of the State of North Carolina is hereby declared, ex officio, the treasurer of the board of trustees of the said college. Ibid., 1895, chapter 203: Section 1. The sum of $7,500 annually for the years 1895 and 1896 be appropriated for the erection of additional buildings, and for the further equipment of the college; $3,750 to be paid out of the funds in the State treasury not otherwise appropriated on the 1st day of Aiiril and September of each year. Sec. 2. [Makes State treasurer ex officio the college treasiirer.] Ibid., 1895, chapter 146: Section 1. The sum of $5,000 is hereby annually appro¬ priated for the support, maintenance, equipment, enlargement, and extension of the North Carolina Agricultural and Mechanical College for the Colored Race, to be paid on the 1st days of April and October of each year, out of funds in the treasury not otherwise appropriated. Ibid., 1895, chapter 374 [amended by chapter 328, laws of 1897, q. v.] : Section 1. The department of agriculture shall be under the control and supervision of a board which shall be composed of the president of the North Carolina State Farmers’ Alliance and of one member elected by the general assembly from each Congressional district, and five additional members to be hereafter elected by the general assembly for the State at large. The members elected for the Congres¬ sional districts shall hold their terms for two years. So much of the code as con- 144 EDUCATION REPORT, 1903. stitiites the governor, the master of the State grange, the president of the State Agricultural Society, and the president of the agricultural college the board is herel)y repealed, and so much of said section or of any other law as is inconsistent with this act is also repealed. Sec. 2. The management and control of the North Carolina College of Agricul¬ ture and Mechanic Arts and the care and preservation of all its property shall reside with and be vested in the board of agriculture, and so much of section 3 of chapter 410, laws of 1887, as provides for a board of trustees, consisting in part of five persons appointed by the governor, is hereby repealed, and the board of trus¬ tees mentioned in said section 3 and the offices of trustees thereby created are hereby abolished; and so much of said act hereinbefore cited as may be incon¬ sistent with this act is hereby repealed, and all laws and clauses of laws inconsist¬ ent with this act are hereby repealed. Sec, 3. The board of agriculture shall have all the powers and perform all the duties heretofore exercised or required of the board of trustees of the North Carolina College of Agriculture and Mechanic Arts. Ibid. , 1897, chapter 328 [amended by chapter 370, laws of 1899. q. v.J : Section 1. From and after the ratification of this act the North Carolina College of Agricul¬ ture and Mechanic Arts shall be controlled and managed by a board of trustees entirely separate and distinct from the department of agriculture, together with the care and preservation of all its property. Sec. 2. The board of trustees shall consist of fifteen persons, of whom the presi¬ dent of the college shall be ex officio one; the other fourteen shall be divided into three classes, to be confirmed by the senate, and their terms shall be four for two years, five for four years, and five for six years. The governor shall nominate these trustees to the senate, and shall state the term of each in the nomination. The governor shall select one trustee from each Congressional district and the other five from the State at large. Sec. 3. All vacancies occurring under this act shall be filled by the appointment of the governor and confirmed by the senate if that body is in session at the time of the filling of the vacancy; if the senate is not in session when the vacancy is to be filled, the governor shall appoint, and the appointee shall hold until his suc¬ cessor is confirmed by the senate; and if the senate shall fail to confirm any nomina¬ tion, the governor, within ten days after the adjournment of the senate, shall fill the vacancy. Sec. 4, All powers heretofore vested in a board of trustees under chapter 410, laws of 1887, and chapter 348, laws of 1891, and the act of this general assembly to which this is supplemental , and all other laws not specially mentioned herein which are not inconsistent nor in conflict with this act, are hereby vested in the board of trustees created by this act. Sec. 5. Immediately upon the ratification of this act the secretary of state shall furnish to the governor a certified copy thereof, and immediately upon confirma¬ tion by the senate the secretary of state shall notify each trustee of his appoint¬ ment, and the trustees shall assemble at the college on Tuesday, the 9th day of March next, and shall proceed to organize under this act and enter upon the dis¬ charge of their duties by electing a president of the board and such other officers as the board may deem for the best interests of the college. The number and time of the meetings of the board shall be fixed by the board, and the trustees shall not receive any pay or per diem, but only their traveling expenses, and that bnly for four times in each year. Sec. 6. It is not the intention of the general assembly that the trustees herein provided for shall be officers within the meaning of section 7 of Article XIV of the constitution, and they are declared to be special trustees for the special purposes of this act. Sec. 7. This act is* supplemental to an act heretofore enacted by this general assembly, entitled “ An act concerning the department of agriculture and the col¬ lege of agriculture and mechanic arts,” and must be construed in connection with that act. [No act was passed having this title. It is evident that chapter 374 of the laws of 1895 is referred to, but the title of that is, “An act to reduce the expenses of the department of agriculture and to place the control of the North Carolina College of Agriculture and Mechanic Arts with the board of agriculture. ’ ’ J Ibid., 1897, chapter 486; Section 1. The sum of $5,000 is hereby appropriated for the maintenance and equipment of the Agricultural and Mechanical College for the Colored Race for each of the years 1897 and 1898, to be in installments of $2,500 on the 1st days of April and Octf»ber of each year 1897 and 1898. Ibid., 1897, chapter 535. [Appropriates to the North Carolina College of Agri¬ culture and Mechanic Arts $5,000 for a new boiler and to erect a hospital.] LAWS RELATINa TO LAND-GRANT COLLEGES. 145 Ibid. , 1899, chapter 370: Section 1. Chapter 308 of the public laws of 1885, chap¬ ter 410 of the public laws of 1887, chapter 106 of the public laws of 1889, chapter 348 of the xiublic laws of 1891, chapter 85 of the public laws of 1897, and chapter 328 of the public laws of 1897, and all laws repealed and amended thereby, are. hereby repealed and amended in so far as they relate to and affect the agricultural and mechanical college so as to read as follows; The North Carolina College of “Agriculture and Mechanic Arts ” shall be known and designated by the name of the “North Carolina College of Agriculture and. Mechanic Arts,’’ and shall be a body politic and corporate, with right to hold i)ersonal property and real estate- for the benefit of said college. Sec. 2. The leading objects of this college shall be to teach the branches of learn¬ ing relating to agricultural and mechanical arts and such other scientific and classical studies as the board of trustees may elect to have taught, and to promote the liberal and practical education of the industrial classes in the several imrsuits. and ]Drofessions of life. Sec. 3. [Repealed by chapter 650, laws of 1901, q. v.] The management and con¬ trol of the said college and the care and preservation of its property shall be vested in a board of trustees consisting of 21 persons, and in addition thereto the presi¬ dent of said college shall be an ex officio member of -said board. The said board of 21 shall be elected as follows: One from each Congressional district in the State,, each of whom shall be a skilled and practical agriculturist, and 12 from the State at large, who shall be persons interested in agricultural, mechanical, and indus¬ trial education. The trustees elected at this session of the general assembly shall hold office for two years, and there shall be elected at the next session of the gen¬ eral assembly 7 trustees who shall hold office for two years, 7 trustees who shall hold office for four years, and 7 trustees who shall hold office for six years, and that at the present general assembly there shall be elected such a number of trus¬ tees as with the present members thereof shall make said board composed of 21 persons. Sec. 4. It shall be the duty of the board of trustees to appoint the president and instructors of- the said college and all other such officers and servants as to them. may seem necessary. They shall have charge of the disbursement of its funds and shall have full supervision and control, and shall be charged with the maintenance of the college. The State treasurer shall be ex officio treasurer of said board of trustees. The president and instructors, under the direction and supervision of the trustees, shall have power to confer such certificates of iiroficiency or marks, of merit as may be deemed proper. Sec. 5. The board of trustees shall own and hold the certificates of indebted¬ ness amounting to $125,000 issued for the principal of the land-scrip fund, and the interest thereon shall be paid to them by the State treasurer semiannually on the- 1st day of July and January in each year for the purpose of aiding in the sup¬ port of said college in accordance with the act of Congress approved July 2, 1862,. entitled “An act donating public lands to the several States and Territories which may provide colleges for the benefit of agriculture and the mechanic arts.” Sec. 6. The agricultural experiment and control station shall be connected witlr the said college and controlled by the board of trustees thereof. The said board, of trustees shall have power to accept and receive on the paid of the State property,, personal, real, or mixed, and any donations from the United States Congress to tho several States and Territories for the benefit of agricultural experiment stations or the agricultural and mechanical colleges in connection therewith, and they shall expend the amount so received in accordance with the acts of Congress in relation thereto. • Sec. 7. The board of trustees shall admit to the benefits of the said college free- of any charge for tuition, upon proper evidence of good moral character and of their inability and the inability of their parents or guardians to pay their tuitions and of their capacity to receive instruction, a certain number of youths, to be de¬ termined by them, not to be less than 120, and shall apportion the same to the different counties applying according to their relative number of members in the house of representatives of North Carolina, and it shall be the duty of the super¬ intendent of instruction in each county on the days fixed by law for the examina¬ tion of teachers of the public schools also to examine candidates for county stu¬ dents to the said college, blanks for such purpose to be furnished annually by the president of the college to the superintendents in each county. Sec. 8. The appropriations made or which may hereafter be made by Congress for the benefit of colleges of agricultural and mechanical arts shall be divided ED 1903- ■10 146 EDUCATION REPOET, 1903. between the white and colored institutions in this State in the ratio of the white population to the colored. Sec. 9. Any person who shall sell spirituous or intoxicating licpiofs within three- fourths of a mile of any of the buildings of said college shall be guilty of a misde¬ meanor. Sec. 10. The board of trustees shall meet in the city of Raleigh on the second Monday in March, 1S99, and elect of their number a president and an executive committee of three, one of whom shall be the president of the board of trustees, and it shall be the duty of the executive committee to meet at the call of the president and perform such duties as may be assigned to them by the board of trustees. The board of trustees shall thereafter meet annually at such time as they may agree upon. The members of the board shall receive their mileage and hotel fare wliile attending upon the meetings of the board, but no members of the board of trustees except the executive committee shall be allov/ed their expenses for more than five meetings in any one year. (Ratified March 3, 1899.) Ibid., 1899, chapter 889: Section 1. Section 4, chapter 549, public laws of 1891, is amended as follovv^s: There shall be elected by this general assembly 6 additional trustees [of the Agricultural and Mechanical College for the Colored Race] in addition to those iirovided for in the said chapter, two of whom shall be elected for a term of two years, two for four years, and two for six years. Sec. 2. Section 13 of said chapter 549 is amended to read as follows: The num¬ ber and times of the meeting of the board shall be fixed by the board, and the trustees shall not receme any pay or per diem, but only their traveling expenses and hotel fare, and that only for four times in each year. Sec. 3. The board of trustees shall have power to elect an executive board of three of their own number, who shall have the immediate management of the said institution when the full board is not in session. (Ratified March 4, 1899.) Ibid., 1899, chapter 591: Section 1. The trustees [of the Agricultural and Mechanical College for the Colored Race] jiTOvided for in chapter 549 of the pub¬ lic laws of 1891, together with those elected under chapter 389 of the public laws of 1899, shall meet in the college in Greensboro on Wednesday, March 22, 1899, and elect a chairman and executive committee of said board and discharge such other duties as they may see proper and which pertain to their ofi&ce. (Ratified March 7, 1899.) Ibid., 1899, chapter 704: [Section 1.] A. Q. Holliday, W. O, Riddick, and J. R. Rogers are hereby appointed and constituted a commission and are hereby author¬ ized, directed, and emiiowered to have constructed a sewer from the college of agriculture and mechanic arts to and connecting with the sewer system of the city of Raleigh. The said commission is hereby given full power to lay off and have constructed the said sewer in such manner as they may deem proper, and it is empowered to contract with adjacent residents and allow them to connect with the sewer upon xiayment of a proxier sum for said jirivilege. Sec. 2. The expense of building said sewer shall be defrayed by the college of agriculture and mechanic arts if it has money available for that purpose, and if there be no funds so available the State treasurer is hereby empowered to advance the sum of $2,500 out of any money in the treasury not otherwise appropriated, and the money so advanced shall be considered a loan to the said college and a charge on its revenues, and shall be retained by the treasurer out of the amount appropriated for the year 1900. Sec. 3. The treasurer of the State will pay over said money u^ion the warrant of the auditor, uxion x>TOof that the said sewer has been let out to a responsible bidder, to be comxileted at a cost to the college of not exceeding the sum advanced by the State. (Ratified March 8, 1899.) ■ ' Ibid., 1901. chaxffer 424: Section 1. There shall be apxiointed by the governor, on or before August 15, 1902, and every two years thereafter, a board of exam¬ iners consisting of three members; one member of this board shall lie of the party different from the xiarty in xiower: Provided, That no member of the said board shall be connected directly or indirectly with any State institution. Before enter¬ ing upon the discharge of their duties said commissioners shall take and subscribe an oath faithfully to do and xierform the duties and true rexiort to make thereon. Sec. 2. It shall be the duty of said board of examiners, betvv^een August 15, 1902, and November 15, 1902. and everjTwo years thereafter, to visit all State insti¬ tutions, including institutions suxiported in xiart by the State, and to carefully and thoroughly examine the same, and on or before November 15, 1902, and every two years thereafter, make reiiort to the governor, showing the condition, efficiency, and needs of each of said institutions, togetlier with their recommendations as to the amount the general assembly should approiiriate for each of said institutions, LAWS EELATING TO LAND-GE ANT COLLEGES. 147 1 and the object for which said appropriations should be made; And said board of j examiners shall thoroughly examine the books, vouchers, etc., of said institutions and report such expenditures, if any, as in their ox)inion were unnecessary. I Seg. 8. Said board of examiners is hereby authorized and empowered to sum¬ mon any employee of said institutions or other person before it to testify under oath as to any matter pertaining to said institutions, and for said purpose they I are hereby authorized to administer oaths. ^ I Sec.A. On or before December 1, 1902, and every two years thereafter, the gov¬ ernor shall cause said report to be printed and a copy thereof mailed to members- elect of the g'eneral assembly. Sec. 5. This board of examiners shall make their said visits for the purx}oses set forth in this act' without having in any manner given notice of the time thereof to the officials of said institutions. Sec. 6. No member of the board of examiners as provided for in this act shall be a member of the general assembly to which said board makes its report. Sec. 7. No committee appointed by the general assembly shall visit said State institutions, except by special order of the general assembly. Sec. 8. The governor is hereby authorized, in addition to the provisions above set forth, to send said board of examiners to visit and inspect any of said institu¬ tions at any time he may deem it necessary. Sec. 9. Said board of examiners shall receive for their services each $4 j)er day, together with traveling and other actual expenses while engaged in examining and making reports on said institutions. (Ratified March 7., 1901.) Ibid., 1901, chapter 650: Section 1. Section 3 of chapter 370 of the public laws of 1899 is hereby repealed, and the management and control of the North Carolina College of Agriculture and Mechanic Arts shall be vested in the board of agri¬ culture,, and the said board shall have and exercise all the powers and be subject to all the duties granted to and imposed upon the board of tiuistees of the said college in said act. [The board of agriculture consists of one member from each Congressional district of the State, appointed by the governor and confirmed by the senate for terms of six years. (Laws of 1901, chapter 479.)] SEC. 2. The board of agriculture shall use for the puriDose of said college and for the benefit of education in agriculture and mechanic arts, as well as in further¬ ance of the powers and duties conferred upon said board by existing laws^ any Kinds, buildings, lands, laboratories, and other property which may be in their possession, as in their judgment shall be thought proper. Sec. 3. It shall be the duty of the governor to appoint a board of visitors, to consist of eleven members, besides the commissioner of agriculture and. the presi¬ dent of the college, who shall be ex officio members of the board, whose duty it shall be to meet at least once in each year, andmotmore than twice, in the city of Raleigh, to visit and inspect the College of Agriculture and Mechanic Arts and make such recommendations to the board of agriculture for the conduct of said college as they may deem wise and beneficial. This board of visitors shall elect a chairman, and shall meet at such time, within the limits herein prescribed,, as said chairman shall designate. They shall serve without compensation, but their actual expenses of traveling to and from home and their board shall lee paid. The terms of service of four of these visitors shall be two years, of four others four years, and of the remaining three six years, and successors of these visitors,, respectively, shall be appointed by the governor at the expiration of their term for a. term of six years. (Ratified March 1901.) Ibid. , 1901 , chapter 737 : Sec. 6. [Appropriates to N ortli Carolina College of Agri¬ culture and Mechanic Arts, in addition to its standing appropriation, ‘'$17,488,26 to pay indebtedness contracted.by a former administration and $3,033.36 additional to pay indebtedness incurred by present administration.” Also “ $10^000 for each of the years 1901 and, 1902 for the erection and equipment of a building for a tex- tile department.”] Sec. 7. [Appropriates $5,000 “ to the Colored Agricultural and Mechanical Col¬ lege of Greensboro for each of the years 1901 and 1902 in addition to its standing appropiiation. This appropriation shall not be paid if the State board of educa¬ tion shall transfer to said school an equal amount of the appropriations for the colored normal schools of the State.”] Ibid,, 1901, chapter 751: Section 1. All acts of the general assembly appropri¬ ating money shall state specifically the purposes for which such money is appropriated. Sec. 2.. No^ president, superintendent, board of managers,, directors, nor other executive head of any State institution, supported vdiolly or in iiart by the State, 148 EDUCATION EEPOKT, 1903. shall purchase any real estate, or construct or enlarge any building, or contract any debt on behalf of the State without positive and specific authority given by the general assembly, except as hereinafter directed. Sec. 3. In cases of extreme emergency or dire necessity the executive head of any such institution shall, upon the recommendation of the governor and his council, have authority, upon the credit of the State, to make such expenditures as may be actually necessary to provide against any such emergency or necessity. Sec. 4. \Yhenever any money appropriated by the general assembly is expended contrary to the provisions of this act, the superintendent, members of the board of directors or managers or executive head directing, or consenting to, such expenditure shall be liable to the State thereof [therefor] , and it shall be the duty of the attorney-general to forthwith institute an action in the superior court of Wake County, in the name of the State, against such superintendent, executive head, members of the board of managers or directors, to recover the money so expended for the use of the State. (Ratified March 15, 1901.) NORTH DAKOTA. Constitution (1889), article 8: Sec. 147. A high degree of intelligence, patriot¬ ism, integrity, and morality on the part of every voter in a government by the people being necessary in order to insure the continuance of that government and the prosperity and happiness of the people, the legislative assembly shall make provision for the establishment and maintenance of a system of public schools which shall be open to all children of the State of North Dakota and free from sectarian control. This legislative requirement shall be irrevocable without the consent of the United States and the people of North Dakota. Sec. 148. The legislative assembly shall provide, at its first session after the adoption of this constitution, for a uniform system of free public schools through¬ out the State, beginning with the primary and extending through all grades up to and including the normal and collegiate course. Sec. 149. In all schools instruction shall be given, as far as practicable, in those branches of knowledge that tend to impress upon the mind the vital importance of truthfulness, temx)erance, purity, imblic spirit, and respect for honest labor of every kind. Sec. 151. The legislative assembly shall take such other steps as may be neces¬ sary to prevent illiteracy, secure a reasonable degree of uniformity in course of study, and to promote industrial, scientific, and agricultural improvements. Sec. 152, All colleges, universities, and other educational institutions for the support of which lands have been granted to this State, or which are supported by a public tax, shall remain under the absolute and exclusive control of the State. No money raised for the support of the public schools of the State shall be appropriated to or used for the support of any sectarian school. Article 9; Sec. 159. All land, money, or other property donated, granted, or received from the Uhited States or any other source for * * agricultural college, * * * and the proceeds of all such lands and other property so received from any source, shall be and remain perpetual funds, the interest and income of wdiich, together with the rents of all such lands as may remain unsold, shall be inviolably appropriated and applied to the specific objects of the original grants or gifts. The principal of every such fund may be increased, but shall never be diminished, and the interest and income only shall be used. Every such fund shall be deemed a trust fund held by the State, and the State shall make good all losses thereof. Sec. 102. The moneys of the permanent school fund and other educational funds shall be invested only in bonds of school corporations within the State, bonds of the United States, bonds of the State of North Dakota, or in first mort¬ gages on farm lands in the State, not exceeding in amount one-third of the actual value of any subdivision on which the same may be loaned, such value to be determined by the bom-d of appraisers of school lands. Laws, 1890, chapter 160: Section 1. There is hereby established and located at Fargo, Cass (bounty, N. Dak., an agricultural college, which shall be known by the name of the North Dakota Agricultural College. Sec. 2. The government and management of the North Dakota Agricultural College is hereby invested in a board of directors to be known as the Agricultural College Board of Directors. Sec. 3 [as amended by Laws, 1891, chap. 5, sec. 1]. The board of directors shall consist of seven members. The first board shall be axipointed as hereinafter pro¬ vided, and their term of oftice shall expire when their successors have been appointed and qualified, during the session of the legislative assembly in 1891. During the LAWS SELATING TO LAND-GEANT COLLEGES. 149 session of tlie legislative assembly in the year 1891, and before the third Monday in February of said year, the governor shall nominate and, by and with the consent and advice of the senate, appoint a full board of directors, three of whom shall be appointed for the term of two years and four of whom shall be appointed for the term of four years. Thereafter and at each biennial session of the legislative assem¬ bly, and on or before the third Monday in February during each session, there shall be nominated by the governor and, by and with the advice and consent of the sen¬ ate, appointed for the term of four years directors to fill vacancies occurring by the exj)iration of the term of office of those x)revionsly ax)pointed. The governor shall have power to fill all vacancies in said board which occur when the legisla¬ tive assembly is not in session, and the members of said board shall hold their office until their successors are apx^ointed and qualihed as provided by this act: Proinded further, That in all cases where the governor has made an appoint¬ ment to fill a vacancy when the legislative assembly is not in session, the term of office of the director or directors so appointed shall expire at the next session of the legislative assembly. Sec. 4. The governor shall cause to be issued to each of said directors a commis¬ sion, which shall be under the seal of the State. At the first meeting of said board the members thereof shall take and subscribe the oath of office required of all civil officers of the State, and shall then proceed to elect a president, secretary, and treasurer, but the treasurer shall not be a member of the board of directors. A majority of said board shall be a quorum for the transaction of business. The board shall require a bond of its treasurer and fix the amount thereof. Sec. 5 [as amended by Laws, 1901, chap. 5, sec. 2]. The board of directors shall hold its meetings at the city of Fargo and fix the time of holding the same, pro¬ viding there [these] shall not exceed six regular meetings in each year. The members of the board shall receive as compensation for their services $3 per day for each day employed and 5 cents per mile for each mile actually and necessarily traveled in attending meetings of said board, which sum shall b^ paid out of the State treasury upon vouchers of said board duly certified by the president and secretary thereof: Provided, hmvever, That the president of said board shall have power to call special meetings whenever in his judgment it becomes necessary. Sec. 6. The said board of directors shall direct the disposition of all moneys apx)ropriated by the legislative assembly of the State of North Dakota, or by the Congress of the United States, or that may be derived from the sale of the lands donated by Congress to said State for said college, or that may be donated to or come from any source to said State for the agricultural college or experiment sta¬ tion for North Dakota, subject to all restrictions imposed upon such respective funds, either by the constitution or laws of the State of North Dakota or the terms of such grants from Congress, and shall have supervision and charge of the con¬ struction of all buildings provided for or authorized by law for said college and station. The board of directors shall have power to employ a president and nec¬ essary teachers, instructors, and assistants to conduct said school and carry on the experiment station connected therewith, and to appoint one of its members super¬ intendent of construction of all buildings, who shall receive $3 per day for each day actually and necessarily engaged in the discharge of his duties, not to exceed fifty days in any one year, whicli sum shall be paid out of the State treasury upon the vouchers of the said board. Sec. 7. The said board shall audit all accounts against the funds appropriated by the legislative assembly of the State of N orth Dakota or held by the State for the use of the agricultural college and experiment station, and the State auditor shall issue his warrant upon the State treasurer for the amount of all accounts which shall have been so audited and allowed by the board of directors and attested by the president and secretary of the same. Sec. 8. The design of the institution is to afford practical instruction in agricul¬ ture and the natural sciences connected therewith, and also the sciences which bear directly upon all industrial arts and pursuits. The course of instruction shall embrace the English language and literature, mathematics, military tactics, civil engineering, agricultural chemistry, animal and vegetable anatomy and physiology, the veterinary art, entomology, geology, and such other natural sci¬ ences as may be prescribed, political and rural and household economy, horticul¬ ture, moral philosophy, history, bookkeeping, and especially the application of science and the mechanic arts to x:)ractical agriculture in the field. A full course of study in the institution shall embrace not less than four years, and the college year shall consist of not less than nine calendar months, which may be divided into terms by the board of directors as in their judgment will best secure the objects for which the college was founded. Sec. 9. The board of directors shall fix the salaries of the president, teachers, / 150 EDUCATTOK EEPOET, 1903. instructors, and other employees, and prescribe their respective duties. They shall also fix the rate of wages to be allowed to students for labor on the farm and experiment station or in the shops or kitchen of the college. The board may remove the president or subordinate officers and supply all vacancies. Sec. 10. The faculty shall consist of the president, teachers, and instructors, and shall pass all needful rules and regulations for the government and discipline of the college, regulating the routine of labor, study, meals, and the duties and exer¬ cises, anil all "such riiles and regulations as are necessary to the preservation of morals, decorum, and health. Sec. 11. The president shall be the chief executive officer of the agricultural college, and it shall be his duty to see that all rules and regulations are executed, and the subordinate officers and employees not members of the faculty shall be under his direction and supervision. Sec. 1:^. The faculty shall make an annual report to the board of directors on or before the first Monday in hlovember of each year, showing the condition of the school, experiment station, and farm, and the results of farm experiments, and containing such recommendations as the welfare of the institution in their opinion demands. Sec. 13. The board of directors shall, annually, on or before the 1st day of Feb¬ ruary in each year make to the governor a full and detailed report of the opera¬ tions of the experimental station hereby established, including a statement of the receipts and expenditures, a copy of which report shall be sent by the governor to the Commissioner of Agriculture and the Secretary of the Treasury of the United States, and said board of directors shall also make a report to the governor on or before the first Monday in December next preceding each biennial session of the legislative assembly, containing a financial statement showing the condition of all funds appropriated for the use of the agricultural college and experiment sta¬ tion; also the moneys expended and the purposes for which the same were expended in detail; also the condition of the institution and the results of all the experiments carried on there. Sec. 14. The board of directors and the faculty shall have povzer to confer degrees upon all x)ersons who shall have completed the course of study prescribed for said school by the board and faculty, and who shall have passed a satisfactory examination upon the studies contained in said course, and Avho shall be known to possess a good moral character. Sec. 15. The board of directors, as axmointed by the governor and confirmed by the senate, shall constitute and be known as the directors jirovided for in this act. Sec. 16. There is hereby established an agricultural experiment station in con¬ nection with the Korth Dakota Agricultural College, and under the direction of the board of directors of said college, for the purpose of conducting experiments in agriculture, according to the terms of section 1 of an act of Congress ai^j^roved March 2, 1887. * “ Sec. 17. The assent of the legislative assembly of North Dakota is hereby given, in inirsuance of the requirements of section 9 of said act of Congress approved March 2, 1887, to the grant of money therein made, and to the establishing of an experiment station in accordance with section 1 of said last-mentioned act, and assent is hereby given to carry out all and singular the provisions of said act. Sec. 18. The grant of lands accruing to the State of North Dakota under and by virtue of an act of Congress donating luiblic lands for the use and support of agricultural colleges in certain proposed States, apimoved February 22, 1889, is here])y accepted, with all the conditions and provisions'in said act contained, and said lands are hereby set ai>art for the use and support of the college herein pro¬ vided for. Sec. 19. There shall be no expense incurred or x)er diem and mileage paid to any officer of the board coiitemx^lated under the provisions of this act until an appro¬ priation shall have been made for the erection of any building or buildings for the agricultural college or exi)eriment station. (Approved March 8, 1890.) ^Laws, 1891, chax)ter 6: Section 1. Consent, having been given by the Congress of the United States by act axiproved September 4, 1890, to Die approxniation by the State of section 3() in township 140 of range 49 veest, situated in the county of Cass, being a portion of the lands granted to said State for the purpose of com¬ mon schools, for the use of the State" agricultural college as a site for that insti¬ tution, said section 36 is hereby designated and appropriated for the use of such agricultural college for a site and for the purpose of an exxDeriment station; and iill moneys hereafter approxiriated for the erection of buildings and imx^rovements for such college shall be expended in the erection of such buildings and improve¬ ments on such section. LAWS EELATINa TO LATO-GEALTT COLLEGES, 151 Sec. 2. The appropriation hereby made is subject to all leases of said land by the State now in force. (Approved January IG, 1891.) Laws, 1891, chapter 7: Sectioist 1. The grants of moneys authorized by the act of Congress approved August 80, 1890, being made subject to the legislative assent of the several States and Territories to the purpose of said grants, the assent of the State of North Dakota is hereby given to the purpose of said grants, and the conditions of the above specified act of Congress aa-e hereby accepted by the State of North Dakota. Sec. 2. In accordance with the XDrovisions of said act of Congress approved August 30, 1890, the North Dakota A.gricultural College is hereby designated as the beneficiary under the provisions of said act. Sec. 3. The treasurer of the North Dakota Agricultural College, elected in accordance with the provisions of section 4 of the act of the legislative assembly of the State of North Dakota approved March 8, 1890, is hereby designated as the officer to receive the sums of money appropriated to the State of North Dakota for the further endowment and support of colleges as provided by the said act of Congress approved August 30, 1890. Sec. 4. The State treasurer shall immediately pay over to the treasurer of the 'North Dakota Agricultural College all sums of money received from the United States Secretary of the Treasury, pursuant to the provisions of the said act of Congress approved August 30, 1890. Sec. 5. Said treasurer of the North Dakota Agricultural College shall give a bond in the sum of $50,000, with not less than four approved sureties, said bond to receive the sanction and approval of the board of directors of said North Dakota Agricultural College and of the governor of the State of North Dakota. (Approved February 21, 1891.) Laws, 1891, chapter 13; [Appropriates $25,000 for the erection of birildings for the agricultural college.] Laws, 1 898, chapter 1: [Appropriates for agricultural college as follows: Dor¬ mitory, $17,000; furnishing dormitory. $3,000: farmhouse and barn, $13,000; shoi3 for mechanical department, $9,000; completion of main building, $3,000; inci¬ dentals, $10,000.] Laws, 1893, chapter 128: Section 1. The governing or managing boards of all educational institutions in the State of North Dakota shall be designated as trus¬ tees of the respective institutions for which they are appointed. Sec. 2. The president, x>rincipal, or chief executive officer of each of these insti¬ tutions shall be ex-officio a member of the board of trustees of the institution with which he is connected, but shall have no vote as a member of such board. (Approved March 6, 1893.) Laws. 1895, chapter 2: [Appropifiates for the erection of additional buildings for the North Dakota Agricultural College and Exx3eriment Station, and for other purposes connected therewith, $11,250.] Laws, 1897, chapter 10: [Appropriates for agricultural college as follows: Fuel, $4,000; library, furniture, and fixtures. $200; printing and stationery, $600; instruc¬ tion in iireparatory department, $2,000; engineer, watchman, and janitors, $3,000; librarian, $200; miscellaneous expenses, $12,000.] Laws, 1897, chapter 11; [Appropriates for agricultural college; Payment of debts, $5,000; wing for chemical laboratory, $5,-000.] Laws. 1899, chapter 7: [Appropriates for agricultural college; Librarj^, furni¬ ture and fixtures. $300: librarian, $600; printing and stationery, $800; engineer, watchman, and janitors, $3,500; preparatory/ instructor, $2,000; fuel, $4,500; enlarging mechanical building, $2,000; miscellaneous expenses, $14,000.] Laws, 1901, chapter 18: [Appropriates $18,000 for current expenses of agricul¬ tural college.] Laws, 1901, chapter 127: Section 1. To provide for the erection and equipment of necessary additional buildings, for a system of sewerage, and for other neces¬ sary improvements for the North Dakota Agiicultiiral College at Fargo, the board of trustees of said agricultural college may issue bonds for such sum or sums of money as can actually be used in the construction and equipment of such neces¬ sary additional buildings, system of sewerage, and other necessary improvements, not exceeding the sum of $50,000; said bonds shall be in denominations of $1,000 each, shall bear interest at a rate not exceeding 5 per cent per annum, and shall be payable in twenty j^ears from the date of issue from the interest and income fund accumulating from the sale, rental, or lease of lands granted to the said North Dakota Agricultural College. The intere.st on such bonds shall be payable annually on the first day of January each year, and shall be payable from the interest and income accumulating from the sale, rental, or lease of said lands: 152 EDUCATION EEPORT, 1903. Provided, That if at any time there shall not he sufficient money to pay such interest, there is hereby appropriated out of the State treasury, out of the funds not t)therwise appropriated, a sum sufficient to meet such interest: Provided f ur¬ ther, That a sufficient amount of funds accumulating in the interest and income fund from sale or rental of land or lands granted to the North Dakota Agricul¬ tural College shall be used and aT)plied solely for the payment of interest on such bonds and for the creation of a sinking fund v,dth which to pay such bonds on maturity. Sec. 2. Such bonds shall be executed under the seal of the board of trustees of the North Dakota Agricultural College, shall be attested by the president and sec¬ retary of said board of trustees, and when executed the said board of trustees shall receive sealed proposals for the purchase of the same, and shall give public notice of such sale for at least thirty days preceding such sale in two or more newspapers iTi general circulation, giving date of such sale, and such bonds shall be sold to the highest bidder for cash and the proceeds thereof delivered to the treasurer of the North Dakota Agricultural College, to be used exclusively in pursuance of the pro¬ visions of this act. Sec. 8. All moneys that may arise or be derived from the sale, rental, or lease of said lands granted to the North Dakota Agricultural College shall be deposited with the State treasurer, to be used in pursuance with the provisions of this act for the benefit of the North Dakota Agricultural College. (Approved March 11, 1901.) ) Laws, 1901, chapter 138: Section 1. All moneys received as interest for rents, penalties, permits, or from any other source than from the principal of sales of agricultural college lands * * shall be paid over to the respective institution treasurers of the agricultural college, * * upon the warrant of the State auditor, on the 1st day of January, April, July, and October in each year. Sec. 8. The funds herein referred to shall be subject to the order of the respec¬ tive boards of trustees of each institution herein mentioned, and shall be used for the maintenance of such institutions. (Approved March 13, 1901.) '> Laws, 1901, chapter 15G: Section 1. For the purpose of providing for the main¬ tenance of the State university and school of mines at Grand Forks, the agricul¬ tural college at Fargo, the State normal school at Valley City, the Stat3 normal school at Mayviile, and the deaf and dumb asylum at Devils Lake, and the school of forestry, as a part of the public school system of this State, there is hereby levied upon all taxable projierty in the State, real and personal, an annual tax of 1 mill on each dollar of the assessed valuation of such property in each and every year hereafter. Sec. 2. The county auditor of each county shall, at the time of making the annual tax list in his county, calculate the amount of the levy hereinbefore pro¬ vided for upon each and every item of property assessed in his county, as it appears upon the last a‘'-s3ssment roll, and extend the same upon such tax list in a column to be provided for that purpose, and such tax shall thereupon be collected and paid over to the State treasurer the same as other St ite taxes. Sec. 8. Such taxes so levied shall be apportioned by the State treasurer to the several institutions herein mentioned as follows: Forty one-hundredths of a mill to the State university and school of mines at Grand Forks; twenty one-hundredths of a mill to the agricultural college at Fargo; twelve one-hundredths of a mill to the State normal school at Valley City; twelve one-hundredths of a mill to the State normal school at Mayviile; thirteen one-hundredths of a mill to the deaf and dumb asylum at Devils Lake; three one-hundredths of a mill to the school of for¬ estry at IBottineau. Sec. 4. The moneys arising from the taxes hereinbefore levied are hereby appro¬ priated for the maintenance of the [institutions mentioned in sec. 3] , the same to be paid monthly to the board of trustees of the several institutions herein men¬ tioned, and in iiroportion as herein provided, upon vouchers of said board, signed by their respective presidents, and to be expended by the several boards, in their discretion, in the establishment and maintenance of said institutions hereinbefore mentioned. (Approved March 6, 1901.) Laws, 1901, chapter 98: Section 1. The State University and School of Mines at Grand Forks, the agricultural college at Fargo, the State normal schools at Valley City and Mayviile, the deaf and dumb asylum at Devils Lake, the indus¬ trial school and school of manual training at Ellen dale, a scientific school at Wah- peton, the school of forestry of Bottineau, and all other schools heretofore estab¬ lished by law and maintained by taxation constitute the system of free public schools of the State. (Approved March 12, 1901.) Laws, 1901, chapter 180: Section 1. The board of university and school lands LAWS EELATING TO LAND-GKANT COLLEGES. 153 shall, during the j^ear 1901, appraise, advertise, and sell public lands, or as much thereof as can be sold at or above the minimum price of $10 per acre, as follovrs; ■if * 20,000 acres of the agricultural college lands. * * * Sec. 3. The proceeds of the sale of the agricultural college lands * shall remain a perpetual fund, the revenue of which shall be applied toward the maintenance or the liquidation of the indebtedness of the respective institutions. Each institution shall be credited for the proceeds of the sale of its lands and shall receive the revenues accruing thereon. (Approved March 11, 1901.) Laws, 1901, chapter 173: Section 1. There is hereby established a State farm¬ ers’ institute board of directors, composed of the president of the board of trus¬ tees of the North Dakota Agricultural College, the commissioner of agriculture and labor, the director of the experiment station, the xirofessor of agriculture and the professor of dairying of the North Dakota Agricultural College. Sec. 2. The State farmers’ institute board of directors shall have power to organize by electing one of its members to act as president and one to act as sec¬ retary, and shall have jiower, and it is hereby made its duty, to employ a director of farmers’ institutes and such other institute lecturers as may be deemed neces¬ sary; to authorize the holding of not less than 15 farmers’ institutes each year, the same to be of such a nature as to instruct the farmers of the State in main¬ taining the fertility of the soil, the improvement of cereal crops grown in the State, principles of breeding as applied to domestic animals, the making and handling of dairy products, the destruction of noxious v/eeds and injurious insects, forestry and growing of fruits, feeding and management of live stock, and, in general, such instruction as will tend to promote the jnosperity, home life, and comfort of the farming iiopulation. To determine the location of all institutes; but in determining such location those places where county or township agricultural societies are maintained shall have the preference. Sec. 3. No member of this board shall receive any compensation for his serv¬ ices, but shall be allowed his actual and necessary traveling expenses when engaged upon business connected with the proper discharge of his duties under this act. Sec. 4. There is hereby approximated, out of any money in the State treasury not otherwise aiipropriated, the sum of $3,000 biennially for carrying out the pur- Xioses of this act. All charges, accounts, and expenses authorized by this act shall he paid by the treasurer of the State upon the approval of the State board of audit when certified by the xiresident and secretary of the board of directors. ( Apxiroved March 13, 1901.) OHIO. Constitution (1851) , Article VI: Section 1. The principal of all funds arising from the sale or other disxiosition of lands or other proiierty granted or intrusted to this State for educational and religious purposes shall forever be x^i’eserved inviolate and undiminished, and the income arising therefrom shall be faithfully axiplied to the sxiecific objects of the original grants or apxiropriations. [The following matter is taken from The Annotated Revised Statutes of the State of Ohio, including all Laws of a General Nature in Forcv January 1, 1902, by Clement Bates, third edition, 3 vols. Cincinnati, Ohio, 1900.] Sec. 3107-85. The assent of said State is hereby signified to the aforesaid act of Congress [of July 3, 1862], and to all the conditions and provisions therein con¬ tained, and the faith of the State of Ohio is hereby xdedged to the performance of all such conditions and xirovisions. (February 9, 1864.) Sec. 3107-86. The auditor, treasurer, and secretary of state are hereby author¬ ized and directed to advertise, as often as they may deem the same advisable, and in such form as to them may seem proper and necessary to the xirompt disposition of the land scrip received from the United States for the establishment of an agricultural and mechanical college or colleges in the State of Ohio, for proposals for the purchase of the same in quantities not less than 160 acres, such proposals for xiurchase to be made either to said auditor, treasurer, and secretary of state, or to the auditor and treasurer of any county of the State, subject to the limita¬ tions and restrictions from time to time fixed by said auditor, treasurer, and sec¬ retary of state not inconsistent with this act. (April 13, 1865, as amended April 5, 1866.) , Sec. 3107-87. Said auditor, treasurer, and secretary of state are hereby author¬ ized to sell or cause to be sold said land scrip at the best price they can obtain for 154 EDUCATION REPORT, 1903. the same, and to employ a suitable person or persons to aid them in making such sales, ami to pay to such persons sncdi commissions on sales made by them as they may deem adequate to secure prompt and vigorous efforts to effect sales. And they are further authorized to accept x>ropositions for the purchase of said scrip in (quantities not less than 50,000 acres of land, on terms of payment of not less than one-fourth in hand atid the remainder in payments not more extended than one-fourth in two years, one-fourth in four years, and the remaining one-fourth in six years; or in quantities of not less than 10,000 acres of land on the following terms of payment: Not less than one-fourth in hand and the remainder in pay¬ ments not more extended than one-fourth in one year, one-fourth in two years, and the remaining one-fourth in three years, with interest on the deferred pay¬ ments from the date of purchase; and the deferred payments to be secured by mortgage upon real estate situate within the State of Ohio, or deposit of the bonds of this State or of the Government of the United States: Provided, also, That all contracts to pay commissions on sales or for the sale of scrip on time shall be approved by the governor, in writing, before the same shall be valid and binding on the State. (April 13, 1865, as amended April 5, 1866.) Seo. 8107-88. Upon the acceptance of proposals and payment thereon the party entitled thereto shall receive from said officers the amount of scrip so purchased, with a certificate that he has duly purchased and paid for the same; and on pres¬ entation of the same to the governor he shall execute the necessary transfer of the scrip, in accordance with the regulations provided by the General Land Office therefor. (April 18, 1865.) Sec. 3107-89. The auditor and treasurer of each county in the State shall jointly receive for such service as they may q^erform under this act, in accordance with their instructions from the au(iitor, treasurer, and secretary of state, a sum equal to 5 per cent on all moneys received and paid over by them upon the first 320 acres of scrip sold, 3 per cent on all moneys so received and paid over on the next 320 acres sold, and 1 per cent on all receipts for sales after 640 acres have been sold; and it is hereby made the duty of the auditor and treasurer of each county in the State to perform such services as may be required of them by the auditor, treas¬ urer, and secretary of state under this act; and the aforesaid county officers shall be paid by the amlitor of state out of the money hereinafter approx)riated for such puiq/ose. (Api-il 13, 1865.) Sec. 3107-90. Said auditor, treasurer, and secretary of state shall annually, on the first Monday of December, make the governor a full and explicit report of all their qu'oceedings and of the proceedings of county auditors and treasurers under this act, which report the governor shall communicate to the general assembly at the next ensuing session thereof. (Aqjril 13, 1865, as amended Aqmil 5, 1866.) Sec. 3107-91. All money received from the sale of land scrip shall be paid into the State treasury, and shall be approqu'iated and used by the commissioners of the sinking fund for the reduction and payment of the other public debt of the State. (Aq)ril 13, 1865.) Sec. 3107-92. Upon the amount of money so received for the sale of scrip appro- qnfiated for and to be used in the reduction of the other public debt of the State, as aforesaid, there shall be allowed, and paid semiannually, on the 1st days of duty and January in each year, interest at the rate of 6 per cent per annum, which shall be appropriated, as i}rovidedin the act of Congress approved July 2, 1862, “ to the endowment, support, and maintenance of at least one college, where the leading object shall be — without excluding other scientific and classical studies and including military tactics — to teach such branches of learning as are related to agi-iculture and the mechanic arts:” and for the prompt and regular payment of said interest, the preservation and approi)riation of said’ fund, and the strict oljservance and fulfillment of the act of Congress before referred to the faith of the State is irrevocably pledged. (April 13, 1865.) Sec. 3107-93. The commissioners of the sinking fund are hereby authorized and em.q)owered, as fast as the sinking fund will enable them to do so, to reduce the debt called the “agricultural fund” by the q)urchase of stocks of the United States or of this State yielding not less than 6 per cent upon the par value of said stocks, which stocks when so i)urchased shall be transferred to the “State of Ohio in trust for the agricultural college,” and shall be deposited with the treas¬ urer of state, and when so qmrchased, transferred, and (deposited shall, to the extent of the amount paid for such stocks, reduce the debt hereby created and denominated the “ agricultural fund.” (April 13, 1865.) Sec. 8951 [as amended May 8, 1902]. For the purpose of affording the advan¬ tages of a free education to all the youth of the State there shall be levied annu¬ ally a tax on the grand list of the taxable property of the State, which shall be collected in the same manner as other State taxes, and the q^roceeds of which LAWS EELATING- TO LAND-OEANT COLLEGES. 155 shall constitute “ the State common school fund,” and for the purpose of higher, agricultural and industrial education, including manual training, there shall he levied and collected in the same manner a tax on the grand list of taxable property of the State, which shall constitute “the Ohio State University fund.” The rate for such levy in each case shall be designated by the general assembly at least once in two years; and if the general assembly shall fail to designate the rate for any year, the same shall be for “ the State common school fund ” ninety-five one-hun¬ dredths of 1 mill each year for the years 1902 and 1903 and 1 mill each year there¬ after; for the ‘ ^ Ohio State University fund,” fifteen one-hundredths of 1 mill upon each dollar of valuation of such taxable property each year for the years 1902 and 1903 and ten one-hundredths of 1 mill each year thereafter. Sec. 4105-9. A college, to be styled the “ Ohio Agricultural and Mechanical Col¬ lege,” is hereby established in this State in accordance with the provisions of an act of Congress of the United States passed July 2, 1862, * * * and said col¬ lege to be located and controlled as hereinafter i^rovided. The leading object shall be, without excluding other scientific and classical studies and including military tactics, to teach such branches of learning as are related to agricultural and mechanic arts. (March 22, 1870.) Sec. 4105-10. The trustees and their successors in office shall be styled the “board of trustees of the Ohio Agricultural and Mechanicah College,” with the right as such of suing and being sued, of contracting and being contracted with, of making and using a common seal, and altering the same at pleasure. (March 22, 1870.) Sec. 4105-11. The board of trustees shall have power to adopt by-laws, rules, and regulations for the goverament of said college, to elect a president, to determine the number of professors and tutors, elect the same, and fix their salaries. They shall also ha,ve power to remove the president or any professor or tutor whenever the interests of the college, in their judgment, shall require, to fix and regulate the course of instruction, and to x)rescribe the extent and character of experiments to be made. (March 22, 1870.) . Sec. 4105-12. The college shall be open to all persons over 14 years of age, sub¬ ject to such rules and regulations and limitations, as to numbers from the several counties of the State,, as may be prescribed by the board of trustees: Provided, That each county shall be entitled to its just proportion according to its popula¬ tion. The board may provide for courses of lectures either at the seat of the col¬ lege or elsewhere in the State, which shall be free to all. (March 22, 1870.) Sec. 4105-13. The board of trustees shall have the general sui3ervision of all lands, buildings, and other property belonging to said college, and the control of all expenses therefor: Provuled ahvays, That said board shall not contract any debt not XDreviously authorized by the general assembly of the State of Ohio. (March 22,1870.) Sec. 4105-14. The board of trustees shall annually elect one of their number chairman, and in the absence of the chairman shall elect one of their number temporary chairman, and shall have power to appoint a secretary, treasurer, and librarian, and such other officers as the interests of the college may require, who may or may not be members of the board, and shall hold their offices for such term as said board shall fix, subject to removal by said board, and shall receive such compensation as the board shall prescribe. The treasurer shall, before enter¬ ing upon the duties of his office, give bond to the State of Ohio in such sum as the board may determine, v/hich bond shall not be for a less sum than the probable amount that will be under his control in any one year, conditioned for the faithful discharge of his duties and the payment of all moneys coming into his hands, said bond to be approved by the attorney-general of the State. (March 22, 1870. ) Sec. 4105-15. The board of trustees shall have power to receive and hold in trust, for the use and benefit of the college, any grant or devise of land, and any dona¬ tion or bequest of money or other personal property, to be a]3plied to the general or si^ecial use of the college. All donations or bequests of money shall be paid to the State treasurer and invested in the same manner as the endowment fund of the college, unless otherwise directed in the donation or bequest. (March 22, 1870.) Sec. 4105-16. The title for all lands for the use of said college shall be made in fee simple to the State of Ohio, with covenants of seizin and warranty, and no title shall be taken to the State for the i^urposes aforesaid until the attorney- general shall be satisfied that the same is free from all defects and incumbrances. (March 22,. 1870. ) Sec. 4105-17. The attornej-general shall be the legal adviser of said board of trustees, and he shall institute and x>rosecute all suits in behalf of the same, and 15G EDUCATION KEPOET, 1903. Fhall receive the same compensation therefor as he is entitled to by law for suits brouglit in behalf of the asylums of the State. (March 22, 1870.) Sec. 4105-18. It shall be the duty of the board of trustees to permanently locate said agricultural and mechanical college upon lands, not less than 100 acres, which in their judgment is best suited to the wants and purposes of said institution, the same l)eing reasonably central in the State and accessible by railroad from differ¬ ent parts thereof, having regard to healthiness of location, and also regarding the best interests of the college in the receipt of moneys, lands, or other property donated to said college by any county, town, or individual, in consideration of the location of said college at a given place: Provided, It shall require a three-fifths vote of the trustees to make said location: And xjrovided further. That said loca¬ tion shall be made on or before October 15, 1870: Provided further , That any per¬ son acting as a trustee, who shall accex^t or receive, directly or indirectly, any sum or amount from any person or persons, to use their influence in favor of the location of said college at any jiarticular point or place, shall be held to be guilty of a misdemeanor, and on conviction thereof by any court of competent jurisdic¬ tion shall be fined in any sum not less than $1,000 nor more than $10,000: Pro¬ vided further. That in the location of said college the said trustees shall not in any event incur any debt or obligation exceeding $40,000; and if in their opinion the interests of the college can not be best promoted without a larger expenditure for the location than that sum, then they may delay the permanent location of the same until the third Monday of January, 1871, and report their ijroceedings and conclusions to the general assembly: Provided further , That said college shall not be located until there are secured thereto for such location donations in money, or unincumbered lands, at their cash valuation, whereon the college is to be located, or in both money and such lands, a sum equal to at least $100,000, (March 22, 1870.) Sec. 4105-19. The unsurveyed and unsold lands ceded to the State of Ohio by a certain act of Congress of the United States, approved February 18, 1871, situate and being in the Virginia military district, between the Great Sciotaaiid the Little Miami rivers, in said State, be, and the same are hereby, accepted by the State of Ohio, subject to the provisions of said act. (April 3, 1873.) Sec. 4105-20. The trustees of the Ohio Agricultural and Mechanical College are hereby authorized to demand from all persons who have destroyed or converted any timber growing upon the lands ceded to the State of Ohio, as stated in the act to which this is supplementary, since the date of said act of Congress ceding said lands to the State of Ohio, full compensation for the timber so destroyed or converted and for all damages, and if payment shall be refused, to institute proper proceed¬ ings in the name of said Ohio Agricultural and Mechanical College, in any court of coinx^etent jurisdiction, to recover the same with damages and costs of suit: Provided, That the provisions of this section shall not ai)ply to timljer taken from the 100 acres by any person who shall obtain the title to the same under section 3 [sec. 4105-21] of this act. (April 3, 1873.) Sec. 4105-21. The title of said lands is hereby vested in the trustees cf the Ohio Agricultural and Mechanical College for the benefit of said college; and said trus¬ tees are hereby required to cause a complete survey of said lands to be immediately made and a correct plat thereof to be returned to said trustees, and to ascertain and set off, in reasonably compact form, by accurate boundaries to each occupant who wms in actual possession of and living upon any of said lands at the time of the passage of said act of Congress, as provided therein, or their heirs and assigns, a tract not exceeding 40 acres: and upon the i)ayment by the claimant of the cost of surveying and making the deed the said trustees shall make and deliver to said claimant a deed for said tract; and if any such occupant shall have been in such actual possession of more than 40 acres and is desirous of holding the same he shall be entitled to have in addition to said 40 acres anj^ number of acres not exceed¬ ing with said 40 acres the number of 160 acres, to be in reasonably compact form, t>y paying for the said excess over 40 acres the sum of $1 per acre; and if any claim¬ ant under the x^rovisions of this act shall desire to purchase any tract of land adjoining said 40 acres, not exceeding, including said 40 acres, the amount of 160 acres, of which said claimant shall have been in actual possession, but does not desire to purchase the same at $1 x)er acre, said trustees, upon notice by said claim¬ ant, shall cause said tract or x)art of tract to be sold separate from other tracts of land, at a valuation fixed ux)on by the appraisers named in this act, payable one- third at the date of the survey and the residue in two equal annual installments, with interest at G x^er cent, x^ayable annually, and upon full payment being made, with the cost of survey and conveyance, said trustees shall make and deliver to such claimant, his or her heirs or assigns, a deed for said excess over 40 acres: Provided, That any x)erson claiming the benefit of the provisions of this section as LAWS RELATING TO LANI)-G.RANT COLLEGES. 157 occnpaiit shall comply in all respects with and be subject to the provisions of the thirteenth section of the act of Congress approved September 4, 1841, entitled “An act to appropriate the proceeds of the sales of the public lands and to grant pre¬ emption rights,” and to the rules and regulations of the General Land Office of the United States relating to proof for the establishment of preemptor’s claims: Provided, Jioivever, That the affidavit recpiired by said thirteenth section of said act of Congress may be made before any justice of the peace or other officer authorized to administer oaths. (April 3, 1873.) [Sec. 4105-22 and sec. 4105-23 relate to theulivision and sale of the military lands.] Sec. 4105-24. The proceeds of the sales of such lands, or so much thereof as may be necessary, after the payment out of the same of all the necessary expenses of survey and sale, remaining uncertified into the treasury of said State, may be used by said trustees in building and maintaining upon the lands of said university a suitable number of houses, adaxited to use as family residences, for the use of members of the faculty of said university, for which use a fair and reasonable rent shall be paid to said university. Said buildings shall be erected under the provisions of title 6 of the Revised Statutes of Ohio; and the said trustees shall annually report to the governor a detailed statement of receipts and disbursements in the execution of the trust under the provisions of this act. (Ax)ril 3, 1873, as amended April 17, 1882.) Sec. 4105-26. The trustees of the Ohio State University be, and they are hereby, required to establish in said university a school of mines and mining engineering, in which shall be provided the means for stucU'ing scientifically and experimen¬ tally the survey, opening, ventilation, care, and working of mines; and said school shall be provided with a collection of drawings, illustrating the manner of open¬ ing, working, and ventilating mines, and with the necessary instruments for sur¬ veying, measuring air, examining and testing the noxious and poisonous gases of mines, and (also) with (the) models of the most improved machinery for ventilat¬ ing and operating (all the various kinds of) mines with safety to the lives and health of those engaged. Said school shall also be provided with complete mining laboratories for the analysis of coals, ores, fire clays, and other materials, and with all the necessary apparatus for testing the various coals, ores, fire clays, oils, gases, and other minerals. (May 7, 1877, as amended April 4, 1888.) Sec. 4105-27. Said trustees shall employ competent persons to give instruction in the most (improved and) successful methods of opening (and operating), sur¬ veying, and inspecting mines, including the methods and machinery employed for extracting coal, ore, fire clay, oil, gas, and other minerals from the pit’s mouth and for facilitating the ascent and descent of workmen, the draining and freeing of mines from water, the causes of the vitiation of air, the quantities of fresh air required under various circumstances, natural ventilation, mechanical ventilation by flues and fans, and other ventilating machinery, the use of air engines, air comj^ressors, and coal-cutting machinery; also instruction in the various uses of coals, ores, fire clays, oils, gases, and other minerals and the methods of testing, analyzing, and assaying such minerals; also the methods employed in metallurgical and other processes in the reduction of ores and in determining the qualities of metals, particularly of iron and steel, as shown by practical and laboratory tests; and there shall be kept in a cabinet properly arranged for ready reference and examination, suitably connected with said school of mines, (samples of the) specimens from the various mines in the State which may be sent for analysis, together with the names of the mines and their localities in the counties from which they were sent, and the analysis and a statement of their properties attached (it shall also be his duty to furnish analysis of all min¬ erals found in the State and sent to him for that purpose by residents of this State). • (May 7, 1877, as amended Ainfil 4, 1888.) Sec. 4105-28. There is hereby appropriated out of tlie general revenue fund the sum of $3,500 to be expended in the equi^nnent, sujjport, and maintenance of said school of mines, as provided for in the first and second sections [secs. 4105-26 and 4105-27] of this act. (May 7, 1877, as amended April 4, 1888.) Sec. 4105-29. The board of trustees of the Ohio State University are hereby authorized and empowered to appropriate annually for the period of ten years to the support and maintenance of the school of law’- of the Ohio State University out of the funds derived under section 3951 of the Revised Statutes of Ohio, amiended March 20, 1891 (88 O. L., 159), a sum not exceeding $5,000 in addition to the sum derived from the tuition fees of the students in said school of law. (April 24, 1893.) Sec. 4105-30. The trustees of the Ohio State University be, and they are hereby, required to establish in said university a department of ceramics, equipped and 158 educations' EEPORT, 1903. designed for the technical education of clay, cement, and glass workers in all branches of the art which exist in this State or vrhichcan be profitably introduced and maintained in this State from the mineral sources thereof , including the man¬ ufacture of earthenwares, stonewares, yellow wares, white wares, china, porce¬ lain, and ornamental pottery; also the manufacture of sewer pipe, fireproofing, terra cotta, sanitary clay wares, electric conduits and specialties, fire bricks, and all refractory materials T glazed and enameled bricks, pressed bricks, vitrified pav¬ ing matoriab as well as the most economic methods in the production of the coarser forms of bricks irsed for building purposes; also the manufacture of tiles used for paving, flooring, decorative vrall paneling, roofing, and draining purposes; also the manufacture of cement, concrete, artificial stone, and ail kinds of glass prod¬ ucts and all other clay industries reirresented in our limits. (April 20, 1894.) Skc. 4105-31. Said depai-tment shall offer special instruction to clay workers on the origin, composition, properties, and testing of clays, the selection of materials for different pmrposes, the mechanical and chemical preparation of clays, the laws of burning clays, the theory and practice of the formation of clay bodies, slips, and glazes, and the laws which control the formation and fusion of silicates. (April 20. 1894.) Sec. 4105-32. Said department shall be provided with an efficient laboratory designed especially for the practical instruction of clay workers in the lists of subjects enumerated in the second section [sec. 4105-31] of this act, and also erpiipped to investigate into the various troubles and defects incident to every form of clay working, which can not be understood or avoided except by use of such scientific investigation. Said laboratory shall be equipped with aiiparatus for chemical analysis, with furnaces and kilns for iiyrometric and iiractical trials with such macliinery for the grinding, washing, and jireparation of clays for manufacture as is consistent with the character of the department. (Aiiril 20, 1894.) Sec. 4105-33. Said trustees shall employ to conduct this department of ceramics a coinxietent expert, who shall unite to the necessary education and scientific acquire¬ ments a thorough i)ractical knowledge of clay working, and not less than two years' actual experience in some branch of the art. It shall be his duty to teach the theoretical i)art of the subject and to conduct the laboratory for the instruc¬ tion of students, and also to prosecute such scientific investigations into the tech¬ nology of tlie various clay industifies as may be practicable, and from time to time to publish the results of his investigations in such form that they will be accessible to the clay workers of the State for the advancenientof the art. (April 20, 1894.) Sec. 4105-34. There shall be hereafter appropriated out of the general revenues of the State the sum of $5,000, to be expended in the organization, equiiiment, and maintenance of said department [of ceramics] for the current year, and there shall be aiiproiniated from the same fund the sum of $2,500 annually for two years for the salary, supiilies, and all other expenses of maintenance of saiddejoart- ment. (April 20, 1894. ) Sec. 4105-35. It shall I)e the duty of the professor occupying the chair in the chemical and mechanical department of the Ohio Agricultural and Mechanical College, upon ai^plication. to make and give a written analysis of such artificial fertilizers as may be furnished to him for that purpose. (April 4, 1878.) Sec. 4105-30. The educational institution heretofore designated as the Ohio Agricultural and Mechanical College shall be known and designated hereafter as “The Ohio State University.” (Mciy 1. 1878.) Sec. 4105-37. The government of said university shall be vested in a board of seven trustees, who shall be api3ointed by the governor of the State, with the advice and consent of the senate, but no trustee or his relation by blood or mar¬ riage shall be eligible to any xirofessorsliq^ or x>osition in the university, the coin- X)ensation for which is x^ayable out of the State treasury or said college fund. (May 1.1878.) Sec. 4105-38. The members of said board of trustees and their successors shall hold their offices for the term of seven years each: Provided, That the trustees first ax3X^<'>i^if €'<1 i^pfier the xn-ovisions of this act shall hold their terms for one, two, three, four, five, six, and seven years, resx^ectively, to be fixed by the governor in their commissions. In case a vacancy shall occur from death or other cause the appoint¬ ment shall be for the unexpired term. The trustees shall not receive any comx)eii- sation for their services, but they shall be paid their reasonable, and necessary expenses while engaged in the discharge of their official duties. (May 1, 1878.) 8ec. 4105-39. The board of trustees shall have x^ov^er, and it is made their duty, to collect, or cause to be collected, specimens of the various cereals, fruits, and other vegetable products and to have experiments made in their reproduction upon the lands of the university and to make rex^ort of the same from year to year. LAWS EELATING TO LAND-GEANT COLLEGES. 159 together with such other facts as may tend, to advance the interests of agriculture. (May 1, 1878.) Sec. 4105-40. The board of trustees shall have power, and it is hereby made their duty, to secure and keep in the said university a, collection of specimens in min¬ eralogy, geology, zoology, botany, and other specimens pertaining to natural his¬ tory and the sciences, and it shall be the duty of the president of the university to collect and deposit in the said university, in such manner as shall be directed by the trustees, a full and complete set of specimens as collected by him and his assist¬ ants. together with a brief description of the character of the same and where obtained, and the said specimens shall be properly classified and kept for the benefit of said university. (May 1, 1878.) Ssc. 4105-41. The first meeting of the members of the board shall be called by the governor, as soon after the appointment of said board as convenient, to be held at said university, in Columbus, Ohio. All succeeding meetings shall be called in such a manner and at such times as the board maj^ prescribe. The said board shall meet at least three times annually, and at such other times as they may think necessary for the best interest of the said university. A majority of the board of trustees present at any meeting shall constitute a quorum to do business: Provided, A majority of all the board shall be required to elect or remove a presi¬ dent or professor. (May 1, 1878.) Sec, 4105-42. The board of trustees shall cause to be made on or before the 1st of October of each year a report to- the governor of the condition of said university; the amount of receipts and disbursements, and for what the disbursements were made ; the number of professors , officers , teachers , and other employees , and the posi¬ tion and compensation of each; the number of skudents in the several departments and classes, and the course of instruction pursued in each; also an estimate of the expenses for the ensuing year; a statement showing the progress of the university, recording any iniT)rovements and experiments made, with their costs, and the results, and such other matters as may be supposed useful. Said annual report shall be for the year ending June 80, and the said Ohio State University is hereby exemx)ted from the provisions of section 172, Eevised Statutes of Ohio. There shall be printed * 5,000 copies of the said annual report, to be distributed by the trustees in such manner as they shall deem best for the interest of said uni¬ versity. The president of said university shall transmit by mail one copy to the Secretary of the Interior, one copy to the Secretary of Agriculture, and one copy to each of the colleges which are or may be endowed under the provisions of the act of Congress of July 2, 1862. (May 1, 1878, as amended April 25, 18fi3.) Sec. 4105-43. All funds derived from the sale of land scrip issued to the State of Ohio by the United States in pursuance of the aforesaid act of Congress, together with the interest accumulated thereon, shall constitute a part of the irreducible debt of this State, the interest upon which, as provided by the act of February 10. 1870, shall be iDaid to the university by the auditor of State, upon the requisition of the commissioners of the sinking fund, issued on the certificate. of the secretary of the board of trustees, that the same has been appropriated by said trustees to the endowment, support, and maintenance of the university, as provided in the act of Congress aforesaid. (May 1, 1878.) Sec. 4105-44. That said board of trustees shall fix the compensation for the president, professors, teachers, and all other employees of the university: Provided, That the compensation for the services of the professors shall not exceed $2,500 each per annum. (May 1, 1878, as amended March 16, 1894.) Sec. 4105-45. It shall be the duty of the board of trustees, in connection with the faculty, of the university, to provide for the teaching of such branches of learning as are related to agriculture and the mechanic arts, mines and mine engineering, and military tactics, and such other scientific and classic studies as the resources of the fund will permit. (May 1, 1878, as amended April 15, 1880.) Sec. 4105-46. The auditor of State be and is required to compute the interest which has accrued and v/ill accrue on the agricultural college scrip fund since the same has been sold, to July 1, 1870, compounding the same by semiannual rests on the 1st day of January and the 1st day of July in each year; and on June 15, 1870, to transfer the sum so arising to the said college fund, and invest the same in the interest-bearing bonds of the State, in the same manner as the principal of the said fund is now invested. (February 10, 1870.) Sec. 4105-47. That on July 1, 1870, and every six months thereafter the auditor of State shall invest the interest of said funds failing due in the same manner as the principal is now invested. (February 10, 1870.) Sec. 142. The professor of physics of the Ohio State University shall be ex-officio State sealer, and the standards of v/eights and measures adopted by the State shall be deposited in a suitable room at the Ohio State University, and the same 160 EDUCATION KEPORT, 1903. shall he l.)y him kept in suitable cases, which shall he opened only for the purpose of conijiaring vcitli such standards the copies which hy law are to he furnished for the use of the several counties, unless hy a joint resolution of the general assembly, or upon a call of either house for information, or by order of the governor for scientific piirposes. (March IT, 1891.) : Sec. 409-15. There he, and hereby is, established at the State university, at Col¬ umbus. Ohio, a central office for the promotion of forestry, to be entitled the State forestry bureau, which shall consist of three members, to be appointed by the governor, as a board of directors. The members of the board of directors shall be commissioned by the governor, and be duly qualified as like officers of the State; one of three directors shall serve for six years, the second for four years, and the third for two years, and on the expiration of terms of service appointments shall be made for the term of six years. (April 16, 1885.) ^ Sec. 409-16. It shall be the duty of said State forestry bureau to thoroughly in¬ quire into the character and extent of the forests of the State; to investigate the causes which are in operation to x^roduce their waste or decay; to suggest what legislation, if any. may be necessary for the development of a rational system of forestry, adai)ted to the wants and conditions of this State, and vuth the consent of the trustees of the Ohio State University the said directors may establish a forestry station on the grounds of said university. The directors shall select one of their number, or aj^point a qualified person as secretary, to carry out the plans of the board, who shall receive such comi^ensation for his services as shall be agreed uix^n by the board: Provided, That all exx)enses incurred under this act shall not exceed the amount hereinafter provided. Said directors shall serve without comx:)ensation, but shall be allowed their necessary expenses incurred in discharge of the duties of their office. (April 16, 1885.) Sec. 409-17. This bureau shall annually make a report to the governor, which shall contain the results of the investigation, together with such other information as the board may deem necessary for the promotion of forestry in this State. Five thousand cojiies of this report are to be i)rinted by the State, 2,000 of which shall be distributed bvthis bureau of forestrv,and the remainder l^ythe general assem¬ bly. (Ai)ril 16.^1885.) Sec. 409-18. There is hereby appropriated for the ensuing year, for the main¬ tenance of said bureau, the sum of $1,000, or so much thereof as may be necessary for the purpose of meeting the actual expenses of carrying out the provisions of this act. (April 16, 1885.) Laws. 1891, 369 G: Section 1. The assent of the State is hereby signified to the aforesaid act of Congress [of August 30, 1890] , and to all the purposes, conditions, and provisions therein contained, and the faith of the State of Ohio is hereby pledged to the performance of all such xuirposes, conditions, and xirovisions. Sec. 2. The treasurer of the Ohio State University is hereby designated to receive the moneys axix^i’oxu’iated by said act of Congress. (May 4, 1891.) Laws, 1902, 373 G: Section 1. There is hereby appropriated from any moneys raised or coming into the State treasury to the credit of the Ohio State University fund, not otherwise axiproxu'iated, for the last three cxuarters of the fiscal year ending November 15, 1902, and the first quarter of the fiscal year ending Novem¬ ber 15, 1903, the sum of $300,000. or so much as may come into the treasury to the credit of said fund; and for the last three quarters of the fiscal year ending November 15, 1903. and the first quarter of the fiscal year ending November 15, 1904, the sum of $300,000, or so much as may come into the treasury to the credit of such fund, to be axixdied to the uses and purposes of the Ohio State University in accordance with the provisions of section 3951 of the Revised Statutes of Ohio as amended May 8, 1902. (May 10, 1902.) liaws, 1902, 376 G: Section 1. The board of trustees of the Ohio State Univer¬ sity, for the xmrxiose of xu’oviding for the erection of needed buildings and improve¬ ments and the securing of needed eqiiixnuent and for the payment of the costs, exx)enses and estimates thereof, as the work progresses, is hereby authorized to issue from time to time certificates of indebtedness to an amount not exceeding in the aggregate $200,000 in anticixiation of the annual levies authorized by section 3951 of the Revised Statutes of Ohio as amended May 8, 1902. Sec. 2. The certificates of indebtedness herein authorized shall be signed by the Xiresident and secretary of said board of trustees and sealed with the seal of said university, shall bear such rate of interest, not exceeding 4 per cent per annum, X)ayable semiannually, as said board of trustees may determine and shall be pay¬ able by said lioard of trustees out of the revenues in anticipation of which they shall be issued as herein xu’ovided; and the moneys arising from the issue of such certificates shall be apxfiied exclusively to the xiurposes for which such certificates shall be issued. Said certificates of indebtedness shall be sold by said board of LAWS RELATIWa TO LALTD-GRART COLLEGES. 161 trustees at not less than their par value to the highest bidder, after notice of the sale thereof has been given in a newspaper of general circulation published in the city of New York, and also in the cities of Columbus, Cincinnati, Cleveland, and Toledo; or may be issued to contractors for said buildings end improvements in pavnient of estimates for v/orh and materials done or furnished bj^ them. (May 10, 1903.) OKLAHOMA. [The following matter is taken f I’om “ The Statutes of Oklahoma, 1893. Being a compilation of alLthe laws now in force in the Territory of Oklahoma. Compiled under the direction and supervision of Robert Martin, secretary of the Territory, by W. A. klcCartney, John K. Beatty, and J. Malcolm Johnston, a committee elected by the legislative assembly.” Guthrie, Okla., 1893.] Chajiter I: Section 1. The provisions of an act of Congress entitled “An act to establish agricultural experimental stations in connection with the colleges estab¬ lished in the several States under the provisions of an act approved July 2, 1862, and the acts supplementaiy thereto,” approved March 2, 1887, are hereby accepted by the Territory^ of Oklahoma; and the Territory hereby agrees and obligates itself to comply with all the provisions of said act. Sec. 2. Upon the approval of this act by the governor, he is hereby instructed to transmit a certified copy of the same to the Secretary of State and the Secretary of the Interior of the United States. (October 27, 1890.) [Sections 3-28 comprise the provisions of an act of December 25, 1890, as amended March 18, 1893.] Sec. 3. An agricultural and mechanical college is hereby located in Payne County. It shall be the duty of the governor to appoint three competent citizens of said Territory as a hoard, whose duty it shall he to locate such institution at some iioint in Payne County and report their actions and doings to the governor relative thereto within ninety days after their appointment. Sec. 4. The institution shall be known as the Oklahoma Agricultural and Mechanical College, and shall be an institution corporate under tlie laws of Okla¬ homa; and the government and management thereof is hereby vested in a board of regents to be knov/n as the “agricultural and mechanical college board of regents. ’ ’ Sec. 5. The leading object of said college shall he to give instruction in agricul¬ ture, the mechanical arts, the English iangnage, and the various branches of m^atheinatical, physical, natural, and economic sciences, with special reference to their application in the induslifiesof life; and to that end there shall he t stablished a sufficient iinmher of professorships for teaching the alx^ve branches, including military tactics, and such arts and sciences as are related thereto; which profess¬ orships shall he filled by able and efiicient persons, aided by such assistants and instructors as shall from time to time be necessary. Sec. 6. Such institution shall not be locatod by said commissioners upon less than 80 acres of land, suitable and fi.fc for use as an agricultural experimental sta¬ tion, which land shall be convejmd to such institution for the use and benefit thereof by good and sufficient title thereto. The said board of commissioners to locate said site shall receive as compensation for their services $4 per day each for the time actually and necessarily employed, together v/itli all necessary and actual expenses incurred in the discharge of their duties, to be audited and paid out of any fund in the Territorial treasury not otherwise appropriated. Sec. 7. The said county of Payne or municipality in or near which the said agricultural college shall he located under this act shall issue its bonds in the sum of $10,000 and deliver the same to the secretary of the Territory of Oklahoma, to be by him sold for said Territory at not less than their par value, the proceeds thereof to he by the secretary turned over to the treasurer thereof, to be placed to the credit of such institution, such bonds to run twenty years after the date of their issuance and draw 5 per cent interest, payable semiannually, and to be issued in the denomination of $1,000 each, v/ith interest coupons thereto attached: Provided, If such county or municipality shall fail or refuse to issue such bonds or convey said lands after demands made therefor by such board, such institution may be relocated elsewhere: Provided further. That a majority of the qualified voters of said county or mnnicipaiity shall at an election called for that imrpose vote ‘ ‘ for ’ ’ the i)roposition to issue such bonds. The proceeds arising from sale of such bonds shall be used only in the erection of the building for such institu¬ tion. Such bonds shall be payable to bearer. Sec. 8. Such college, by its regents, may take title to real estate, enter into con¬ tract, locate buildings, and do ail things necessary to make the college effective as an educational institution. ED 1903 - 11 1G2 EDUGATIO^^ EEJPORT, 1903. Sec. 9. Such board of regents shall consist of five nenihers and the governor of Oklahoma, who shall be ez officio a member of such lioard. The governor shall nominate end appoint such regents, who shall hold their office [two of them?] for two years and tliree of them for four years and until their successors shall bo appointed and confirmed ))ieirnially by the legislative council: Provided, That the governor mid council siiall fill all vacancies in said board existing during the ses¬ sion of the legislature and that the governor shall fill such vacancies only as occur when the legislature is not in session. The governor shall cause to be issued to each of said regents a cominission under the seal of the Territory. Sec. 10. At the first meeting of said board it shall organize by the members thereof taking and subscribing an oath of office as required liy all civil officers of the Territory, and shall then iiroceed to elect a president and treasurer, and the president shall be president of the college and shall be secretary of the board. A majority of the board shall be a quorum for the transaction of business. The board shall require a bond of its treasurer and fix the amount thereof, t Sec. 11. The board of regents shall hold its meetings at the agricultural college and fix the time of holding the same: Provided, That members of the board shall receive as coniiiensation for their services $5 per day for each day employed, not to exceed twelve days in any one year, and 5 cents per mile actually and neces¬ sarily traveled in attending the meetings of said board, which sums shall be paid out of the Territorial treasury upon the vouchers of said board. Sec. 13. The said board of regents shall direct the dispositions of all monej^s appropriated by the Territorial legislature or by Congress, or funds arising from the sale of bonds proffided for in this act for tlie agricultural college or experi¬ mental station for Oklahoma Territory, and shall have supervision or charge of the construction of all buildings provided for said college or farm. The board of regents shall have power to employ a president and necessary teachers, instructors, and assistants to conduct said school and carry on the experimental farm con¬ nected therewith, and to appoint a superintendent of construction of all buildings, who shall receive $3 per day for each day actually and necessarily engaged in the disch:irge of his duties, not to exceed fifty days in any one year, whicli sum shall be paid out of the Territorial treasury upon the vouchers of said board. The said board shall audit all accounts against the funds appropriated for the use of the agricultural college and experimental station, and the Territorial auditor shall issue his warrant upon the Territorial treasurer for the amount of all accounts wliich shall have been audited and allowed by the board of regents and attested by the president and secretary of the same: Provided, That no member of the board of regents shall be employed upon any v/ork to be performed in connection witli the agricultural college, nor shall an;/ such regent be allowed any per diem except as x)rovided by law, andi provided that any member of the board of regents who shall not have complied v/ith the provisions of this act by the 1st of April next [1890] , the governor shall declare his office vacant and a.ppoint a successor as provided by lav/. I- Sec. 13, An auditing committee, composed of three members of the board and the Territorial treasurer, shall audit all accounts against the funds appropriated for the use of the agricultural college and experimental station. The Territorial auditor shall audit all accounts, expenses, per diem, etc., of the board of regents, and shall issue his v/arrant upon the Territorial treasurer for the amount of such accounts vdien allowed by the board and attested by the president and secretaryof the same. Sec. 14. A full course of study in the institution shall embrace not less than four yeurs, and the college year shall consist of not less than nine calendar months, wliich may be divided into terms In/ thcboa,rd of regentsasintheir judgment will best secure the objects for which the college was founded. Sicc. 15. The board of regents sliall fix the salaiies of the president, professors, and. other employees and pr esc rilie't heir respective duties. The board may remove the president of the college or subordinate officers for just cause and supply all vacancies. Sryj. IG, The faculty shall consist of the president of the college and the pro¬ fessors, who shall make all needful rules and regulations for the government and discipline of the college and such other rules necessary to the preservation of morals, decorum, and health of students. Sec. 17,_ The president shall be chief executive officer of the agricultural col¬ lege, and it shall bo his duty to see that all rules and regulations are executed, and the subordinate officers and. employees, not members of the faculty, shall be under his direction and supervision . Sec, 18. The president of the college and board of regents shall constitute a com¬ mittee to fix the rate of Avages to lie allowed to students for labor on the farm or in the shops or kitchen of the agricultural college. LAWS EELATUNTG TO LAITD-GEAKT COLLEGES. ' 163 Ssc. 19. The faculty shall make an annual report to the hoard of regents on or before the first Monday in December of each year, sho-wing the condition of the school and farm and the results of farm experiments, and containing such recom¬ mendations as the welfare of the institution, in their opinion, demands. Sec. 20. The board of regents shall make a report to the governor on or before the last Monday in December next preceding each biennial session of the Territo¬ rial legislature, containing a financial statement showing the condition of all funds appropriated for the use of the agricultural college and exT)erimeiital station; also the moneys expended and the purposes for which the same were exr^ended in detail; also the condition of the institution amd the results of all experiments carried on there. Sec. 21. The board of regents and the faculty shall have povvmr to confer degrees upon all xiersons who shall have completed the course of study prescribed for such school by the board and faculty and who shall have passed a satisfactory exami¬ nation upon the studies contained in said course and who shall be known to x)ossess a good moral character. "Sec. 22. There is hereby established an agricultural experimental station in con¬ nection v/itli the agricultural college by this act established, and under the direc¬ tion of the board of regents, for the purpose of conducting exiieriments in agri¬ culture according to the terms of the acts of CongTess establishing agricultural colleges and experimental stations. Sec. 23. The assent of the legislature of the Territory of Oklahoma is hereby given, in pursuance of the reciuiremeiits of section 9 of said act of Oongress, approved March 3 [2] , 1887. to the grant of money therein made and to the estab¬ lishing of an experimental station in accordance vritii section 1 of said last- mentioned act, and assent is hereby given to carry out all and singular the provisions of all the acts of Congress. . Ssc. 24. The board of regents hereby established, in connection vwtli the gov¬ ernor and secretary of the Territory, shall be fully authorized to receive from the United States any and all appropriations made for the support or maintenance of agricultural colleges within the Territoip/, and shall be authorized to receipt for the same, amd shall be chargeable therewith vvdien received from the United States. Ssc. 25. Citizens of Oklahoma betv/een the ages of 14 and 30 years who shall pass a satisfactory examination in reading, arithmetic, geography, English gram¬ mar, and United States history, and vdio are known to possess a good moral character, may be admitted to all the privileges of the institution. Ssc. 26. The board shall possess a common seal, which shall be attached by the T)resldent of the board, or president of the college v/lien the board is not in session, to all diplomas, honorary degrees, and all T)ublic documents emanating from the college. ChaT)ter 9, article 2: Ssc. 15. The governor, secretary, and treasurer of the Ter¬ ritory of Oklahoma are hereby authorized and empovvered to issue the bonds of said Territory in tbe sum of |15,000 for the use ami beneht of the agricultural and mechanical college of the Territory of Oklahoma, located at Stillwater, in Payne County, in said Territory, the said bonds to bo of the denomination of $500 each and bear interest at the rate of 6 per cent per annnnl, xsayable amniially, for vrhich interest coupons shall be attached to said bonds and run thirty years from their da,te, and i3ayable at any time after ten years. from their date at the will of the Territory. Sec. 16. Said bonds shall be styled Territorial agricultural and mecbanical col¬ lege bonds-, and when issued shall be delivered to the treasurer of said Territory, and shall be by the treasurer of said Territory sold at not less than par, and v/itli- out the payment of commission for their sale; and the fund p.rising from the sale of said bonds shall be a separate fund in the treasury of said Territory for the use and benefit of said agricultural and mechanical college of the Territory of Okla¬ homa, and sliall be expended by the agricultural and mechanical college hoard of regents for the purx)Ose3 of the erection of suitable building or buildings for tbe use of said agricultural and mechanical college. Sec. 17. The said fund arising from the saie of said bonds shall he charged to the treasurer of said Territory by the auditor thereof, a,nd shall be x)ald out only for the purpose aforesaid and upon a,n order in v/riting signed by the president of said agricuitural and mechanical college, and countersigned by the auditor of said Territory; and upon returning said orders duly paid to the auditor of said Terri¬ tory^ the treasurer shall receive credit for the amount so jiaid. Sec. 18. The said bonds shall be issued by the governor, secretary, and treas¬ urer of the Territory of Oklahoma at any time after the passage of this act, ux)on request in writing of the agricultural and mechanical college board of regents. Ssc. 19. Said agricultural and m_echanical college board of regents shall have 164 EDUCATION EEPORT, 1903. power to do any and all things necessary to the construction of said bnildings: Provided, hoicever. That no contract shall be made or be binding on the Territory that shall not be antliorized by said agricultural and mechanical college board of regents at a meeting duly called for that purpose, of which each member shall have at least five days' notice in writing and in accordance Yvuth the provisions of this act. Sec. 20. Before letting any contract for the furnishing of any material or the performance of any labor upon said buildings to any contractor it shall be the duty of said board of regents to adopt certain plans and specifications prepared by competent architects, giving on [an?] estimate cost of said proposed buildings, and the contracts shall be let with the view to the erection of said buildings according to said plans and specifications; and before any contract for the erection of said buildings, or for the furnishing of any material, or for the performance of any i')ortion of the work let seT)arately, it shall ]>e the duty of the board to take good and sufficient bond from the contractor or contractors for the faithful per¬ formance of said work. Sec. 21. No contract shall be let for the furnishing of the material or any por¬ tion of the material used in the erection of said buildings, or the construction thereof, until said board of regents shall have given thirty days’ notice in one weekly newspa^ier published at Stillwater, in Payne County, in said Territory, and in one daily newspax)er published at Guthrie, in said Territory, of the intention to purchase such material and let such contracts, and the contracts shall be let to the lowest responsible bidder or bidders, who shall give good and sufficient bond, with two or more sureties, for the faithful performance thereof, according to the terms of the contract: Provided, Ttoirever, That the said board of regents may let the contract for the construction of said buildings as an entirety to one person or may let portions thereof to different persons, as th.e board of regents may deter¬ mine shall be to the best interests of said agricultural and mechanical college. Sec. 22. For the purpose of paying the interest on the said bonds hereinbefore provided to be issued for the use and benefit of said University of Oklahoma, Nor¬ mal School for the Territory of Oklahoma, and Agricultural and Mechanical Col¬ lege of the Territory of Oklahoma there is hereby levied upon all taxable prop¬ erty within said Territory an annual tax of one-half mill on the dollar, and for the purpose of creating a sinking fund for the payment of said bonds such levy shall be made as the Territorial legislature may hereafter prescribe. [Secs. 15-22 are a part of an act of March 10. 1893.] Chapter 9, article 4: Section 1. The secretary of the Territory of Oklahoma is hereby authorized to sell the bonds hitherto issued by the town of Stillwater, Payne County, Okla., for the benefit of the agricultural and mechanical college situated at Stillwater, Okla., which said bonds are hereby legalized and approved: Provided, That in case the bonds shall be sold for less than par, the town of Still¬ water shall and is hereby authorized to issue city warrants in a sum sufficient to make good the deficienc.v, and the total sum of $10,000 [shall be?] for the benefit of said school, as provided in chapter 2 of the general statutes of Oklahoma. (March 14. 1893.) Laws, 1893, council joint resolution No. 8: The ju’ovisioiis of the act of Congress approved August 80, 1890, * * are hereby accepted hy the Territory of Oklahoma, and the Territory hereby agrees and obligates itself to comply with all the provisions of said act; and the treasurer of the Territory is designated as the proper officer to receive the funds therein appropriated. Upon the approval of this joint resolution by the governor, he is hereby instructed to transmit certified copies of the same to the Secretary of the Interior and the Secretary of the Treasury of the United States. (March 7, 1893.) Laws, 1895, chapter 4, article 1: Sec. 12. [Appropriates] For the expenses of the board of regents of the Agricultural and Mechanical College for the years 1895 and 1896, $1,000. (March 8, 1895.) Laws, 1897, chapter 3: Sec. 13. [Appropriates] For expenses of the board of regen Is of the Agricultural and Mechanical College the sum of $1,000 for the years 1897 and 1898. (March 12, 1897.) Laws, 1897, chapter 1 : Section 1 . The Colored Agricultural and Normal Univer¬ sity of the Territory of Oklahoma is hereby located and established at or within a convenient distance from Langston, in Logan County. Oklahoma Territory, the exclusive purpose of which si all be the instruction of both male and female colored persons in the art of teacliing, and the various branches which pertain to a com¬ mon school education, and in such higher education as may be deemed advisable by such board, and in the fundamental laws of the United States, in the rights and duties of citizens, and in the agricultural, meclianical, and industrial arts. Sec. 2. The Colored Agricultural and Normal University shall be under the LAWS ESLATmG TO LAl^rD-GRANT COLLEGES. 165 direction of five suitable persons, to be known as a board of regents of the Colored Agricultural and Normal University of the Territory of Oklahoma, two of which shall be from the colored race, and the school aforesaid shall be governed and supported as hereinafter provided. Sec. 3, Said board shall consist of the Territorial superintendent of public instruction. Territorial treasurer, and three others to be appointed by the governor, by and with the advice of the council of the legislative assemblj?". The tenure of office of said board shall be for the term of four years. The Territorial treasurer, by virtue of Ills' office, shall be treasurer of said board, and the members of said board shall elect from their members the president and the secretary. It shall be the duty of the secretary to keep an exact and detailed account of the doings of said board, and he shall make such reports to the legislative assembly as are required by this act. Sec. 4. Said board shall have power to appoint suitable persons as president and assistants to take charge of said university, and fix the spdaries of each a,nd their several duties. They shall also have j)ov^er to remove either the president or assistants and appoint others in their stead. They shall prescribe the various books to be used, in said university, and shall make and prescribe such laws as may be necessary for the good government and management of the same. Sec. 5. The said board shall ordain such rules and regulations for the admission of pupils to said- university as they deem necessary and proper. Every applicant for admission shall undergo an examination in such manner as may be prescribed by said board, and the board may in its discretion require an applicant for admis¬ sion into said school, other than such as shall prior to such admission sign and file with said board a declaration of intention to follow the business of teaching school in the territory, to pay or to secure to be paid such fees or tuition as the board shrJl deem reasonable: Provided, That this feature shall be applicable only to the normal branch of said university. Sec. 6. After said Agricultural and Normal University shall have commenced its first term, and at least once in each year thereafter, it shall be visited by three suitable persons, at least one of whom shall be colored, to be appointed by the governor, whio shall examine thoroughly the affairs of the school and rex>ort to the superintendent of public instruction and to said board their views in regard to its condition, success, and needs, and any other matters they may deem exT)e- dient. Such visitors shall be appointed annually. Sec. 7. As soon as any person has attended said university tTventy-two vreeks, said person may be examined in the studies required l)y law, and if it shall appear that such person possesses the learning and other qualifications necessary to teach a common school, said person shall receive a certificate authorizing him or her to teach a common school. Sec. 8. The funds appropriated for the benefit of said university shall be under the direction and control of the board herein created. The treasurer of the Terri¬ tory shall pay out of such funds all orders or drafts for money expended under the provisions of this act; such drafts and orders to be drafts of the Territorial auditor, to be issued upon a certificate of the secretary of the board, countersigned by the president of said board. No certificate shall be given except upon aecoiiiits audited and allowed Iw said board at a regular meeting. Sec. 9. Services and all necessary traveling expenses, as hereinafter provided, incurred by the members of said board in carrying out the provisions of this act, shall he paid as hereinbefore provided out of any funds belonging to tbe said university in the hands of the treasurer of said hoard during the erection and com- Xfietion of the necessary buildings. The principal, assistants, teachers, and said hoard, and other officers and employes of such nniversity shall he paid out of the Colored Agricultural and Normal University school rand, which fund is hereby created. The members of said board of regents shall be entitled to $3 per day and 5 cents per mile for all time actually used and distance necessarily traveled in attending the meetings of said board. Sec. 10. Said board of regents shall hold four regular meetings in each year, viz, in the first week in April, the first week in July, the first w-eek in October, and the first week in January of each year. At the first meeting in April of each year the officers of said board shall be elected. The meetings of the board shall be held at the office of the governor until such time as the building for the use of said uni¬ versity shall be completed and thereafter in said building. Special meetings of said board may be called upon tbe written order of the president of said board, which order shall specify the object of such meeting. The majority of said board shall constitute a quorum to transact business. Sec. 11. The secretary of said board shall annually, on the ist day of January of each year, transm-it to the governor a full report of the expenditures of such 1G6 EDUCATIOK REPOKT, 1903. Tiiiiversity by sncli board for the xirevioiis year, itemizing the same in detail, and the i)resident of said board shall at the same time make a full and complete report of the results attained by said school. Sec. 12. Such board sliall exerci.se a, watchful giiardianshix) over the morals of the x:)upils at all times, and no religious or sectarian tests shall be applied in the selection of teachers and none shall be adopted in said university. Sec. 13. For the puri)Ose of locating and sux)porting said university there shall be furnished 40 acres of land lying within a coiiA-'enient di.stance of Langston, which shall, without cost to the Territory, be conveyed by good and sufS.cient warranty deed to said board of regents for the use and benefit of said university, not less than 1 0 acres of which land shall be reserved for a site upon which to erect buildings for said university, and the remainder shall be used in e-q)erimental agriculture. Si:c. 14. For the puipose of this act the sum of $5,000 is hereby appropriated out of any funds in the Territorial treasury not otherwise aiu'iropriated, which apiDro- priation shall Ije for the €nection and completion of one wing of a suitable build¬ ing for such university and for the maintenance of the officers and the board and corx)s of teachers and instructors created and authorized to be emx3loyed under this act. Sec. 15. Any person vrho shall cginplete the full course of instruction in said university .shall, upon passing x^roxjer examination, receive a diploma, which shall be signed by the xn’esident of said univei*sity and the president and secretary of the board of regents. Sec. 1G. Any x^erson having obtained a diT^lonia from the normal depaadment of said university shall be i^ermitted to teach in any common school of the Territory of Oklahoma for a period of rive years from the date thereof, said authority to teach being subject to revocation for any x')roioer and sufficient cause. (March 12, 1897.) Laws, 1899, chairter 3. article 1: Section 1. There is hereby appropriated, out of any money in the Territorial treasury not otherwise airproxiriated, the sum of $30,000. to be divided or apportioned among the various educational institutions of the Territory of Oklahoma as hereinafter provided. Sec. 2. To the Agricultural and Mechanical College at Stillwater, the sum of $20,000, to be expended for building xmrxioses under the direction of the board of regents of the said colleg'e. To the Colored Agricultural and Normal University' at Langston, the sum of $10,000, to be expended for building purposes under the direction of the board of regents of the said university. Sec. 3. The Territorial auditor .shall draw warrants upon properly authenticated Youcliers for such amounts thereof as may be by him found due u]oon auditing the resiiective claims therefor, in favor of the persons to whom such claims are allowed, ut'on the Territoiial treasury. Sec. 4. The AgTicultural and Mechanical College at Stillwater shall hereafter receive, annualljp nine-tenths of the money granted to the Territory of Oklahoma for the more comiDlete endowment and support of its colleges for the benefit of agTicultural and mechanical arts, as x^i'ovided in an act of Congress approved August 30, 1890, and the university located at Langston shall receive the residue of said money granted, to be received and xiaid out as provided by this act. Sec. 5. For the further support of the university at Langston there is hereby/ approxnhated out of the balance of the Morrill fund, to the credit of the Agricul¬ tural and Mechanical College at Stillwater, on November 30, 1898, the sum of $15,000. Sec. G. The treasurer of the Territory of Oklahoma shall, upon the receipt of the money granted by s£iid act of Congress approved August 30, 1890, apportion said money as required by this act between the aforesaid institutions. The said treasurer shall ]iay to each of said institutions its x'Toportion as provided by this act, ux)on the order of the Territorial auditor, and take receupt for the same. Sec. 7. The passage of this act and the execution in good faith of the xirovisions of the same shall be deemed to all intents and purposes a full and complete assent on the part of the Territory of Oklahoma to the act of Congress granting said money for the x)nrposes aforesaid, as required by section 2 of said act of Congress approved August 30, 1890, with all the conditions and limitations imposed by said last recited act of Congress upon the Territory of Oklahoma; and the Territory of Oklahoma pledges its faith and credit that it will on its xiart carry out and execute said conditions and limitations. (March 10, 1899.) Laws, 1899, article 2: Sec. 12. [Appropriates] For the expenses of the board of regents of the Agricultural and Mechanical College, of the normal schools, and of the Territorial university for the years 1899 and 1900, the sum of $300 per annum for each board: Provided, Any officer being a, member of said board ex officio shall receive no per diem. LAWS EELATING- TO LANL-G-EAITT COLLEGES. 1G7 Laws, 1899, chapter 38, article 4: Section 1 [as amended March 16, 1903]. The rate of general Territorial tax shall not he less than one-half mill or more than 3 mills on the dollar valuation, and in addition it shall he the duty of the Territo¬ rial hoard of equalization to make " for the support of the Agricultural and Mechanical School at Stillwater a levy sufficient to raise the_aniount of $13,000 for each of the years 1903 and 1904; for the Agricultural and iNorinal University at Langston, a levy sufiicient to raise the sum of $10,000 for each of the years 1903 and 1904: •• * Provided, That all funds collected under the provisions of this act for the benefit of the Territorial educational institutions he, and the same is [are] hereby, appropriated to the purpose for which it is [they are] collected; and any amount raised under the iirovisions of this section in excess of the actual needs of any of the institutions mentioned herein shall he returned to the Terri¬ torial treasurer and credited to the general school fund of the Territory. . I^aws, 1899, chapter 35, article 1: Section 1 [as amended March 16, 1903]. The board of school land commissioners, immediately after the passage and approval of this act, and once every six months thereafter, shall apportion the funds on hand derived from the leasing of section 13, reserved for university, agricultural college, and normal school purposes, in the following’ manner, to v/it: One-seventh of the total amount for the use and benefit of the Lniversity of Oklahoma at ISTor- man, one-seventh of the total amount for the use and benefit of the Agricultural and Mechanical College at Stillwater, one-seventh of the total amount for the use and benefit of the Territorial ISFormal School at Edmond, one-seventh of the total amount for the use and benefit of the hlorthwestern IMormal School at Alva, one-seventh of the total amount for the use of the South v/'estern Normal School at Weatherford, one-seventh of the total amount for the use and benefit of the University Preparatory School at Tonka wa, one-seventh of the total amount for the use of the Colored Agricultural and Normal University at Langston. The money thus apportioned for the purposes aforesaid shall be paid to the proper officer designated to receive money in the several acts or parts of acts establish¬ ing these institutions, to be expended under the same conditions and restrictions as other funds for the support of these institutions. (March 16, 1903.) Laws, 1901, chapter 31, article 1: Section 1. The board of regents of the Col¬ ored Agricultural and Normal University at Langston is hereby authorized to contract under the terms of this act for the construction of an assembly hall and three additional class rooms, the same to be an addition to the assembly building already constructed, and a sum not exceeding 35 per cent of the amount realized from the tax levy hereinafter provided for shall be expended for such purposes; a sum not exceeding 35 per cent of the amount realized from such levy shall be expended in constructing a dormitory for boys, and a sum not exceeding 5 per cent of the amount realized from such levy shall be expended in the construction of a residence for the president of said university at some suitable place on the grounds belonging to said university, and the remaining 35 per cent of the sum realized from said levy shall be expended in paying off deficiencies unpaid on June 30, 1901, and in payment of salaries for instructors, incidental expenses, and the purchase of necessary stock for the equipment of said university, and in con¬ structing a necessary system of waterv^orks therefor. The sums provided for the construction of the buildings mentioned shall also cover the installation of heat¬ ing and lighting systems and of necessary furniture therefor; and any sums not used for the above-mentioned purposes shall be, and they are hereby, appropri¬ ated for such purposes as the board of regents of said university may determine: Provided, That such board shall not have pow'er to contract for buildings or other things ailthorized by this act to an amount exceeding in the aggregate the amount to be levied, based upon the last assessment of the taxable |)roperty of said Terri¬ tory for county and Territorial purposes, which shall precede the making of such contracts: And ijrovided f urther . That the total sum expended for the buildings and all other purposes mentioned in this act shall not in any case exceed in amount $33,000. Sec. 5. For the purpose of paying for the buildings provided for herein there is hereby levied upon all taxable property of the Territory a tax of three-tenths mill on the dollar for the year 1901, 'and a tax of two-tenths mill on the dollar for the year 1903, the same to be levied uiion the property of the Territory for the years 1901 and 1903. The fund derived from such taxes shall be known as the “ Colored Agricultural and Normal University building fund,” and shall be available and used by the board of regents only for the puriiose of constructing such buildings and for the other purposes mentioned in section 1 of this act; and all funds arising from said tax levy under the provisions of this act are hereby appropriated to said purposes. (March 8, 1901.) Laws, 1901, chapter 31, article 3: Section 1. The board of regents of the Agri- 1G8 EDUCATION EEPOET, 1903. cnltnral and Mechanical College and Experiment Station of Oklahoma Territory at Stillwater is herei.)y authorized to contract, under the terms of this act, for the construction of an assemhly hall and (quarters for the departments of botany and entomology, the same to be an addition to the library building already constructed, and a sum not exceeding 50 per cent of the amount realized from the tax levy here¬ inafter x)rovided for shall be expended for such purpose; a sum not exceecling 30 per cent of the amount realized from such levy shall be ex];)ended in constructing an engineering building; and a, sum not exceeding 10 per cent of the amount real¬ ized from such levy shall be expended in the construction of a smokestack and a boiler house and in centralizing the heating system: and a sum not exceeding 10 jier cent of the amount realized from said levy shall be expended in the construc¬ tion of a barn on the college farm. The sums provided for the construction of the buildings mentioned shall also cover the installation of heating and lighting sys¬ tems and of necessary furniture; Provided, That such board shall not have power to contract for buildings or other things authorized by this act to an a,mount exceeding in the aggregate the amount to be levied, based upon the last assessment of taxable property of said Territorj^ for county and Territorial purposes v/hich shall precede the making of such contracts; And provided further, That the total amount expended for buildings and all other x>^ii'poses authorized by this act shall not in any case exceed the sum of $46,000: And pre)vided further. That any casual balance that may remain unexx^ended shall be used for the repair of exist¬ ing buildings owned by the college and for the construction of fences cn the col¬ lege farm. Sec. 5. For the x^urpose of x^aying for the buildings provided for herein there is hereby levied ux^on all taxable x^roperty of the Territory a tax of three-tenths of 1 mill on the dollar for the year 1901, and a tax of four-tenths of 1 mill on the dol¬ lar for the year 1902. The fund derived from such taxes shall ]>e known as the “Agricultural and Mechanical College building fund,’’ and shall be available and used by the board of regents only for the purxjose of constructing such buildings and for the other x^urx:)Oses mentioned in section 1 of this a,ct: and ail funds arising from said tax levy^ under the x:>rovisions of this act are hereby ax>tn’OX3riated to said Xmrxroses. (March 8, 1001.) OREGON. Laws, 1868: Section 1. J. F. Miller, J. H. Douthit, and J. C. Avery are hereby constituted aboard of commissioners, with power (1) to locate ail the lands to which this State is entitled by act of Congress for the x^urpose of establishing an agricultural college, and as soon as such locations are made to report the same to the secretary of state; (2) to take into consideration the further organization and Xierfecting of a xilan for the xiermanent establishment of such college, in accord¬ ance with the reipuirements of the act of Congress making such donations, and report the same to the governor by August 1, 1870; (3) to fill all vacancies in the college by axipointment that may occur in any senatorial district under the x^rovi- sioiis of this act. Sec. 2. That until other xiTovisions are made the Corvallis College is hereby designated and adoxited as the agricultural college, in which all students sent under the provisions of this act shall he instructed in ail the arts, sciences, and other studies, in accordance with the reexuirements of the act of Congress making such donation. Sec. 3. Each. State senator is hereby authorized and empov/ered to select one student, not less than 16 years of age, wdio shall be received by the faculty of said college and instructed by them in the manner xu’ovided in tliis ant for the space of tv/o years, unless such student shall be discharged for misconduct: Provided, however. That this act shall not be binding until the trustees of said college shall adopt a resolution and file a certified cox)y thereof with the secretary of state, assenting to and agreeing on their part to faithfully carry out the provisions of tills act. Sec. 4. Upon the certificate of the x^resident of the Corvallis College that any student so axix>ointed is in attendance at the school it shall be the duty of the sec¬ retary of state at the middle of each quarter to draw his warrant upon the State treasurer in favor of the said college for the sum of $11.25 for each student so attending. And it shall be the duty of the State treasurer to pay such warrants out of any funds in his hands not otherwise axiproiiriated, and a separate account of sucli I’mids shall be kept and designated the “ agricultural college funds.” Sec. 5. All funds paid out in accordance with the provisions of the foregoing LAWS SELATma TO LAND-GEAOT COLLEGES. 169 sections, with interest thereon at 10 per cent per annum, shall he refunded to the State treasurer from the first interest that shall accrue from the proceeds of the sale of any lands located for said college. Sec. 6. The board of commissioners hereby created shall make all the reports required by law, and shall each receive a salary of $5 per day for the number of days actually employed, to be iiaid upon the sworn statement of such commis¬ sioner. (October 27, 18G8.) Lavrs, 1870: Section 1. Corvallis College, in Benton County, is hereby desig¬ nated and permanently adopted as the agricultural college of the State of Oregon, in which all students sent under the provisions of law shall be instructed in accord¬ ance with the reciuirements of the act of Congress approved July 2, 18G2, granting public lands to the several States and Territories which might provide colleges for the benefit of agriculture and the mechanic arts, and the acts amendatory thereof. Sec. 2. The following persons, to wit, J. C. Avery. L. F. Grover, and N. H. Cranor, are hereby constituted a board of commissioners to propose a plan for the instruction and etlucation of the students in said agricultural college, and to pre¬ pare rules, regulations, and by-laws for the government of the same, all of which shall be submitted t-o the legislative assembly at its next regular session for its adoption or rejection, and in the meantime the said college shall be governed by and under the provisions of the act of the legislative assembly approved October 27, 1888, in relation to said college. Seo. 3. The board of trustees of Corvallis College shall, by resolution, accept the provisions of this act and agree to be bound by the same Vvithin thirty days after its passage, and cause a copy of said resolution to be filed with the secretary of state, and upon their failure to do so they shall be deemed to have rejected its pro¬ visions. (October 21, 1870.) Laws, 1872: Section 1. Each State senator is hereby authorised and empovrered to select two students not less than 16 years of age, v/ho shall bo received by the faculty of the agricultural college of this State and instructed by them according to the course of instruction adopted in said agricultural college for the term of four years each. * * * Sec. 3. There shall be. and hereby is, appropriated, out of the general fund in the treasury not otherwise apiiropriated, annually the sum of $5,000, to be devoted to the general support of the agricultural college of the State of Oregon under the direction of the regents thereof: Provided, That no charge shall be made for the tuition of any students appointed in accordance with law. The funds herein pro¬ vided for to be disbursed shall be drawn and paid out in the same manner as has been heretofore provided for by law for the payment of funds from the treasury disbursed for the support of said institution. Sec. 5. All funds paid out in accordance with the provisions of the foregoing sections, with interest thereon at 10 per cent per annum, shall be refunded to the State treasurer from the first interest that shall accrue from the proceeds of the sale of any lands located for said college not already appropriated for a similar purpose. (October 15, 1872.) Laws, 1872: Section 1. Upon final approval of the selections of the agricultural college lands of this State held under the several acts of Congress relating thereto the hoard of school-land commissioners shall be. and they are hereby, anthorized to sell and dispose of said lands for not less than $1.50 per acre in currency. * * * Sec. 5. All moneys derived from the sale of the lands aforesaid shall be loaned by said coinmissioners at a rat-e of interest not less than 10 per cent per annum, pay¬ able semiannually in advance, to be secured hj mortgage on real property in this State, free from all incumbrance, of not less than three times the value of said loan, and the moneys so invested shall constitute a perpetual fund, the capital of which shall remain forever undiminished, and the interest of which shall be paid into the State treasury, to be placed to the credit of the agricultural college fund. (October 28, 1872.) Laws, 1878: Section 1. Section 3 of an act [approved October 15, 1872, above] be amended so as to read as follows: Sec. 3. There shall be, and hereby is, appropriated, out of the general fund in the treasury not otherwise appropriated, annually the sum of $500, also the inter¬ est hereafter annually accruing on the fund arising from the sale of agricultural college lands, to he devoted to the general support of the agricultural college of the State of Oregon under the direction of the regents thereof: Provided, That no charge shall he made for the tuition of any students appointed in accordance with law. The funds herein provided for to be disbursed shall be drawn and paid out in the same manner as has been heretofore provided for by law for the payment of funds from the treasury disbursed for the support of said institution: Provided, 170 EDUCATIO]^’ EEPOET, 1903. The SlOO annually aY)propriated by this section out of the general fund shall cease on and after two years from the passage of this act.” (October 21, 1878.) Laws, 1882; Sec. 2. All moneys arising from the sale of school, university, and agricultural college lands, and all other moneys belonging to the * * * agri¬ cultural college fund, shall be loaned by the board of commissioners at 8 per cent per annum, payable semiannually on the 1st day of January and July of each year. The i)rincipal and interest shall be made i)ayable in gold coin of the United States or its equivalent, and such loans shall be secured by note and mortgage to said board of commissioners on real estate in this State of not less than twice the value of the amount loaned, exclu.sive of perishable improvements^ of unexcep¬ tionable title, and free from all incumbrances, or by a deposit of United States bonds, or the bonds or treasury warrants of this State, of a face value of not less than 25 per ceTit in excess of such loans. All the loans herein provided for shall be made for the period of one year: Provided, That in case the interest is promptly X)aid and security remains unimpaired the board may, in their discretion, permit the loan to stand for a period of not longer than ten years. Upon the payment of any loan the principal shall again be loaned in like manner as in this section provided. (October 17, 1882.) Laws, 1882, act of October 20, 1882: Section 1. There is hereby appropriated, out of the general fund in the treasury not otherwise appropriated, the sum of $2,500 annually for the support of the State agricultural college of Oregon. [This approxiriation was not paid since 1893.] Laws, 1885; Section 1. [As amended November 21, 1885.] The permanent loca¬ tion of the State agricultural college at Corvallis, in Benton County, Oreg., be, and the same is hereby, ratified and confirmed; Provided, however. That the citi¬ zens of said county shall, on or liefore January 1, 1889, have caused to be erected on tlie farm containing 85 acres in the immediate vicinity of said city, known as the agiicultnral college farm, brick buildings for the accommodation of the said State agricultural college, at a cost of not less than $20,000; And provided further, That the said farm and buildings shall be, on or before January 1, 1889, free from all liens and incumbrances whatever. Sec. 2. The general government of the said college shall be vested in and exer¬ cised by a lioard of regents, to be denominated the board of regents of the State agricultural college of the State of Oregon, who are hereby constituted a corpora¬ tion for that pui-Tjose, with power to sue and be sued, to make contracts, and to enact and, from time to time, to vary and amend such by-laws and regulations as in their discretion shall seem necessary or proper for the benefit, development, and successful v7orking of the said college. Sec. 3. The said board of regents shall consist of 13 members, of whom the members of the State board of education and also the master of the State grange for the time, lieing shall be ex officio members. The other 9 members of the board shall be appointed by the governor, by and with the advice and consent of the senate, not more than 5 of which 9 memliers appointed by the governor shall belong to the same iiolitical party. Such appointed members shall hold office as follows: Three of them shall go out of office at the end of the third ^mar, 3 at the end of the sixth year, and the remainin.g 3 at the end of the ninth year from the time of the first appointment, the names of those to leave office being determined among themselves by lot. Tliereafter every person appointed shall serve for the full i)eriodof nine years, or until their successors are appointed and qualified. All vacancies occurring in said board by death, resignation, or otherwise during the recess of the senate shall be filled by the governor until the next meeting of the legislature, or until their successors are appointed and qualified. Sec. 4. At the first meeting of the board after their appointment the members present shall elect from their numirer a president, treasurer, and secretary, and shall prescribe their duties; and seven members shall constitute a quorum. The said board shall also a] ipoint from its members an executive committee of five, of whom tliree shall constitute a qr orum . The executive committee shall execute the powers and duivies of the l)oard during the recess thereof. Such committee shall keep a record of its proceedings, wliich shall be reported to each meeting of the board, and sucli record shall be at all times open to the inspection of any member of the board. Sec. 5. The president of said board shall, once a year, make a written report to tlie governor, setting forth the condition of said college, financial and otherwise, with such recommendations touching the same as he inay think iiroper. Sec. G. The course of instruction and studies at said college shall be prescribed by the bojird of regents, and shall be in accordance with the objects sought by Congress in the establishment of State agricultural colleges, namely, “ instruction in agriculture and the mechanic arts.” LAWS EELATIATG TO LAEO-G-LAET COLLEGES. 171 Sec. 7. All funds a,pplicable by law to tho support of the State pjgi'icnltnral col¬ lege shall be drawn on warrant, issued by the secretary of state, for the time being, on the written request of the treasurer of the board of regents, countersigned by the secretary. - _ Sec. 8. For the time being an admission fee iind rates of tuition, such as the board of regents shall deem expedient, shall be required of each student, except as herein otherwise provided. Until the legislative assembly shall otherwise direct, each senatorial and representative district in this State shall be entitled to gratuitous instiuiction for as many paipils as said district iiovr has of senators and representatives in the legislative assembly, and, also, each coiintj' in the State shall be entitled to one free scholarship in said college, all of whom shall be selected as follows: The school superintendent in each county shall receive and register the names of all applicants for admission nominated by the senators or representa¬ tives of that county and shall present the same to the county court sitting for the transaction of county business, and from the api^licants found to possess the requisite qualifications the number of pupils to which such county is entitled shall be selected by lot. The persons so selected shall be residents of the county for which they are selected, and shall possess such educational and other qualifications as the board of regents may prescribe. Yacancies occurring shall also be filled by the county court as hereinbefore provided. In senatorial and representative dis¬ tricts composed of more than one county the senator or rejpresentative for that district shall have the iDOwer to nominate and appoint one student for such district, who shall he received in said college on the same terms as the students appointed by the county courts. One-third of said students ai)pointed as aforesaid may be females. Sec. 9. For the endovunent, maintenance, and support of said agricultural col¬ lege there is hereby set apart and appropriated the interest on the fund which has arisen and which shall hereafter arise from the sale of all lands granted to the State of Oregon, or to which said State wras entitled under the act of Congress to provide colleges for the benefit of agriculture and the mechanic arts to the several States and Territories, approved July 2, 18G2, and the acts amendatory thereof, or so much thereof as may be necessary; but in. no case shall the interest arising from said fund be applied to the purchase of sites or for buildings for said agri¬ cultural college, but only in the payment of the salaries of professors, ofiicers, and other current expenses. The remainder of such interest remaining over at the close of each fiscal year after the payment of such expenses shall be added to and become a part of the principal or endov/ment fund forever. Sec. 10. The board of regents provided for by this act shall be ax3pointed by the governor during the present session of the legislature, but they shall not assume the government of said college until the buildings mentioned, in this a,ct shall have been completed as aforesaid and accepted by the governor on behalf of the State. Sec. 11. ¥711011 and as soon as the governor has lieen notified that such building is completed he shall inspect the same, and if he shall find that the same i.s con¬ structed as provfided in this act, and he shall find that the said agriciiitiiral farm and buildings are free from all liens and incumbrances, he shall accept the same for and in behalf of this State: Provided, That the board of regents is authorized at any time after their appointment to accept provisionally on lielialf of the State a, conveyance tjo them of the said agricultural college farm. Sec. 12. The State board of education is hereby constituted an advisory board to act in concert v/ith the State Agricultural College Association, being an incor¬ poration recently formed by the citizens of Eeiiton County to carry out the intended purposes of this act on all matters connected with the design and con¬ struction of the said intended building. Sec. 13, Coiwallis College, in Benton County, having signified its intention and desire to relinquish to the State the control and management of the State agri¬ cultural college, the same is hereby accepted, to take effect at the time and in the manner provided in this act. (February 11, 1885.) Laws, 1889: Section 1. There be, and hereby is, appropriated the sum of $30,000. or so much thereof as may be necessary for the purposes hereinafter described, namely: ( 1 ) Purchasing additional land in the neighborhood of the college building at Corvallis . ( 2 ) For the erection and equipment of a building to be used for instruc¬ tion in working in wood and metal. (3) For the erection and equipment of a model dairy and cream.e.ry. (4) For the erection and furnishing and stocking of a stock barn and veterinary buildings. (5) For the erection and furnishing of a students’ hall and dormitories. Sec. 2. There he, and hereby is, appropriated the sum of $5,000 per annum in aid of the current expenses of the State agricultural college and for the payment of professors and instructors tlierein. [Uot paid from 1894 to 1897, both inclusive.] 172 EDCCATIO>r REPORT, 1903, / S3:c. 3. There be. and hereby is, appropriated the sum of $’3, 500 for payment of the legal expenses incurred by the board of regents of the State agricultural col¬ lege in the current litigation by nominees of the Methodist Episcopal Church South. Sec. 4. The sums appropriated ]:!y this act shall be set apart by the treasurer of the State out of the general fund, and shall be designated ‘‘the agricultural col¬ lege improvement fund.*’ Sec. 5. The buildings xu'ovided for in section 1 of this act shall be erected on the farm or land to be purchased from the sums appropriated by this act. Sec. 6. The said sums of money so appropriated shall be expended by and under the supervision and control of the board of regents of the State agricultural col¬ lege for the x^urposes for which the same are hereby ax3x>ropi’iated, and said board of regents are hereby authorized and emx)owered to adox'^t such plans and specifi¬ cations for said buildings and ecjuix^ments as they may think fit. (February 18, 1889.) Laws, 1889: Sec. 8. It shall bo the duty of the chemist of the State agricultural college to correctly analyze any and all substances the said [food] commissioner may send liim for the x>urpose of carrying out the x^rovisions of this act [to x^re- vent the production and sale of unwholesome foods, and to regulate sales of adul¬ terated foods, drinks, and medicines]. (Febrimry 25, 1889.) Laves. 1891: Section 1. The legislative assembly of the State of Oregon doth hereby irrevocably assent to the purpose of the said grants under and by virtue of the said act of Congress, aiiproved August 30, 1890, * * and on behalf of the State of Oregon doth accept the same, and doth designate as the college to receive the same the State Agricultural College of Oregon, organized and existing under the act of the legislative assembly of the State of Oregon approved Febru¬ ary 11, 1885, “ '■ and the act amendatory thereof; and doth further desig¬ nate and ax)Xicint the treasurer of the board of regents for the time being, ax^x^oiiited under and by virtue of section 4 of the last-mentioned act, axiproved February 11, 1885, as the officer to receive the said Congressional appropriations, under and by virtue of the said act of Congress, apiiroved August 30, 1890. Sec. 2. There be, and hereby is, appropriated the sum of $3,483.80 in payment of the balance now due to the treasurer of the said State agricultural college for amounts expended by the said board of regents on the purchase of land and the erection, ecxuipment, and fuiuishing of buildings for the said State agricultural colleg'e i:i excess of the sum of $30,000 appropriated therefor by the legislative assembly of the State of Oregon, under the said act approved February 18, 1889. Sec. 3. There be, and hereby is, axiproxiriated the sum of $25,000, or so much thereof as may be necessary, for the purposes hereinafter described, namely: (1) The erection and furnishing of a building on the State agricultural farm at Cor¬ vallis, Eenton County. Oreg., for the erection of the laboratories of the said col¬ lege in connection Vv’ith the experiment station and the storerooms and offices of the said college. (2) The erection and furnishing of a second students’ hall and dormitory in connection with said college. (3) The erection and furnishing of a dairy and creamery and the outbuildings and appliances connected therev/ith for the 'purpose of the said State agricultural college. (February 19, 1891.) Lavv^s, 1893: Section 1. There be, and hereby is, approxrriated the sum of $4,223 in xiayment of the balance now due to the treasurer of the said State agricultural college for amounts expended by the board of regents in the erection and fur¬ nishing of the students’ hail and dormitory xmovided for by said act, filed in the office of the secretary of state February 19, 1891, in excess of the sum of $25,000 approxu'iated by said act for that and other purposes. Sec. 2. There be, and hereby is, ai^propriated the sum of $23,000. or so much thereof as may he necessary, for the xnii’xioses hereinafter described, namely: (1) IMechanical dexoartment of said college — Enlarged building; additions to engine and boilers; lathes and other large tools; carpenters’ tools, 25 sets; forges, 12; electrical apx^aratns. (2) Agricultural dexiartment of said college — Barn and silo; tile drainage; dairy and fittings; imxdeineiits. (3) Horticnltnral dexiartment of said college — Barn; xiotting shed; tool room. (4) F’or the college building of said college — New heating apparatus; desks, chairs, tables, etc.; incidentals and architects’ fees. Total, $26,100. (Febiuiary 20, 1893.) Laws. 1898, siiecial session; Section 1 . There be, and there is hereby, appropriated, out of the general funds not otherwise approxrriated, the sum of $25,000, to he used hy tlie hoard of regents of the Oregon State Agricultural College in the erection and construction of a suitable building on the grounds of said college at Corvallis, in Benton County, Oreg., to replace the buildings destroyed hy fire on September 28. 1898. (October 12, 1898.) Laws, 1899: Section 1. All agricultural college land now owned hy the State of LAWS EELATING TO LAND-GEAET COLLEGES. 173 Oregon which he.s been subject to sale for a period of twenty-five years shall hereafter be-sold at a uniform -price of $1.25 per acre. (February 17, 1899.) Lavrs, 1899. act of February 18, 1899: Sec. 22 [as amended by act of February 25, 1901]. All moneys belonging to the irreducible school fund, university fund, or agricultura,! college fund shall be loaned by the State land board at 6 per cent per annum, payable semiannimlly, on the 1st day of January and 1st day of July of each year: Provided, lioivever, That if at any time there be a surplus of either of these funds over and above all loans applied for the State land board may, in its discretion, invest such portion of said surplus as in their judgment they may deem i)roper in bonds issued by municLpal corporations and school districts in the State of Oregon, the legality of such bonds to be approved by the attorney-general. The principal and interest of all loans shall be made imyable in gold coin of the United States or its equivalent; and such loans shall be secured by note and mort¬ gage to the State land board on real estate in this State of not less than thrice the value of the amount loeuned, exclusive of perishable improvements, of unexcep¬ tionable title, and free from a,ll incumbrances, or b'y a deposit of United States bonds or the bonds or treasury warrants of this State of a face value of not less than 25 per cent in excess of such loans. All the loans herein provided for shall be made for the period of one year: Provided, That in case the interest is promptly paid, and the security remains unimpaired the board may, in their discretion, XDer- mit the loan to stand for a period of not longer than ten years. Upon the pa^mient of any loan or of any bonds the principal shall again be loaned or invested in like manner as in this section provided. Laws, 1901, act of February 6, 1901: Section 1. The sum of $20,000 be, and the same is hereby, appropriated, out of the general fund in the treasury not otherwise appropriated, for repairs, buildings, and improvements necessary and convenient for said State Agricultural College, and that the secretary of state be. and he is hereby, authorized and directed to draw a "warrant on the treasurer of state in favor of the treasurer of the board of regents of said State Agric'ultural College' for said sum. Sec. 2. In computing the amount of revenue necessary for State purposes the governor, secretary of state, and State treasurer, acting jointly, slieJl, in each year, at the time they compute the amount of revenue necessary for other State puimoses, also compute the sum of $25,000 for the annual s-apport and benefit of the State Agricultural College, which shall be levied and collected in the same manner as other taxes for State purposes are levied and collected; and the fund arising therefrom shall be paid into the State treasury and kept separate from other funds, a'nd shall be known as the State Agricultural College fund. This fund shall he paid out only on warrants drawn by the secretary of state on the State treasurer against said fund. This fund sliali he a continuing fund, and if the amount raised in any year shall not be used for current expenses, etc., as herein provided, d-aring that year, the balance reniaiiiing in the hands of the treasurer shall be carried over to the next year and added to the fund for that j-ear. Sec, 3. The said fund shall be drav/n quarterly by the treasurer of the board of regents, and may be used for the xmrposes of paying the C"arrent exx^enses of said college, the salaries of T)rofessor3 and instructors, and wages of employees; of mak¬ ing additions to the library and apjiaratus , for buildings , imxiro vements , and repairs , and for the imrchase of additional land needed for tlie use of said college. Sec. 4. xkn act of the legislative assembly of the State of Oregon, * * approved October 20, 1882 [laws of 1882, above], be, and the same is hereby, repealed. Sec. 5. Section 2 of an act of the legislative assembly of the State of Oregon, “ approved February 18, 1889 [laws of 1889, above] , be, and the same is hereby, repealed, but this repeal shall not affect the appropriation of $10,000 [for the years 1901 and 1902] made at the present session under and by ■\nrtue of the provisions of said section of said act. Laws, 1901, act of February 23, 1901: Section 1. The State land board * be, and they are hereby, authorized, em.powered, and directed to transfer and con¬ vey, by a good and sufficient deed of convex/a-nce. to the State Agricultural College ail of the right, title, and interest of the State of Oregon of, in, and to the following- described premises, to wit: All of the east half of tlie northeast quarter of section 23 and the west half of the northwest quarter of section 24, lying and being south of the Union Railway Comxiany’s railroad, excexit a strip of land 1 rod wide along the east side of the west half of the northwest quarter of said section 24 reserved as a roadway; also all the east half of the west half and the west half of the east half of said section 24, and the "west half of the northeast quarter and the east half of the northwest quarter of section 25, all of said tracts of land lying and 1T4 EDUCATION EEPOET, 1903. being in tovmsbip 4 soiitli of range 39 east of tbe Willamette meridian, in Union County, Oreg., together ^^ntll the tenements, hereditaments, and appurtenances thereunto belonging. Sec. 2. The board of regents of the State Agricultural College shall, as soon as possible after the passage and approval of this act, select a site on said land for the erection of an experiment station, and shall immediately thereafter erect and construct thereon the buildings requisite and necessary for an experiment station and furnish and equip the same ready for use: Provided, hoioever, That the amount expended to erect, construct, furnish, and equip such buildings, and for agricultural experiments in eastern Oregon, shall in no event be in excess of the sum appropriated for such puiq)Oses. Sec. 3. There is hereby appropriated out of the general fund the sum of $10,000 for the purpose of erecting, constructing, furrii.shing, and equipping the said buildings, and the secretary of state be, and he is hereby, authorized and directed to audit all claims presented by the board of regents of the State Agricultural College for the expenses incurred in the said erection, construction, furnishing, and equipping of said buildings and for agricultural experiments in eastern Oregon, and, if allowed, to draw a wainant therefor in favor of the treasurer of said agri¬ cultural college: Provided., however, That the warrant or warrants drawn for these purposes shall not singly nor in the aggregate exceed the sum of $10,000, and no claim shall be allotved by the secretarv of state in excess of said sum of $10,000. Sec. 4. All revenues derived from said lands not necessarily used in connection with said experiment station may be used by the board of regents of said agri¬ cultural college in the improvement of the property herein referred to, and for repairs thereto, and for the use and benefit of said experiment station, its build¬ ings, furniture, and equipment, and for agricultural experiments in eastern Ore¬ gon, and not otherwise. • Laws, 1903, act of February 21, 1903: Section 1. There be, and is hereby, appro¬ priated out of the general fund the sum of $20,000 for the purchase of such stock as may be necessary for experimental feeding purposes; for the erection of build¬ ings; for tlie prorision of scientific apparatus and tools; for draining, tiling, and improving land, and for all other purposes necessary for the conducting and developing of agricultural experiments in eastern Oregon, to be expended under the authority and authorization of the board of regents of the State Agricultural College of Oregon. liaws, 1903, act of February 24, 1903: Section 1. [Appropriates] for the pay¬ ment of the deficiency incurred in the maintenance of the State Agricultural Col¬ lege during the years 1901 and 1902, for which the past appropriation was insuf¬ ficient, for finishing and furnishing new buildings, and for the general repairs, improvements, etc., at the State Agricultural College at Corvallis, $15,000. Sec. 3. Uo indebtedness shall be incurred or warrants drawn in excess of the amounts herein specified, and in the case of the university [of Oregon], State Agricultural College, and normal schools the boards of regents of said institutions, respectively, are hereby severally and collectively made responsible and shall be held personally liable in an action therefor to the State of Oregon for any expend¬ itures in excess of the sums hereby appropriated for their respective institutions: Provided, The State officers, being ex officio members of said boards of regents, are hereby exempted from sueh personal liability. PEUNSYLYAFTIA. Laws, 1855, Uo. 50: Section 1. Tliere be, and is hereby, erected and established, at the place which shall he designated by the authority and as hereinafter pro¬ vided, an institution for the education of youth in the various branches of science, learning, and iiractical agriculture, as they are connected \rith each other, by the name, style, and title of the Farmers’ High School of Pennsylvania. « Sec. 2. The said institution shall be under the management and goveinment of a board of trustees, of whom there shall be 13, and 7 of whom shall be a qnornm, competent to perform the duties hereinafter authorized and required. Sec. 3. The governor, secretary of the Commonwealth, the president of the a The name was changed to Agriculttiral College of Pennsylvania May 1, 186.?, by order of the court of quarter se.ssious of Center County, Pa., and to Pennsylvania State College January ?6, 1874, by order of the court of common pleas of Center County, Pa. LAWS HELATING- TO LA™-GEAISrT COLLEGES. 175 Pennsylvania State Agriciiltni’al Society, and tlie principal of the institnticn shall each be ex ofhcio a member of the board of trustees-, and they, with [nine others named] shall constitnte the first board of trustees, which said trustees and their successore in office are hereby erected and declared to be a body politic and cor¬ porate in law, with periietuai succession, by the name, style, and title of the Farmers’ High School of Pennsylvania, by vzhich name and title the said trustees and their successors shall be able and capable in lav,’' to take by gift, grant, sale, or conveyance, by becpuest, devise, or otherwise, any estate in any lands, tene¬ ments, and hereditaments, goods, chattels, or effects, and at pleasure to alien or otherv/ise dispose of the same to and for the uses and purposes of the said institu¬ tion: Provided, however, That the annual income of the said estate so held shall at no time exceed $25,000, and the said corporation shall by the same name have T)Ower to sue and be sued and generally to do and transact all and every business touching or concerning the x^i'e^iises, or which shall be necessarily incidental thereto, and to hold, enjoy, and exercise all such powers, authorities, and juris¬ diction as are customary in the colleges within this Commonwealth. Ssc. 4. The same trustees shall cause to be made a seal, with such devices as they may think x)roper, and by and with v/hicli all the deeds, dixfiomas, certificates, and acts of the institution shall be authenticated, and they may at their pleasure alter the same. Sec. 5. At the first meeting of the board of trustees the nine named who are not ex officio members shall by themselves and by lot be divided into three classes of three each , numbered 1,2. and 3 . The appointment hereby made of class PTo. 1 shall terminate on the first Monday of October, 1856: PTo. 3 on the first Monday of October, 1857, and No. 3 on the first Monday of October, 1858; and upon the ter¬ mination of the office of such directors, to wit, on the first Monday of October in every year, an election shall bo held at the institution to sux^ply their place, and such election shall be determined by the votes of the members of the executive committee of the Pennsylvania State Agricultural Society and the votes of three rex)resentatives duly chosen by each county agricultural society in this Common- ^vealth which shall have been organized at least three months iireceding the time of election, and it shall be the duty of the said board of trustees to ai3X3oint two of their number as judges, to hold the said election, to receive and count the votes and, return the same to the board of trustees, v/ith their certificate of the number of votes cast and for Vv^hoin, whereupon the said board shall determine who have received the highest nninber of votes and who are thereby elected. Ssc. 0. On the second Thursday of June after the passage of this act the board of trustees who are hereby appointed shall meet at Harrisburg and proceed to the organization of the institution and selection of the most eligible site within the Comnioiwealth of Pennsylvania for its location, v/here they shall purchase or obtain by gift, grant, or otherwise, a tract of land containing at least 309 acres and not exceeding 3,000 acres, upon v/hich they shall x^i’ocure such improvements and alterations to be made as will make it an institution properly adapted to the instruction of youth in the art of farming, according to the meaning and design of this act. They shall select and choose a x^rincix3al for tlio said institution, who, with such scientific attainments and- ca'pacity to teach as the board shall deem necessary, shall be a good, x^ractical farmer; he, with such other x^ersons as shall from time to time be employed as teachers, shall compose the faculty, under whose control the immediate management of the institution and the instruction of all the youth committed to its care shall be, subject, however, to the revision pmd all orders of the board of trustees. There shall be a Cjuarterly meeting of the board of trustees at the institution and as much oftener as shall be necessary and they shall determine. The board shall have power to pass all such Ijy-laws, ordi¬ nances, and rules as the good government of the institution shall require, and therein to prescribe what shall be taught to and wliat labor x^erfornied by the pux3ils and generally to do and perform all such administrative acts as are usually performed by and within the apx)ropriate duty of a board, of trustees, and shall, by a secretary of their appointment, keep a mirmte of the proceedings and action of the board. Ssc. 7. It shall be the duty of the board of trustees, as soon and as often as the exigencies of the institution' shall require, in addition to the principal, to employ such other professors, teachers, or tutors, as shall be qualified to impart to pupils under their charge a knowledge of the English language, grammar, geograx3hy, history, mathematics, chemistry, and such other branches of the natural and exact sciences as will conduce to the proper education of a farmer; the pupils shall them¬ selves, at such proper times and seasons as shall be prescribed by the board of trustees, perform all the labor necessary in the cultivation of the farm, and shall thus be instructed and taught all things necessary to be known by a farmer, it 176 EDUCATION EEPORT, 1903. being the design and intention of this act to establish an institution in which youth may bo so educated as to fit them for the occupation of a farmer. Sec. 8. The board of trustees shall annually elect a treasurer, who shall receive and disburse the funds of the institution, and perform such other duties as shall be required of him, and from whom they shall take such security for the faithful performance of his duty as necessity shall require; and it shall be the duty of the said board of trustees, annually, on or before the 1st of December, to make out a full and detailed account of the operations of the institution for the preceding year and an account of all its receipts and disbursements, and report the same to the Pennsylvania State Agricultural Society, who shall embody said report in the annual report which by existing laws the said society is bound to make and trans¬ mit to the legislature on or before the first Monday of January of each and every year. Sec. 9. It shall be lawful for the Pennsylvania State AgTicultural Society to appro¬ priate out of their funds to the object of this act a sum not exceeding $10,000 whenever the same shall be required, and to make such further appropriation, annually, out of their funds as will aid in the prosecution of this object, and it will be the duty and privilege of the said society, at such times as they shall deem exj-jedient by their committees, ofiicers, or otherwnse, to visit the said institution and examine into the details of its management. (February 22, 1855.) [The act of Fehriiary 22, 1855, vras amended by the court of common x>leas of Center Comity, Pa., October 22, 1875, a.s folio tvs: 1. That the time for holding the annual election for and annual meeting of the trustees of the institution be fixed for the Wednesday next preceding the Friday immediately preceding the 4th day of July in each and every year. 2. That the number of trustees of said institution be fixed at 23 instead of 13, and that the said board of trustees be constituted as follows: The governor, the secretary of the Commonv»reaith, the secretary of internal affairs, the adjutant-genercJ, the superintendent of public instruction, the president of the State agricultural society, the president of the Franklin Institute of Penn¬ sylvania, and tlie president of the institution shall be ex officio members of the board. The remaining members— to wit, 15— shall be elected in manner following, to wit: Three by the alumni of the institution and the remaining 12 by a body of electors composed of the execu¬ tive committee of the Pennsylvania, State Agricultural Society, the managers of the Franklin Institute of Pennsylvania, 3 representatives duly chosen by each county agricultural society in this Commonwealth which shall have been organized at least three months preceding the time of election, and 3 representatives duly chosen by each association, not exceeding 1 in each county of the Commonv/ealth, which shall have for its principal object the promotion and encouragement of the mining and manufacturing interests of the Commonwealth and the mechanic and useful arts, and which shall in like manner have been organized at least three months preceding the time of election. ^ ^ :!t :i: ^ 5. That so much of the seventh section of the act of the assembly approved February 22, 1855, as provides “that the pupils shall themselves, at such proper times and seasons as shall be pre¬ scribed by the board of trustees, perform all the la,bor necessary in the cultivation of the farm, and shall thus be instructed and taught all things necessary to be known by a farmer, it being the design and intention of this act to establish an institution in which youth may be so edu¬ cated as to fit them for the occupation of a farmer,” be so changed and modified as to require the students of the said institution to perform so much labor as shall from time to time be pre¬ scribed by the board of trustees and shall best carry out the design of the institution in pro¬ moting “the liberal and practical education of the industried classes in the several pursuits and professions in life.”— From report of committee of the legislature to investigate the affairs of the Pennsylvania State College, 1883.] Laws, 1857, No. 658: Section 1. The sum of $25,000 be, and is hereby, appropriated to the Farmers’ High Scliool of Pennsylvania, to be iiaid out of any moneys in the treasury not otherwise appropriated: Provided, That the admissions to said school from the several counties shall be in proportion to their number of taxabies, respectively, if such number shall apply. Sec. 2. The further sum of $25,000 be. and is hereby, appropriated to said insti¬ tution, to be paid as hereinafter provided. Sec. 3. Whenever it shall ajipear to the satisfaction of the governor that said high school shall have received from some other source or sources $1,000 or upward, the State treasurer shall pay to said school an equal sum, independent of the appropriation made in the first section, and so on until a sum not exceeding $23,000, in addition to the preceding appropriation, shall have been appropriated to said school: Provided, That the said sum of $25,000 shall be subscribed within three years from the passage of this act. [Time extended to May 20, 1862, by act approved April 3, I860.] * * * * * •:{• * Sec. 5. There shall he established in connection with the institution an o:S.ce wliere correct and perfect analysis shall be made, without charge, of all soils and manures which shall be sent by citizens of this Commonwealth for that purpose and a correct report returned of the result of said analysis, accompanied with such information as may be useful in the case. Sec. 6. The said corporation shall furnish reports of the result of all exieeri- LAWS EELATIITG TO LAND-GEAl^T COLLEGES. 177 ments made with trees, shrubs, plants, seeds, soils, and the breeding and rearing of stock to at least one newspaper in each county in the Commonwealth for ijuh- lication, the same to be furnished monthly or immediately after the results of the investigations are known. (May 20, 1857.) Laws, 1859, No. 165: Section 1. At all future meetings of the board of trustees of the Farmers’ High School of Pennsylvania five members thereof shall consti¬ tute a quorum competent for the transaction of business. Sec. 2. It shall be unlav^ful for the court of cjuarter sessions of Center County to grant a license to any person or persons for the sale of ardent spirits or malt liquors at any place within 2 miles of the Farmers’ HiglrSchool of Pennsylvania, located in the said county. Sec. 3. The superintendent of the Pennsylvania State Lunatic Hospital be, and he is hereby, directed to deliver to the trustees of the Farmers’ High School of Pennsylvania, to be arranged for exhibition and use in the museum of the said school, the cabinets of mineralogical and geological specimens belonging to the State, which were placed in the care of the said superintendent by the secretary of the Commonwealth, in compliance with a resolution approved February 15, 1855. (March 17, 1859.) Laws, 1861, No. 367: Section 1. [Appropriates $49,900 for building purposes.] Laws, 1863, No. 227: Section 1. The act of the Congress of the United States passed July 2, 1862, * be, and the same is hereby, accepted by the State of Pennsylvania, with all its provisions and conditions, and the faith of the State is hereby pledged to carry the same into efiect. Sec. 2. The surveyor-general of the State of Pennsylvania is hereby authorized and required to do every act and thing necessary to entitle this State to its dis¬ tributive share of land scrip, under the provisions of the said act of Congress, and when the said scrip is received by him to dispose of the same under such regula¬ tions as the board of commissioners, hereafter appointed by this act, shall prescribe. Sec. 3. The governor, auditor-general, and the surveyor-general are hereby con¬ stituted a board of commissioners, vAth full xiower and authority to make all needful rules and regulations respecting the manner in which the surveyor-general aforesaid shall dispose of the said land scrip, the investment of the proceeds thereof in the State stocks of this State, and apply interest arising therefrom as herein directed, and in general to do all and every act or acts necessary to carry into full effect the said act of Congress: Provided, That no investment shall be made in any other stocks than those of the United States or of this Commonwealth. Sec. 4. Until otherwise ordered by the legislature of Pennsylvania, the annual interest accruing from any investment of the funds acquired under the said act of Congress is hereby appropriated, and the said commissioners are directed to pay the same to the Agricultural College of Pennsylvania, for the endowment, support, and maintenance of the said institution, which college is now in full and success¬ ful operation, and where the leading object is, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts. Sec. 5. The said Agricultural College of Pennsylvania shall, on or before the 1st day of February of each year, make report to the legislature of the receipts and exxienditures of said institution for the preceding year. (Axiril 1, 1863.) Laws, 1866, No. 88: Section 1. The third section of the act * passedApril 1, 1863 [above] , shall be so construed as to authorize the governor, auditor-general, and survey or-general as commissioners, in the xrerformance of the duties devolved upon them by the said act, to direct the payment of the expenses of disposing of the said land scrixe out of any mone7/ in the treasury not otherwise appropriated: Provided, That no more than one-third of the distributive shares of the said land scrix) donated to this State shall be sold under the provisions of this act. Sec. 2. The board of trustees of the Agricultural College of Pennsylvania be, and they are hereby, authorized to borrow a sum of money not exceeding $80,000, at a rate of interest not exceeding 7 per cent, and taxes, with which to pay and consolidate all the debts of the institution, and to secure the same by a mortgage upon the X)roperty thereof, (Ax^ril 11, 1866.) Laws, 1867, No. 9: Section 1. The proviso to the first section of the act * approved April 11, 1866 [above] , be, and the same is hereby, repealed. Sec. 2. The one-tenth part of the entire proceeds of the lands donated by Con¬ gress to the State of Pennsylvania by the act of July 2, 1862, in trust, and accepted by the act of April 1, 1863, to which this is a suxiplement, be, and is hereby, axiproxu'iated, and the commissioners under the said act of A]iril [1] , 1863, are directed to pay the same to the Agricultural College of Pennsylvania, to be expended in the purchase of lands for experimental farms. ED 1903 - 12 178 EDUCATION EEPOET, 1903. Sec. 3. The interest and income of the entire residue of the proceeds of the said lands he, and are hereby, ai)propriated, and the commissioners under the said act are also liereby directed to p'ay the same, as it shall accrue, to the Agricultural College of Pennsylvania, for the endowment, sup'port, and maintenance thereof, on condition that the trustees establish, conduct, and maintain in connection with the college three experimental farms; one near the college, under the immediate supervision of the professor of agriculture in the institution, another east, and the other west, upon lands of diversified rpaality, under the immediate sirpervision, respectively, of an assistant inofessor of agriculture, (February 19, 1867.) Laws, 1872, No. 31: SEt’TiON 1. The surveyor-general be, and is hereby, authorized and directed to sell all the present bonds held by him in trust for the agricultural college land-scrip fund and pay the proceeds of the sale of the same to the State treasurer for the use of the sinking-fund commissioners. Sec. 2. The governor, auditor-general, and State treasurer are authorized to issue a registered bond of this Commonweal^ for the sum of $500,000, payable to the agricultural college land-scrip fund of Pennsylvania, after fifty years from Februaiw 1, 1872, with interest on the same at the rate of 6 per cent per annum, to be paid semiannually on the 1st of February and August of each year, and deliver the said bond to the State treasurer for the uses and purposes declared by law. Sec. 3. It shall be the duty of the State treasurer to hold said bond in trust for the agricultural college land-scrip fund of Pennsylvania and to pay the interest accruing thereon semiannually to the Agricultural College of Pennsylvania accord¬ ing to the several acts of assem.bly in relation thereto. Sec. 4. The hoard of commissioners for the sale of agricultural college' land scrip he, and the same is hereljy, abolished, and the surveyor-general is directed to place in the hands of the State treasurer the hook of accounts and vouchers relating to the agricultural college land-scrip fund now in his custodv. (April 3, 1872.) Laws, 1878, No. 319: Sectio'n 1. [ Appropriates $80,000 to pay oti mortgage on the property of the Agricultural College of Pennsylvania.] Sec. 3. The State treasurer shall not disburse any of the moneys herein appro¬ priated until satisfactory p*roof has been made to him that the following reduc¬ tions have been made in the salaries of all officers and employees in said institu¬ tion. namely. 10 per cent on all salaries between $800 and $1,500 and 15 x>eE cent on all salaries over $1,500. (June 12, 1878.) Laws, 1887, No. 5G: Section 1. The trustees of the srdd the Pennsylvanffi State College, are hereby authorized to sell the farms commonly known as the eastern and western experimental farms, or either of them, at the highest priee at v.ffiich they can he sold, at public or private sale, as a whole or in parcels, after at least sixty days’ notice of such sale being given weekly in two of the newspapers pub¬ lished in the county where such farm is located. The proceeds of such sale shall be paid by said trustees into the State treasury, with satisfactory evidence to the governor and treasurer that such sale was conducted in good faith, according to the reciuireineiits of this act, and shall there be held as a special fund, to be invested in the bonds of the State, or otherwise, the interest on which, at 6 per cent per aniinm, shall be paid by the State treasurer, in equal quarterly installments, on the 1st day of January, April, July, and October in each and every year, to the said trustees of the State College, to he used by them for the sole and exclusive pui7)Gse of maintaining a mechanical workshop aud chemical laboratories, and of condacting educational and scientific experiments on the experimental farm located at the State College, and lahoratorjr tests and investigations connected therewith, and the principal of said proceeds is hereby inviolably axqjro-priated and set apart as and for the uses herein prescribed: Provided, That before any portion of the income thereof shall lie paid to the said trustees they shall execute and file with the secretary of the Commonwealth an agreement to exjiend the whole of such income in the manner and for the puriioses herein designated, and shall annually mEike to the governor a full statement of their income and expendi¬ tures under this head: Arul provided further, That nothing contained in this act shall he construed to release the said trustees from the obligation to maintain a well-eqnix>ped exxieriinental farm near the college, as now required by law, or to inqiair or modify any other obligation or agreement now existing between the State of Penusvlvania a,nd said State College, exceut as herein ex^iressly provided. (May 13, 1887.) Laws, 1887, No. 223: Section 1, [Approiiriates $08,000 for buildings, $23,500 for apparatus, books, and equipment, and $9,500 for repairs, etc.] Sec. 2. [Apiiropriates $3,000 per annum for four years for the agricultural experiment station.] (June 3, 1887.) LAWS BELATIKa TO LAITD-GEALrT COLLEGES. 179 Laws, 1889, 'No. 52: Section 1. The assent of the Commonwealth of Pennsyl¬ vania is hereby given to the said act of Congress approved March 3 [2J , 1887, v^ith all its provisions and. conditions, and the Pennsylvania State College is hereby designated as the proper institution, under the provisions of said act of February 19, 1887 [of the legislature of Penns^/lvania] , to receive all appropriations made or to be made by Congress for the purpose of carrying into effect said act or any supplement or supplements thereto. (April 25, 1889.) Laws, 1889. Mo. 312: Section 1. [Approiiriates $95,500 for buildings, $18,700 for apparatus and equipment, and $12,800 for repairs, etc.] (May 25, 1889.) Laws, 1891, No. 07: Section 1. The assent of the Common v/ealth of Pennsyl¬ vania is hereby given to said act of Congress appiroved August 30, 1890, with all its provisions and conditions, and. the Pennsylvania State College is hereby desig¬ nated as the proper institution, under the provisions of said act of February 19, 1867 [of the legislature of Pennsylvania] , to receive all appropriations made or to be made by Congress for the purxiose of carrying into effect said act or any sup¬ plement or supplements thereto. Sec. 2. The State treasurer is hereby autliori'.ed and directed to record in his ofHee the receipt of any and all appropriations received from the United States under said act of Congress, and to transfer the same immediately to the treasurer of the Pennsjdvania State College, as reqnired by said a.ct approved August 30, 1890. Sec. 3. All acts and parts of acts inconsistent herewith he, and the same are hereby, repealed , and the secretary of the Commonwealth is hereby directed to for¬ ward one certified copy of this act to the Secretary of the Treasury of the United States and one to the United States Secretary of the Interior. (May 20, 1891.) Laws, 1891, No, 291: [Appropriates $111,500 for buildings, $19,000 for appa¬ ratus and equipment, and $17,000 for repairs, etc.] (June 19, 1891.) Lav7S, 1893, No. 243: [Appropriates $33,000 for maintenance, $37,500 for equip¬ ment, and $20,220 for repairs, etc.] (June 3, 1893.) Laws, 1893, No. 239: Section 1. The secretary of the State board of agriculture shall be ex officio a member of the board of agriculture and of the hoard of trustees of the Pennsylvania State College. (June 2, 1893.) Laws, 1895, No. 440: [Appropiuates $110,006.73 for buildings, $52,000 for main¬ tenance, $20,500 for axmaratus and equipment, and $29,755.50 for renairs. etc.] (July 3, 1895.) Laws, 1897, No. 353: [A'ppropriates $63,200 for maintenance, $13,250 for appa¬ ratus and equipment, and $10,882.50 for repairs, etc.] (July 22, 1897.) Laws, 1899, No. 319: [Appropriates $39,250 for maintenance, $12,000 for fuel, and $4,051.90 for insurance.] (May 13, 1899.) Laws, 1901, No. 503: [Appropriates $15,000 for fuel, $58,750 for maintenance, $10,707.74 for repairs, etc., and $500 for furniture.] (July 18, 1901.) Laws, 1903, No. 432: [Appropiiates $151,805.55.] (May 15, 1903.) RHODE ISLAND. Acts and resolves, January session, 1863, Public resolution No, 2: Resolved, the senate concurring vjith the house in the passage hereof, That the general assem- blj'- of the State of Rhode Island does hereby express its acceptance in behalf of the State of the benefit of the provisions of Chapter CXXX of the Statutes of the United States passed at the second session of the Thirty-seventh Congress and approved July 2, 1862, deviating public lands to the several States and Territories which may provide colleges for the benefit of agriculture and the mechanic arts upon the terms and conditions in the said act contained and set forth, and that the faith of the State be, and is hereby, pledged to the United States that upon the receipt of the scrip provided to be issued under the said act of Congress it will faithfully apply the proceeds thereof to the objects and in the manner x)re- scribed by this act. Resolved. That his excellency the governor be, and he hereby is, requested to notify the President of the United States without delay of the accepting by the leg¬ islature of this State of the donation of scrip for 120,000 acres of the public lands of the United States (that quantity being 30,000 acres for each Senator and Repre¬ sentative in Congress from this State) , mtade by the provisions of Chapter CXXX of the Statutes of the United States approved July 2, 1862, * * * upon the terms and conditions in the said act contained and set forth, and Jo furnish at the same time a copy of said notification to the Secretary of the Interior. 180 EDUCATION REPORT, 1903. Besolvecl, That his excellency the governor be, and he hereby is, fully authorized and empovy"ered by himself or his order to receive from the Secretary of the Interior or any other person authorized to issue the same the land scrip to which this State is entitled under the provisions of Chax)ter CXXX of the Statutes of the United States, x>assed at the second session of the Thirty-seventh Congress and approved July 2, 1862, * * * and to hold the said scrip subject to the future order of this" general assembly. [By a resolution passed at this same session Brown Uni¬ versity Avas made the beneficiary of the land-scrip fund and remained so until 1894.] Acts and Resolves, January session, 1887, Resolve No. 18: The State of Rhode Island hereby assents to and accepts the provisions and purposes of the act passed by the Forty-ninth Congress of the United States and approved March 3 [2] , 1887, entitled, etc. (March 31, 1887.) Acts and Resolves, January session, 1888, chapter 706: Section 1. The sum of $5,000 is hereby aiipropriated to be paid out of the treasury for the purpose of establishing a State agricultural school. Sec. 2. The governor shall, with the advice and consent of the senate, appoint a board of five managers, 'yvho shall be practical agriculturists. One member of said board shall be ap^ioiiited from each county, who shall manage and control the State agricultural school. The members of said board first appointed shall hold their offices one for one year, one for two years, one for three years, one for four years, and one for five years, and until their successors shall be qualified to act. In every year hereafter there shall be one member of said board appointed for the term of five years. In case of a vacancy in said board such vacancy shall be filled, if the general assembly be in session, by the governor, with the advice and con¬ sent of the senate; if not in session, by the governor until the next session of the general assembly, when, as soon as may be, an appointment shall be made by the governor, with the advice and consent of the senate, to fill such vacancy, and the jierson so appointed shall hold his office for the remainder of the unexpired term. Sec. 3. The said board of managers shall establish a system of government for said school, and shall make all necessary rules and regulations for receiving students and giving instruction on agricultural and kindred subjects. They may establish rates of tuition. They shall aiipoint such officers, teachers, and employees as shall be necessary, and prescribe their duties and fix their compen¬ sation. They shall report annually to the general assembly at the January session. Sec. 4. Any sum which shall be received by the State by virtue of any act of Congress for the promotion of agriculture shall be appropriated to the use of said board for the purpose for which said sum is appropriated. (March 23, 1888.) Public Laws, January session, 1892, chapter 1078: Section 1. The present board of managers of the State agricultural school and their successors, for the term_s for which they have been or for which they hereafter may be appointed or elected as such managers, are hereby declared to be a body xiolitic and corporate for the purpose of continuing and maintaining said State agricultural school as a college where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions of life, as provided in the act of the Congress of the United Statesapproved July 2, 1862, * * * and for the purpose of continuing and maintaining an agricultural experiment station as a department of said college under and in accordance with and to carry out the imrposes of the act of Congress approved March 2, 1887, * * * by the name of Rhode Island College of Agriculture and Mechanic Arts, v/ith all the powers and privileges and subject to all the duties and liabilities set forth in cha liter 152 of the Public Statutes and in any acts in amendment thereof or in addition thereto. Sec. 2. Said college and experiment station shall, until otherwise ordered, be located in the town of South Kingstown, upon the estate now occupied by said State agricultural school and experiment station. And all moneys hereafter received under said act of Congress apiiroved March 2, 1887, and under the act of Congress approved August 30, 1890, * * and all other moneys which shall be received by the State for the promotion of agriculture or the mechanic arts under or by virtue of any act of Congress shall, as and when received, be paid over to the treasurer for the time being of said college corporation, to be used and applied and accounted for hy the managers and officers of said corporation for the time being, as required by the several acts of Congress under which the same are received. And the managers and officers of said corporation shall perform all the duties and make and publish, distribute and render all bulletins and reports required by said acts of Congress or by any acts in amendment thereof or supple- LAWS EELATING TO LATO-GKANT COLLEGES. 181 mentary thereto, and shall also report to the general assembly annnally at its January session. Sec. 3. The said members of the present board of managers of the State agri- cnltnral school are hereby created and declared to be the board of managers of said college corporation, and their respective terms of office shall expire at the same times as they would ha.ve expired nnder the provisions of said act, cha,pter 706, to which this act is in amendment. And all future members of said board of managers of said college corporation and all future vacancies in said board shall be appointed and filled in the manner proAuded by section 2 of said chapter 706, except that the words “who shall be practical agriculturists,” in said section 2, are hereby repealed; and every future member of said board shall be a domi¬ ciled inhabitant of the same county as Avas the retiring member of the board whose place he is appointed to fill. Sec. 4. Said board of managers shsdl annually elect one of their OAvn number to be president of the board, Avho shall also be president of the corporation, and shall continue in office until his successor is elected. They shall also from time to time appoint a treasurer and a clerk, who shall also be officers of the corpora¬ tion, and who may be, but need not necessarily be, the same person or members of the board, and avIio shall hold their respective offices at the pleasure of the board The treasurer before entering upon his office shall give bond to the State for the faithful discharge of his duties, in form to be approved by the attorney- general, in a penal sum to be fixed by the said board of managers, and with surety or sureties to be approved by the governor, such bond to be filed and to be kept on fide in the office of the secretary of state, and which bond shall be renev/ed whenever required by the board of managers or by the gOA^ernor. And the treasurer shall make a full detailed report annually to the general assembly at its January session of all his receipts and expenditures, properly audited by the board of managers or a committee thereof. Sec. 5, Said board of managers shall have the general care and management of said estate in South Kingstown and of said college and experiment station, and ma,y employ such professors, teachers, and other persons in and about the same, and prescri be their duties and fix their compensation, and from time to time make rules and regulations for their government, and may also make by-laws, rules, and reg¬ ulations to govern their OAvn meetings and proceedings. Said board of managers shall from time to time appoint the faculty of said college; and such faculty shall from time to time arrange the courses of study, conforming to said acts of Con¬ gress in this behalf, and prescribe such qualifications for admission of students, and such rules of study, exercise, discipline, and government as they shall deem proper; they may also grant academical degrees and diplomas appropriate to the courses of study to those students of good moral character who shall have pursued the prescribed courses and passed satisfactory examinations. (May 19, 1892.) [From 1893 to 1899, both inclusiAm, the general assembly appropriated annnally $10,000 to the college of agriculture and mechanic arts. An act passed May 24, 1899, provides: “ The sum of $15,000 is hereby annually appropriated for the purpose of defraying the expenses of said college corporation, the same to be expended under the direction of the managers and officers of said corporation for the time being,”] SOUTH CAROLINA. Constitution (1895), Article XI: Sec. 8. The general assembly may provide for the maintenance of Clemson Agricultural College, * * * as now established by law, and may create scholarships therein. The proceeds realized from, the land scrip given by the act of Congress passed July 2, 1862, for the support of an agri¬ cultural college, and any lands or funds which have heretofore been or may here¬ after be given or appropriated for educational purposes by the Congress of the United States, shall be applied as directed in the acts appropriating the same: Provided, That the general assembly shall, as soon as practicable, vzholly separate Claflin College from Clafiin University and provide for a separate corps of pro¬ fessors and instructors therein, representation to be given to men and women of the negro race: and it shall be the Colored Normal, Industrial, Agricultural, and Mechanical College of this State. [The following matter is taken from Code of Laws of South Carolina, liX)2. 2 vols., Columloia, S. C., 1902.J Sec. 1293. There shall be established AAuthin this State a normal, industrial, agricultural, and mechanical college for the higher education of the colored youth 182 EDUCATION EEPOET, 1903. of tlie State, and the said college shall he known as the “ Colored Normal, Indus¬ trial, Agricultural, and Mechanical College of South Carolina.” The Colored Normal, Industrial, Agncultural, and Mechanical College of South Carolina shall be a branch of the State University, but shall be under the manage¬ ment and control of a separate board of trustees, composed of seven members, six of whom shall be elected by the general assembly, whose term of office shall be six years. But the general assembly shall at its present session elect tvro of said trustees for tvro years, two for four years, and two for six years, so that two of them shall go out of office every two years. The governor of the State shall be ex officio the seventh member of said board of trustees. (March 3, 1896.) Sec. 1294. The board of trustees of the Colored Normal, Industrial, Agricul¬ tural, and Mechanical College of South Carolina are hereby fully authorized and empowered to take charge of, manage, and control all of the real and personal property belonging to Claffin College, in v/hosesoever hands or custody the same may be now or hereafter found, and shall hold the same in trust for the benefit and uses of the said Colored Normal, Industrial, Agricultural, and Mechanical College of South Carolina. (March 3. 1896.) Sec. 1295. The board of trustees of the Colored Normal, Industrial, Agricul¬ tural, and Mechanical College of South Carolina shall have, and are hereby given, full and ample power to do and to perform any and all acts whatsoever necessary to effect a conii}lete and final separation of the interests of the State from those of Claflin University, and, if found necessary to protect or promote the interest^ of the State, the authority here given shall authorize said trustees to sell, purchase, or exchange real estate. The Colored Normal. Industrial, Agricultural, and Mechanical College of South Carolina shall have all the rights and privileges possessed by Clafiin College, and be entitled to receive all the funds set apart for the support of Clafiin College under the acts of the general assembly of this State, and the said college shall for¬ ever be and remain free and separate from Clafiin University and all otlicr colleges, schools, or other institutions which are vrholly or in part under the direction or control of anv church or religious or sectarian denomination or society. (March 3, 1836.) Sec. 1293. The board of trustees of the Colored Normal. Industrial, Agricultural, and Mechanical College of South Carolina are authorized and empowered to f)ro- vide all necessary suitable buildings upon a proper site for the purpose, to establish a course of study covering the normal, industrial, agricultural, and mechanical sciences and provide the necessary appliances for proper instruction in the same, and to select a proper corps of i^rofessors and instructors and fix their salaries. The principal or president and corps of instructors shall be of the negro race. (March 3, 1896. ) Sec. 1297. A majority of the board of trustees shall be necessary for the trans¬ action of any business. (March 3, 1898.) Sec. 1298. One-half of the fund Imown as the “ land-scrip fund,” to vut, $95,900, shall be for the benefit of the Colored Normal, Industrial, Agriculfcural, and Mechanical College of South Carolina, and shall be a perpetual fund, which shall forever remain undiniinished, and the board of trustees are authorized to use the income thereon, to vrit, 6 per cent per annum, i^ayable semiannually, from July 1, 1889, for the use and maintenance of said college. Sec. 1299. All sums which shall be received by the State from the United States Government under the provisions of the act of Congress ai^proved August 30, 1890, shall be equally divided between the Colored Normal, Industrial, Agricultural, and Mechanical College and the Clemson Agricultural College, to be a-ppiied to theiuirposes specified in said acts. (December 24. 1890.) Sec. 1300. The Hon. Thomas G. Clemson having departed this life on April 6, 1888, leaving of force his last will and testament, which was duly admitted to probate on April 20, 1888, in the offi.ce of the judge of probate for the county of Oconee, in the State of South Carolina, wherein he devised and bequeathed to his executor * * * a tract of land situate on Seneca River, in Oconee County, in said State, containing 814 acres, more or less, knovvm as the Fort Kill plantation, as well as all his other property, both real and personal, except certain legacies in the said will mentioned and provided for, all in trust to convey to the State of South Carolina when the said State shall accept the same for the purpose of estab¬ lishing and maintaining an agricultural college upon the aforesaid Fort Hill plantation upon the terms and conditions of said will, the State of South Carolina hereby expressly declares that it accepts the devise and bequest of Thomas G. Clemson subject to the terms and conditions set forth in his said last wnll and tes¬ tament, and the treasurer of the State is hereby authorized and empowered to receive and securely hold the said property, both real and personal, and to exe- LAWS EELATING- TO LAITD-GEANT COLLEGES. 183 cnte all necessary papers and receipts tlierefor as soon as tlie said executor sliall convey and transfer tlie said devise and bequest to the said State. (November 27, 1889.) Sec. 1301. The deed and transfer of said property to the State having been duly executed and made- by the said executor, in accordance with the provisions of said will, an agricultnral and mechanical college is hereby established in connection with the aforesaid devise and bequest, to be_^styled “The Cleinson Agricnltiiral College of South Carolina/’ and situated at Fort Hill, in Oconee County, on the plantation so devised, in which college shall be taught all branches of study per¬ taining to practical and scientific agiicnltnre and other industries connected there¬ with, and such other studies as are not inconsistent with the terms of the said will, (November 27, 1889.) Sec. 1302. The said college shall be tinder the management and control of a board of thirteen trustees, composed of the seven members nominated by said will and their successors and six members to be elected by the legislature in joint assembly. (November 27, 1889.) Three of the trustees elected in 1898 shall serve for the term of two years, and three of said trustees shall serve for the term of four years, from the commence¬ ment of their terms and until their successors shall be elected, and the said six trustees, immediately after their election, shall cast lots to determine which three of said trustees shall serve for the term of tv7o years and which three shall serve for the term of four years. Hereafter every two years the general assembly shall elect in joint assembly three trustees for said college, who shall serve for the term of four jmars and until their successors shall be elected and shall qualify. (Feb¬ ruary 16, 1898.) The board of trustees shall elect one of their number to be president, and elect a secretary and fix his salary. They shall organize the college and put it in opera¬ tion as soon as practicable after the x^assage of this act, shall x)rescrihe the course of study, shall declare the professorships, elect the professors, of whom the num¬ ber shall not exceed ten, and define their duties and fix their salaries, and make all rules and regulations for the government of the college. They may employ such superintendent, head workman, laborers for the farm, shops, and grounds as may be necessary, and fi.x their compensation. They shall charge each student a tuition fee at $40 per annum: Provided, hoivever, The board of trustees of said Clemson Agricultural College may grant free tuition to such competent and deserv¬ ing youths of this State as may be unable to pay the same, and the said board of trustees shall xorescribe such mles and regulations as may be proper to confine the enjoyment of this privilege to those whose necessities require it. (November 27, 1889, and March 2, ■'1897.) Sso. 1303. The said board of trustees is hereby declared to be a body politic and corporate under the name and style of the Clemson Agricultnral College of South Carolina, They shall have a corporate seal, vrhich they may change at their dis¬ cretion, and in their corporate name they may contract for, purchase, and hold prox)Qrty for the xjuiq^oses of this article, and may take any i^roperty or money given or conveyed by deed, devise, or bequest of [to] said college, and hold the same for its use and benefit: Provided., That the conditions of such gift or con¬ veyance shall in no case be inconsistent with the x)nrposes of this chapter, and shall incur no obligation on the part of the State. They shall securely invest all funds and. keep all prox>erty which may come into their possession, and may sell any of the personal property not subject to the trust, and reinvest the same in such v/ay as they may deem best for the interest of said college. They may sue and be sued, plead and be impleaded, in their corporate name, and may do all things necessary to carry out the provisions of this chapter, and may make by-laws for this piiiq^ose if they deem it necessary. (November 27, 1889.) Sec. 1304. It shall require a two- thirds vote of the said board of trustees to authorize the exxDenditure of any moneys appi’or)riated to the said college by the State, or to authorize the sale or transfer or reinvestment of any x^roperty or mon¬ eys arising from the sale of any x>rox)erty under the provisions of this chaioter. (November 27, 1889.) Sec. 1305. It shall be the duty of said board of trustees to make to the legisla¬ ture an annual rex:)ort of the college and of all farming operations and tests and experiments, and of all receipts and expenditures, with a statement of the condi¬ tion of the xmoperty and funds of said college, and of all receipts and expenditures of money appropriated thereto by the State. (November 27, 1889.) Sec. 1306. The State treasurer shall securely invest and reinvest the funds now in his hands and such as may hereafter come into his hands, derived from the Clemson bequest, in such manner as shall be directed by the governor, the comp¬ troller-general, and the treasurer of the State, or any two of them. He is hereby 184 EDUCATION EEPOET, 1903. authorized to collect the interest annuallj- upon all investments made of funds of the Clemson bequest, and pay the same over to the treasurer of the board of trustees of Clemson Agilcultural College. It shall be his duty, under the direc¬ tion of the governor, the comptroller-general, and the treasurer of the State, or any tv\"o of them, to enforce the collection of the principal or interest due on any investments made of such Clemson bequest. (December 23, 1890.) Sec. 1307. The State treasurer is hereby authorized and empowered to collect by suit or otherwise, or to sell and convert into money, all the evidences of indebted¬ ness now held by him, and which was turned over to him as a part of the Clem¬ son bequest, and that wh.en he shall have received the money on same, that he invest the same in Brown consols bearing interest at 6 per cent per annum. When said funds are invested in said Brown consols, as provided for in this section, then the State treasurer shall issue a certificate of State stock in a sum equal to the value of said Brown consols, bearing interest at the rate of 6 per cent per annum, payable semiannually to the board of trustees of the Clemson Agricultural Col¬ lege, to be held as a peri^etual fund, the capital of which shall forever remain undiminished, the interest on same to be used by said board of trustees for the uses of said Clemson Agricultural College, and when the said State stock is so issued, he do then cancel the said Brown consols in the idace of which the said State stock was issued. (December 22, 1891.)' Sec. 1308. One-half of the land-scrip fund heretofore vested by section 1045 of the general statutes (1882) in the board of trustees of the University of South Caro¬ lina is hereby vested in the six members of the board of trustees of the Clemson Agricultural College of South Carolina, elected by the general assembly, and the State treasurer is authorized and required to issue a certificate of State stock in the sum of $95,900, bearing interest at the rate of 6 per cent per annum, payable semiannually to the said six members of the said board of trustees, to beheld as a permanent fund, the capital of which shall forever remain undiminished, the income of said fund to be used by said board of trustees for the building and main¬ tenance of the said Clemson Agricultural College in accordance with the purposes for which the said land scrip was donated by the act of Congress in relation thereto. (December 23, 1889.) Sec. 1309. The annual grant of $15,000, commonly known as the' Hatch bill fund, made to the State of South Carolina by the Congress of the United States, accord¬ ing to the terms of an act of Congress * * * approved March 2, 1887, shall be, and hereby is, withdrawn from the control of the board of trustees of the Univer¬ sity of South Carolina, in whom it was vested by an act * * * approved Decem¬ ber 22, 1887, and the said grant of $15,000 is hereby vested in the six members of the board of trustees of the Clemson Agricultural College of South Carolina chosen by the general assembly, and an agricultural experiment station shall be estab¬ lished in connection with the said Clemson Agricultural College and under the direction of the board of trustees thereof, to be supported by said grant according to the i^rovisions of the act of Congress hereinbefore mentioned. (December 23, 1889.) Sec. 1310. The department of agriculture of this State, as heretofore constituted and provided for by law, is abolished, and also the office of commissioner of agri¬ culture for this State. (December 24, 1890.) Sec. 1311. All the powers, duties, rights and privileges heretofore vested in and exercised by the commissioner of agriculture and the department of agriculture of this State are hereby vested in and devolved upon the board of trustees of the Clemson Agricultural College of South Carolina, except that said board shall not have any rights, powers, or privileges in reference to or in connection with the management and control of the rights and interests of the State in the phosphate rock or phosphatic deposits in the navigable streams and marshes thereof. (De¬ cember 24, 1890.) Sec. 1312. For the purpose of carrying out the duties hereby devolved upon them, the said board of trustees shall meet at the call of the governor, and at such time and place as ho may designate. They shall receive no compensation, but shall be allowed their actual expenses for not exceeding two meetings in one year while engaged in the duties of the board imposed upon them by this article. (March G, 1899.) i Sec. 1313. The duties and powers of the said board of trustees are as follows: 1. They shall regulate the returns of such county agricultural societies as may be chartered by the State, jirescribe the forms of such return, and furnish all blanks necessary for securing uniform and reliable statistics of their operations. 2. They shall issue to the several county auditors of the State, blanks with com¬ plete instructions for the collection of agricultural statistics and information. LAWS EELATING TO LAND-GRANT COLLEGES. 185 The auditors shall promptly return such blanks to the board, filled in accordance with such instructions. 3. They shall investigate all subjects relating to the improvement of the agri¬ cultural interests of the State, the inducement of immigration thereto, and the introduction of foreign capital therein, as they may deem expedient. 4. They shall have the right to promulgate and enforce rules and regulations for the guidance of the veterinarian of said college or his assistant, if one shall be appointed, in the treatment of horses, mules, cattle, hogs, or other live stock affected with any dangerous or contagious disease. 5. The said board shall have the power to adopt rules and regulations consistent with the laws of this State and of the United States, to prevent the introduction into this State of any live stock that is affected with any contagious disease, the tendency of which is to cause the death of said live stock. 6. They shall have power, in case of contagious disease among any kind of stock or animals, either to establish rules of quarantine or to have the infected animals killed and burned. 7. Said board, or a committee thereof appointed by them, shall supervise and enforce the execution of all lav/s respecting the sale of commercial fertilizers and seeds within the State, and any other duties by this chapter devolved upon them. 8. They shall appoint a special inspector or inspectors of fertilizers, and such other persons as they may deem necessary for carrying out the duties of the department of agriculture hereby devolved upon them, and fix their compensation. 9. They shall collect samples of any commercial fertilizers offered for sale in this State, and cause the same to be analyzed. Such samples must be taken from at least 10 per cent of the lot analyzed. 10. They shall prepare and keep in their department books of registry, in which any person may cause to be entered any tract or lot of land which he may desire to sell, stating the terms of sale. And such person may file also any plat or other descriptive paper relating to such lands as he may think proper. They shall also keep books in which shall be entered the names of persons desiring employment as laborers. The registry fee for each tract of land, or for each person seeking employment, shall be $1. The books shall be open to inspection free of charge. 11. They shall communicate and cooperate with the Commissioner [Secretary] of Agriculture of the United States, and shall receive from him seeds, plants, documents, and information, and shall distribute the same as may seem to the best advantage. 12. They shall have power to hold agricultural conventions composed of dele¬ gates from each county in the State, to be apportioned to each county and elected in such manner as the board may provide; and to conduct farmers’ institutes at such times and places as may appear expedient; and they are authorized to use such parts of the funds under their control as may be necessary to meet the expense of conducting such conventions and institutes, but no compensation, per diem, or mileage shall be paid to the delegates of such conventions. Sec. 1314. The Clemson Agricultural College of South Carolina is hereby author¬ ized and empowered to construct, iiiaintain, and operate a railroad between the Clemson Agricultural College of South Carolina and Calhoun station, on the line of the Atlanta and Charlotte Air Line Railway, with all the rights, powers, duties, and privileges that are conferred and imi^osed by the laws of the State upon rail¬ road companies. The said Clemson Agricultural College of South Carolina, for the purpose of the construction of said railroad, shall be entitled to all the rights and privileges (and be subject to all the liabilities of railroad corporations) em¬ braced in what is called the “ general redlroad law ” and acts amendatory thereof, as well as any acts now existing or hereafter to be jDassed regulating the duties, privileges, and rights of railroad companies. (February 19, 1900.) Sec. 1315. After construction of said railroad the said Clemson Agricultural College of South Carolina, for the purpose of operating the same, is empowered to lease, in any lawful manner, the said railroad to any railroad company upon such terms as may be mutually agreed upon, or may enter into any agreement with any railroad company for the operation of the same. (February 19, 1900.) Sec. 1316. The said Clemson Agricultural College of Soiith Carolina is author¬ ized to construct and maintain tramways, macadam roads, electric roads, and such other highways within the incorporation as the board of trustees may deem expedient for the improvement and development of the corporation, and to this end shall have ail the pov/ers, privileges, and rights conferred by sections 1314 and 1315, (February 19, 1900.) Sec. 1317. The veterinarian of said college shall have the right to visit any sec¬ tion of this State where contagious diseases among animals is [are] believed to 186 EDUCATION KEPOET, 1903. exist and shall determine, under the rules and regulations of said iDoard, whether such alfected animals are worthy of remedial treatment or should be destroyed. It shall not be lawful for any person or persons to hinder or obstruct said yeteri- narian or his assistant in the enjoyment of the rights given by this section or in the discharge of the duties prescribed by the next succeeding section. (February 10, 1901.) Sec. 1318. When two or more reputable citizens of any county in this State shall notify said veterinarian that any animals in their county are affected with a con¬ tagious disease the tendency of which is to cause the death of such animals, he shall investigate the same or cause an investigation thereof to be made; and for such X)urpose he or liis assistant shall have the right to go ur)on any premises on which such affected animals are or where they are supposed to be. Said veteii- narian shall have the right to treat such affected animals at the expense of the owner or ovvuiers of the same or shall have the right to cause the same destroyed under such rules and regulations as may be prescribed by the said board. No conix^ensation shall be paid to the owner or owners of any animals destroyed under the x^i’ovisions of this section. The necessary expenses incurred by the veteri¬ narian or his assistant in the discharge of the duties x^rescribed in this chapter shall he x^aid from the funds of Clemson College. (February 19, 1901.) Sec. 1319. All the x^rivilege tax on fertilizers heretofore required to be paid to the commissioner of agriculture shall in the future be paid to the treasurer of the State, subject to the order of the board of trustees of the Clemson Agricultural College of South Carolina: and so much of the money so received as shall be necessary to defray the exx:)enses of the board in performing the duties now by this chax^ter devolved uxDon them shall be thus used, and the balance sliall go to the said college for its erection and maintenance. (December 24, 1890.) Sec. 1320. A municipal corporation is hereby created Imovrn as Clemson College, the limits of which shall consist of all the lands belonging to the said college ancl cover all tlie territory included in a circle formed with the college building as a center with a radius of 5 miles, thus making the diameter of the circle 10 miles, within which boundaries the jurisdiction of the college shall extend. No dis- X')ensary shall ever be located at Calhoun. (December 2 1, 1894; Febmary 20, 1901. ) Sec. 1321. (1) The board of trustees of Clemson College and their successors in office shall have X3erxietual control and direct the affairs of said cor’poration. (2) The said board, by a majoritj^ vote, shall have the power, and it is made their duty, to recommend a suitable i^erson as police magistrate, who shall be commissioned by the governor, and who shall exercise all the i:>owers of a magistrate and of a city recorder in i^unishing offenses against the lav/ or against the ordinances of the said board of trustees: but said inagistrcate shall not have jurisdiction in Pickens County. The said board of trustees shall have authority, and it shall be their duty, to make such rules for the maintenance of order and provide such Tuinish- ments within the jurisdiction of a mEigistrate by fine or imprisonment, or both, as will keexi the territory within their jurisdiction free from nuisances and enforce the police regnlations of the State. (December 24, 1894; Februarj^20, 1901.) Sec. 1322. The board of trustees of the Clemson Agricultural College are authorized and emx^owered to make such by-laws as they deem x/roi^er to license or x^rohibitthe sale of goods, wares, and merchandise of any kind whatever on the grounds belonging to the said college as are not repugnant to the laws of the State. (December 24. 1892.) Sec. 1323. The said, board shall have au.thority to appoint one or more siiecial constables, who shall exercise all the power of a State constable or of a municipal X)olice:'nan to enforce obedience to its ordinances and to the laws of the State. (December 24, 1894.) Sec. 1324. Nothing contained in sections 1320, 1321, and 1322 shall give said hoard of trustees the right to levy or to collect any tax. (December 24. 1804. ) Sec. 132r). A rex)ort of all their x^roceedings under this chapter shall he made annually by the l)oard to the general assembly. (December 23, 1879.) Laws, 1902, No. 545: Section 1. On and after the ax^xiroval of this act by the governor the anthorities of Clemson Agricultural and Mechanical College are here'py authorized and required to detail one of its scientific agriculturists to pay frecxuent visits to the co.ast section of the State, and to examine the soils, xwesent melliods of cultivation, fertilization, irrigation, etc. , and to make practical te^s, on some selected section, of sea-island coUon, rice, and truck farms, with various varieties of seeds, and to follow the same ux3 carefully during the x'>Tex3aration of the land, xdanting of seed, and cultivation and harvesting of same, and also to examine into the diseases of cotton, rice, truck, etc., which have caused much troulfie and loss in that section. Sec. 2. It shall he the duty of the i>laiiters and farmers of the section so \ isited LAWS -RELATINa TO LAE-D-GEANT COLLEGES. 187 to render hearty assistance and cooperation in ever^^ way in tlieir power to the gentleman detailed under the provisions of section 1 of this act. (Febrnarv 2“), 1902.) Laws, 1903, ISTo. 16: Section 1. On or before April 1, 1901, and every two years thereafter, the board of trustees of Clemson College shall designate three mem¬ bers of the said board, who shall constitute and be known as the State board of entomology, and who shall be charged esT)ecially with the execution of the pro¬ visions of this act. Sec. 2. The said board is hereby authorized and eini^owered to make such rules and establish snch regulations consistent with the laws of this State and of the United States for the government of the inspection, certification, sale, transpor¬ tation, and introdnction of trees, plants, shrubs, cuttings, buds, vines, bulbs, or roots that the said board may deem necessary or advisable to prevent the intro¬ duction or dissemination of destructive insects and plant diseases. Sec. 3. The said board shall have x)ower to aiipoint an entomologist, who shall be a slrilled horticulturist, and an assistant entomologist, if in their judgment it shall be impracticable for the entomologist so to be appointed to discharge the duties hereby devolved upon him; and such entomologist shall act as an inspector under the provisions of this act. And it shall be the duty of said board to pro¬ mulgate rules and regulations in accordance with this act for the guidance of said entomologist and his assistant, if one shall be appointed, in the duties devolving upon him under the prowlsions liereof . Sec. 4. The said board shall fix the salary of said entomologist and of his assist¬ ant, if one shall be appointed; the sand salary shall be paid out of the funds now provided by lavr for the uses of Clemson College. And, in addition to said salaries, such expenses as the said board may allow for traveling and other incidental expenses of the entomologist and his assistant, and the issuing of reports or other publications, shall be iiaid out of the funds x-'rovided for the uses of Clemson College. (February 23, 1903, The remaining sections describe the duties and powers of the entomologist.) SOUTH DAKOTA. Constitution (1889) , Article VIII: Section 1. The stability of a republican form of government depending on the morality and intelligence of the people it sheJl be the duty of the legislature to establish, and maintain a general and nniform system of public schools, wherein tuition shall be without charge and equally open to all, and to adopt all suitable means to secure to the people the advantages and opportmiities of education. Sec, 7. All lands, money, or other property donated, granted, or received from the United States or any other source for a university, agricultural college, normal schools, or other edncational or charitable institution or x)urpose, and the iiroceeds of all such lands and other property so received from any source shall be and remain perpetual funds, the interest and income of which, together vAtli the rents of all snch lands as may remain unsold, shall be inviolably appropriated and applied to the specific objects of the original grants or gifts. The principal of every snch fund may be increased, but shall never be diminished, and the interest and income only shall be used. Every such fund shall be deemed a trust fund held by the State, and the State shall make good all losses therefrom that shall in any manner occur. Sec. 11. The moneys of the permanent school and other educational funds shall be invested only in first mortgages upon good imxtroved farm lands within this State, as hereinafter provided, or in bonds of school corporations within the State, or in bonds of the United States or of the State of South Dakota. The legislature shall x)rovide by lav/ the method of determining the amounts of said funds v/hich shall be invested from time to time in such classes of securities, respectivehq taking care to secure continuous investments as far as x)0ssibie. Sec. 13, All losses to the permanent school or other educational funds of this State which shall have been occasioned by the defalcation, negligence, mismanage¬ ment, or fraud of the agents or officers controlling and managing the same shall be audited by the proper authorities of the State. The amount so audited shall be a xiermanent funded debt against the State in favor of the fund sustaining the loss, upon which not less than 6 per cent of aiinnrd interest shall be x)aid. * * * Article XIV: Sec. 3 [as amended 1896], The State university, the agricultural col¬ lege, the normal schools, and all other educational institutions that may be sus- 188 EDUCATION REPORT, 1903. tained, either wholly or in part, by the State shall be under the control of a T)oard of live members appointed by the governor and confirmed by the senate, under such rules and restrictions as the legislature shall provide. The legislature may increase the number of members to nine. Laws of the Territory of Dakota, 1881, chapter 3: Section 1 [as amended March 0, 1883]. An agricultural college for the Territory of Dakota is hereby located and established at the city of Brookings, Brookings County. The build¬ ing for said college shall bo erected and constructed upon the land now owned by the Territory within the limits of said city of Brookings. The purpose of said college shall l)e the instruction of persons, both male and female, in such branches as may be prescribed by the board of regents hereinafter provided for. Ibid., 1883, chapter 3: Section 1. For the purpose of pro\uding a fund to erect and construct an agricultural college the Tendtorial treasurer is hereby authorized and empowered, and it is made his duty, to prepare for issue $25,000 of Territorial bonds. Said bonds shall be dated on the day of the execution and delivery thereof, shall l)e due in twenty years from and after their date, and shall be payable at the option of the Territory at any time after ten years from their date. Said bonds shall bear interest at the rate of 5 iier cent per annum. * * * Sec. 4. For the purpose of the prompt ijaymentof the principal and interest of the bonds herein irrovided for, there shall be levied annually by the Territorial board of equalization at the time the other taxes are levied, and collected in the same manner as other Territorial taxes are collected, such a tax as shall be suffi¬ cient to pay such interest and the exchange thereon; and after nine years from the date of said bonds, if no other provision shall have been made for the pay¬ ment of the principal of the same, the said board of equalization, or any other officer or officers then empowered to jjerform the duties now xierformed by said Territorial board of equalization, shall levy such sinking-fund tax annually as shall be sufficient to retire and pay said bonds at their maturity. * * * Sec. 9. The total cost of said agricultural college building, including fixtures, shall not exceed $20,000. Sec. 18. That part of the Territory of Dakota in which the agricultural college is situated shall, on the division of the Territory, assume all debts incurred and then existing on account of the erection, construction, and equipment of said agri¬ cultural college and agricultural college farm. (February 27, 1883.) Ibid., 1885, chapter 22: Sec. 3. For the purpose of providing funds to finish the agricultural college at Brookings, Dak., and build a boarding house, and furnish the same, and juit in steam heating, the Territorial treasurer is hereby authorized and emiiowered, and it is made his duty, to prepare for issue $20,000 of Territorial bonds. Sec. 4. Said bonds shall be dated on the day of the execution and delivery thereof, shall be due in twenty years from and after their date, and shall be pay¬ able at the option of the Territory at any time after ten years from their date. Said bonds shall bear interest at the rate of 6 per cent per annum. * * * Sec. 7. [Provides for tax levy similar to that provided in Laws, 1883, chapter 3, sec. 4.] Ibid. , 1887, chapter 4: Section 1. For the purpose of providing funds to purchase an experimental farm, farm buildings, live stock, and to erect and furnish build¬ ing for assembly hall, workshops, laboratory, and dormitory for young men, for the Dalvota Agricultural College and Experimental Station at Brookings, Dak., the Territorial treasurer is hereby authorized and empowered, and it is made his duty, to prepare for issue $54,000 of Territorial bonds, in denominations of $500 each, running for a term of twenty years, bearing interest not to exceed 5 per cent per annum. * * - Sec. 3. [Provides for a tax levy similar to that provided in Laws, 1883, chapter 3, sec. 4.] Sec. 9. The cost of the building for shops, laboratory, and dormitory for young men, including fur.nisliing with necessary furniture and steam heating, shall not exceed the sum of $30,000. The cost of the farm lands for the experimental sta¬ tion shall not exceed the sum of $25 per acre, and they shall be adjacent to the lands already owned by the Territory, and comprising said agricultural college farm: xind provided further, That whenever the funds arising from the sale of the Congressional grant of lands for the Dakota Agricultural College shadl become available the Territory shall be reimbursed therefrom for all funds invested in said experimental farm lands, together with the interest thereon, from the date of the issue of said bonds. (March 10, 1887.) Ibid. , 1887, chapter G: Section 7. The agricultural college established by chapter 3 of the session laws of 1881 shall be known by the name of the Dakota Agricul¬ tural College. The design of the institution is to afford practical instruction in LAWS RELATING TO LAND-GRANT COLLEGES. 189 agriculture and the natural sciences connected therewith, and also the sciences which hear directly upon all industrial arts and pursuits. The course of instruc¬ tion shall embrace the English language and literature, mathematics, civil engi¬ neering, agricultural chemistry, animal and vegetable amatomy and physiology, the veterinary art, entomology, geology, and such other natural sciences as may be prescribed, political, rural, and household economj^ horticulture, moral phil¬ osophy, history, bookkeeping, and especially the application of science and the mechanic arts to practical agriculture in the field. Sec. 8. A full course of study in the institution shall embrace not less tlian four years, and the college year shall consist of not less than nine calendar months, which may be divided into terms by the board of regents as in their judgment vhll best secure the objects for which the college was founded. Sec. 9. The board of regents shall fix the salaries of the president, teachers, instructors, and other employees, and prescribe their respective duties. The board may remove the president or subordinate officers and supply all vacancies. Sec. 10. The faculty shall consist of the president, teachers, and instructors, and shall i3ass all needful rules and regulations for the government and discipline of the college, regulating the routine of labor, study, meals, and the duties and exercises and all such rules and regulations as are necessary to the preservation of morals, decorum, and health. Sec. 11. The president shall be chief executive officer of the agricultural college, and it shall be his duty to see that all rules and regulations are executed, and the subordinate officers and employees, not members of the faculty, shall be under his direction and supervision. Sec. 12. The x)resident of the college and the president of the board, of regents shall constitute a committee to fix the rate of wages to be allowed to students for labor on the farm or in the shops or kitchen of the agricultural college. Sec. 13. The faculty shall make an annual report to the board of regents on or before the first Monday in December of each year, showing the condition of the school and farm and the results of farm experiments, and containing such recom¬ mendations as the vmlfare of the institution in their opinion demands. Sec. 17. There is hereby established an agricultural experiment station in con¬ nection with the Agricultural College of Dakota, and under the direction of the board of regents of said college, for the purpose of conducting exi^eriments in agriculture, according to the terms of section 1 of an act of Congress approved March 3 [2] , 1887. * * - Sec. 18. The assent of the legislature of Dakota is hereby given in pursuance of the requirements of section 9 of said act of Congress approved March 3 [2] , 1887, to the grant of money therein made and to the establishing of an experiment sta¬ tion in accordance with section 1 of said last-mentioned act, and assent is hereby given to carry out all and singular the provisions of said act. (March 11, 1887.) Laws of South Dakota, 1891, chapter 38: Section 1. The name of the agricul¬ tural college at Brookings, S. Dak., is hereby changed from the Agricultural Col¬ lege of Dakota to the Agricultural College of South Dakota. (March 5, 1891.) Ibid., 1891, chapter 3: Section 1. The Congressional grants of money for the further endowment and maintenance of agricultural colleges, known as the Morrill Act, and approved August 30, 1890, be accepted for the Agricultural College of South Dakota under the conditions and limitations of that act, and the treasurer of the board having control of the agricultural college is designated as the proper person to whom such funds are to be jiaid by the United States authorities, said treasurer giving good and sufficient bonds for the safe custody of said funds. (March 7, 1891.) Ibid., 1897, chapter 58: Section 1. As soon as practicable after the passage of this act and before March 1, 1897, the governor, by and with the consent of the senate, shall appoint five persons of probity and wisdom from among the best and the best-known citizens, residents of different portions of the State, none of whom shall reside in the counties in which any of the State educational institutions are located, who shall constitute a board to be designated the regents of education: Provided, That in all appointments to the regency of education the persons selected shall be of the different political parties existing at the time such appoint¬ ments are made. Sec. 2. One of the persons so appointed shall hold office until January 1, 1899, and two until January 1, 1901, and two until January 1, 1903, as the governor shall indicate in his nomination, and all full appointments at and after the expiration of any of these terms shall be for six years, it being the intention of this act that all expirations of these terms shall occur on the 1st day of January of each odd or legislative year, or as soon thereafter as their successors are chosen and qualified: 190 EDUCATIOK REPOKT, 1903, Provided, That all full appointments tliereaffcer must be made before the 1st day of Febrnarv'of the regular biennial legislative year. Sec. 3. In case a regent of education shall die, resign, remove from the State, or for any other reason vacate his of&ce, or become permanently disqualified from performing its duties, the governor of the State shall fill the vacancy by suitable and prompt appointment, and such appointee shall be clothed with full authority as a regent, but his term of service shall cease and expire with the next legisla¬ tive session unless sooner confirmed by the senate. But the governor shall not hacre power to fill any vacancies caused by the refusal of the senate to confirm, nor vacancies caused by his own neglect to nominate to the senate in time for con¬ firmation. Sec. 4. Immediately upon the appointment and confirmation of the first five per¬ sons above named in section 1 of this act the governor shall summon them to assemble forthwith at the capital of the State, whereupon each shall take an oath before a proper oincer to support the Constitution of the United States and of this State, and to perform his duties as a regent of education to the best of his ability. As soon as they are thus properly qualified they shall organize by electing one of their number president and by the election of a secretary. Thus qualified and organized the;/ shall have authority to make such rules as are necessaiy for their own government as a board, and they shall immediately assume the exclusive con¬ trol and management of all the educational institutions which are maintained either wholly or in part by the State, and at once, thereupon the terms of office and all authoiity of all boards or persons, of whatsoever name, heretofore charged with this duty, shall cease and expire. All persons subsequently appointed as regents shall each subscribe to a like oath of office before taking their seats, and all oaths of office of the regents of educa¬ tion shall be duly filed with the secretary of state. Sec. 5. To facilitate their work the regents of education shall have power to appoint, of their own members, such committees as seem desirable, but they shall appoint a standing committee of regents for each institution under their control, v/hose chairman may be charged b;^ them and under their rules with certain executive duties in connection with the institution for wliich he was appointed and which may need attention during the interim of board meetings. They are also empowered to employ a competent stenographer and bookkeeper. Sec. C. The regents of education shall hold tv/o regular meetmgs each year- one to be known as the annual meeting and one as the semiannual meeting — at such stated times as shall best subserve the interests of the institutions under their control. Extra meetings may also be held in case of weighty emergency on the call of the president or by joint request of a majority of the members, due and reasonable notice always being given. Three regents shall constitute a quorum for doing business, but two may adjourn from day to day. Sec. 7. The failure of any regent to attend two successive regular meetings, as herein provided, may be construed by the governor as a resignation, and he may proceed to fill the vacancy unless such absences were on account of temporary disabling sickness or other equally valid reason accepted by the regents at their next meeting. Sec. 8. The regents of education, qualified and organized as prescribed in sec¬ tion 4 of this act, shall become, and they and their successors in office shall con¬ tinue to be, a legal corporation or body cori^orate with power to sue and be sued, to hold and manage fully, for the purposes for which these educational institutions were established, any property belonging to said institutions, collectively or sev¬ erally, or of which they shall in any manner become possessed; and all previous boards and persons having had custody of said property or control of said institu¬ tions shall at once turnover the same, together with all papers, records, contracts, or other archives belonging to said institutions, to the said regents of education. Sec. 9. The regents of education as a corporation shall have power to make contracts for service, for the erection of buildings, and for the purchase of all lands, materials, and supplies needed, and in the carrying out of such contracts they shall have powder to expend moneys, to exact and collect penalties, and to purchase or sell property within the limitations of State and national law: Pro¬ vided., That all contracts for the erection or repairs of buildings or for the purchase of fuel or other ordinary supplies exceeding in value $.200 shall be by means of imblicl;^ advertised competing bids and by public letting: And provided further, That no regent shall be directly or indirectly pecuniarily interested in any such contract. And said regents of education, as a board, may bring suit in the proiDer court taffing jurisdiction, in the name of the regents of education, to enforce any con- LAYv'S BELATmG- TO LAIMD-OEAITT COLLEOES. 191 tract made by them as such board, and may also bring suit in all matters relating to sncii property, or to the care, custody, control, management, or improvement thereof. And it is hereby made the duty of the attorney-general to prosecute any such suit upon the request of said board. Any moneys collected ui^on any judg¬ ment obtained under the provisions of this act shall be paid into the State treas¬ ury for the benefit of the educational institutions and credited to the proper fund or funds. Any regent is authorized to administer oaths and esamiiie vntnesses whenever necessary in the x>erforniance of the duties of the board. This act is intended to confer, and does confer, upon the regents of education all powers usually exercised by such boards and which are necessary to the proper legal management of the educational institutions placed under their control and the property belonging to the same. Ssc. 10. The regents of education, in their capacity as a board and for the pur¬ pose of exercising j)roper control over those institutions of learning which are placed in their care, shall have full x^ower to einidoy or dismiss all members of the faculties of instruction of said institutions, all assistants, foremen, secretaries, laborers, or other agents necessary to the proper management of the institutions; to determine their number, their qualifications, define their duties, fix the period or term of their emplojunent, and the rate and manner of their compensation: Provided, That no person shall be employed or dismissed by reason of any sectarian or political opinions held. Sec. 11. The regents of education shall have full power to authorize for the institutions under their control such departments and courses of study as they may think best, to determine what text-hooks shall he used, vrhat requirements for the admission and graduation of students shall be maintained, what rules shall he enacted and enforced for the government of students; and said regents shall have power to make all other rules and regulations for the wise and success¬ ful current management of the schools under their control. And, further, they are hereby empowered to delegate provisionally any of the authority given in this section to the presidents, deans, principals, or faculties of instruction of said schools as in the judgment of said regents may be x)roper or as may be in accord¬ ance with the usual custom in such cases. Sec. 12. The regents of education shall nx all rates of tuition and of other fees to be paid by students, but such rates must be the same in all the different institu¬ tions. They may receive free of tuition two students appointed by each State senator and one by each representative of the State legislature in any one of the institutions under their control: Provided, That the period for which such appointment was made shall expire vsdth the term of office of the said senator or representative: And provided., That such appointees shall be residents of the dis¬ trict or county v/hose senator or representative makes the appointment: And. pro¬ vided further , That such appointees shall comply with all the rules and require¬ ments of the institution which they desire to enter. ITo student, however, shall receive an3r other gratuity whatever. Sec. 13. The regents of education are hereby expressly’- forbidden to continue or to create chairs, departments, laboratories, libraries, or other equipment in mul¬ tiplication, except where the obvious needs of the special work of the schools make such multiplication necessary. In all things the regents are to administer the schools in such a manner as to enable each one of them to do in the best man¬ ner its own specific work, but all with a. view to the strictest economy and so as to unifj^ and harmonize the entire vmrk of all the schools under their control. Sec. 14. The regents of education are authorized to confer all scholastic honors and degrees usuail;/ granted such boards; but all degrees, diplomas, and cer¬ tificates of graduation shall he issued and conferred in their name and bj^ their express authority. In conferriiig degrees the regents shall conform as nearly as may be to the best and most reputable current practice in such matters. Students shall be graduated from any one of these institutions by the regents of education upon recommendation of the appropriate facult3r of that institution, A certifi¬ cate of graduation from a full course in any one of the normal schools or from the State University, provided the graduate of the university has taken a course in pedagogy as given in that institution, shall be a license valid for five years to teach in any of the public schools of this State. Sec. 15. The United States agricultural experiment station for South Dakota, being by national law a department of and under the direction of the a,gricultual college, shall be under the exclusive control of the regents of education, just as other departments and institutions are under their control. Sec. 16. The regents of education are authorized to encourage and provide for 192 EDUCATIOIS' EEPOET, 1903. farmers’ institutes to be conducted by members of the agricultural college faculty, or l)y anyone else designated by said regents, and the said regents are likewise authorized to encoTirage and as far as possible provide for any other form of uni¬ versity extension work Vvdiich is feasible and of value to the people. Sec*. 17. All officers of the board shall be elected for one year, and the election, except in case of vacancies, shall be held at the annual meeting. Sec. 18. The regents of education shall receive no compensation for their services, but each shall be paid $.■> per day for every day's service to cover his actual expenses, and this per diem shall be paid upon their itemhjed and properly certi¬ fied vouchers from the State treasury upon the v/arraut of the auditor of state: Pro'olded, That any regent serving from the Black Hills region shall receive $25 extra for attendance upon any meeting east of the Idissouri Elver, but not exceed¬ ing $50 for any one fiscal year: And provided, That the entire sum for any one year to said regents of education shall not exceed $1,000. Sec. 19. In the general appropriation for State purposes the sum of $3,000, or so much thereof as may be needed, shall be proffided each year for the per diem of the regents of education, for the salary of their secretary and stenographer, and for such blanks, books, stationery, and postage as may be needed. Sec. 20. The State treasurer shall b? the treasurer of the reg nts of education, and he shall perform all the duties of such office, subject to such regulations as they may adopt not inconsistent with his other offii ia,! du ies, and he and his sureties shall be liable on his official bond for the faithful discharge of such duties. Sai'l treasurer shall have authority to receive and receipt for all moneys arising from any source for the use of any of the educati-'nal institutions under the con¬ trol of the said regents, and he shall keep such separate accounts of the several funds as they shall prescribe. All mcnej'S received from rents of dormitories, tuition, or other fees authorized by the regents of education, or from articles,' products, or materials sold by their authoiity, shall be collected by some person designated by said regents for each institution to make such collections, under proper bonds, and said i)erson shall transmit to the State treasurer at the close of each calendar month all moneys thus received by him during that month; and no other person shall bo permitted to collect or hold any money belonging to said institutions. Moneys received from the National Government under any of the various grants shall be payable to the State treasurer as treasurer of the regents of education, and shall be receipted for by him. All moneys received as interest on the National land-grant funds or from leases of the land granted to these insti¬ tutions under the control of the regents cf education shall he paid to the State treasurer, and shall be credited by him to the proper educational institutions. At once on receiving moneys from any source the State treasurer shall notify the sec¬ retary of the regents of edacation cf the amount, the source from which received, and the fund to which credited. Sec. 21. There is annually and perpetually appropriated to the regents of edii-' cation for the exclusive and legal use of the educational institutions under their control all moneys received from their endowment land grant as interest or rent, all local collections from fees of any kind or from rents or sales authorized, all United States money grants of any kind, all moneys derived from any source to be used by the regents of education for the xn-oi:fer and legal maintenance of the institutions under their control. Sec. 22. No expenditures shall be made except ])y express authority of the regents of education first obtained, and no indebtedness shall ever be permitted or incurred except against funds already available for such purpose, and no expenditure from any fund shall, under any circumstances, be made except for the legal purpose for which said fund exists and for the institution to v/hich it belongs. The method in detail of making expenditures, purchases, etc., except so far as they are specified hy section 10 of this act, shall be left to the discretion of the regents of education. Sec. 23. Whenever a properly audited and authenticated voucher of the regents of education is presented to the auditor of State, it shall be his duty to transmit X)roniptly to the office of secretary of tlie regents of education his Vvmrrant for a corresponding sum on the State treasurer, unless said voucher shall overdraw the fund from which it is made x>ayahle. Sec. 24. The regents of education shall, on or before the I5th day of December X:>revions to each biennial session of the legislature, x^repare and present to the governor of the State, for his use and for the use of the legislature, a full detailed report of all their doings for the x)i'eceding two years, with a statement cf the work and the condition financially and educationally of all the institutions under •their control, with such recommendations as they may desire to make, and with detailed estimates for legislative aid, if in their judgment any is needed. They LAWS RELATING TO LAND-GRANT COLLEGES. 193 shall also, by themselves or their authorized representative, attend upon the ses¬ sion of the legislature 'whenever required so to do hy a committee of either house. They shall also prepare, or cause to he prepared and transmitted at proper times ^ ail reports required of them by the United States laves. (March 5, 1897.) TENNESSEE. [The following matter is taken from the Annotated Code of Tennessee, by E. T. Shannon, Nashville, Tenn., 1898.] Sec. 352. The act of Congress of the United States, * * approved July 2, 1862, and subsequent acts, * * * and especially all the conditions set forth in the fifth section thereof, and numbered first, second, third, fourth, fifth, and sixth, are accepted by the State of Tennessee upon the conditions prescribed. (Laws of 1865 and 1867-68.) [The act of February 1, 1868, provides for the sale of the land scrip received by the State and. for the investment of the proceeds in 6 per cent interest-bearing bonds of the State.] Sec. 353. The proceeds of the sale of the agricultural scrip appropriated by Con¬ gress for theestablishmentof an institution of learning devoted to agricultural and the mechanic arts are appropriated to the University of Tennessee, upon the restric¬ tions and conditions mentioned in this anticle. (Laws of 1868-69 and 1879.) Sec. 354. The State of Tennessee assents to the conditions of an act of the United States Congress approved March 3 [2], 1887, * * and authorizes the treasurer of the University of Tennessee to accept any grants of money author¬ ized by that act in the State of Tennessee, and to give his official receipt for the same. (Laws of 1887.) Sec. 355. Said grants of money to Tennessee shall, as a part of the agricultural fund, be committed to the trustees of the University of Tennessee, now in charge of the State experiment station, there to be applied as the said act of Congress directs, and all results and expenditures shall be reported in accordance with the provisions of the act making the grants which are hereby accepted. (Laws of 1887.) Sec, 356. The State of Tennessee assents to the purpose of the act of the United States Congress approved August 30, 1890, * * and empowers the treasurer of the University of Tennessee to accept the whole of said grants of money author¬ ized by the said act to be paid in the State of Tennessee, and to give his official receipt for the same. (Laws of 1891.) Sec. 357. Said grants of money to Tennessee shall, as a part of the endowment and support of the college for the benefit of agriculture and the mechanic arts, established by contract of this State with the trustees of the Llniversity of Ten¬ nessee, be committed to the trustees of the said university, in accordance with the requirements of the act of Congress making the grants, to be applied by them as the said act of Congress directs; and all results and expenditures shall be reported in accordance with the provisions of the act making the grants, all of 'which are hereby assented to and accepted for this State, (Laws of 1891.) Sec. 358. It shall be the duty of the trustees of said university to establish an agricultural college so as to strictly conform to the Congressional enactment making the appropriation; and the fund hereby api^ropriated shall be used only according to the terms of the Congressional enactment making the appropriation to the State. (Laws of 1868-69.) Sec. 359. As soon as the trustees of said university shall have completed build¬ ings for the accommodation of 275 students, a.nd shall have furnished the same with appropriate school furniture, and shall have provided suitable lands not less in extent than 200 acres, so that the v/hole property shall be worth, at a fair estimate of values, not less than $125,000, it shall be lavTul for the governor of the State to issue to the trustees of said university the bonds of the State in which the pro¬ ceeds of the sale of the agricultural scrip have been invested. (Laws of 1868-69.) Sec. 860. The secretary of state shall register the number and denominations of the bonds issued to the trustees of said university, and shall also cause the char¬ acter of the issue to be indelibly printed upon the bonds, and shall retain a file of said numbers and denominations in his office. (Laws of 1868-69.) Sec. 361. Tvzo hundred and seventy-five students from the State of Tennessee shall at all times be entitled to receive free tuition in said university, the said students to be appointed by the several senators and representatives in the general assembly of the State, each senator being entitled to apj)oint two and each repre- ED 1903 - 13 194 EDUCATION EEPOET, 1903. seiit^itive three students, according to the population of the counties represented hy them. (Laws of 1873 and 1879.) "Sec. 3G'3. In order to secure more regularity in the appointment of State cadets in the University of Tennessee by senators and representatives,' as provided by lavg and to secure greater usefulness of their appointments to the State at large, it shall be' the duty of the State superintendent, in the month of May in each year, to issue notice to the county and city superintendents of schools throughout the State, requiring them to hold public examinations of candidates for appointment in their respective counties or cities, and giving full and uniform directions with reference to the subject and method of such examinations. (Laws of 1879.) Sec. 363. It shall be the duty of the county and city superintendents, on the receipt of such directions , to give due public notice thereof for not less than ten days , and in the month of June each shall proceed to hold such exainination or exami¬ nations as may be necessary in his county or city, engaging, If necessary, the assist¬ ance of suitable persons, but without cost to the State; and on the conclusion of such exainination, or within ten days thereafter, he shall transmit a list of the qualified candidates in their order of merit, as determined by the examinations, to the State superintendent of public instruction, who shall keep a roll of the names by counties and cities in his ofhce. (Laws of 1879.) Sec. 361. It shall be the duty of the State superintendent on the receipt of such list from any county or city superintendent to communicate the same to the sen¬ ators or representatives thereof, with the number of vacancies in such appoint¬ ments actually existing for the said county or city, which shall be ascertained from the roll of the university, and the said senators and representatives may then proceed to make their appointments from the said lists, notifying the same to the State superintendent, who shall keep a roll thereof in his office and communicate the same to the iiresident of the university. (Laws of 1879.) Sec. 365. if in any county or city the list of qualihed candidates should not be sufficient for the appointment as nov/ authorized bylaw, any senator or represent¬ ative may make his appointment from any other county or city in wdiich there may be a surplus of qualified candidates after the senator and representative or senators and representatives thereof shall have comxDleted their ax)]iointments. (Laws of 1879.) ' Sec. 366. If by the 10th day of Acngust there shall still remain vacancies unfilled by senators or representatives, the president of the university shall be authorized to fill the same from the list of qualified candidates im to the number authorized by lawn Provided. That such apxiointments by the president shall be for one year only, and in making the same preference shall be given to counties and cities wdiose quota has not been filled and to those persons therein vrho stood highest in the order of merit. (Laws of 1879.) Sec. 367. In the event cf a vacancy occurring in any of the aforesaid appoint¬ ments in any county or city in wdiich the list of qualified candidates has been exhausted it shall be the duty of the county or city superintendent, on the wwitten request of any senator or rexiresentative of such county Ci’ city, to hold such exam¬ ination as is herein provided for such applicant or applicants as may be recom¬ mended by the said senator or representative and to proceed therewdth in the form and manner herein xirovided; but nothing lierein shall be construed to limit or abridge the right of axipointment by senators or reiiresentatives as authorised by lawn (Laws of 1879.) Sec. 368. The iirofits arising from crops on the agricultural farm shall be annu¬ ally apxilied by the board of trustees toward paying the necessary expenses of stu¬ dents wdio are in indigent circumstances; and the trustees are required to carry on a farm under such regulations as they may prescribe, and to require all stu¬ dents wdio are physically able to labor on said farm, but not exceeding two hours each day, except in the way of punishment, should the trustees or faculty adoT)t such system of correction of the pupils. (Law's of 1808-69.) Sec. 309. The governor of the State, the secretary of state, and the State super¬ intendent of public instruction shall be ex ofiicio members of the board of trustees of said university. (Law's of 1868-69.) Sec. 370. The board of trustees of said university shall deposit with the secre¬ tary of state tlieir bond, made payabJe to the State of Tennessee, with security, approved by the governor of the State and the comptroller of the Stats, in double the amount of the issue of said bonds to the trustees of said university, said bond to contain all the details of the Congressional enactment making the appropriation, and the legislative enactments accepting the same, and to bind said trustees to carry them into effect, all and singly. (Laves of 1368-69.) Sec. 371. The board of trustees of the university, receiving its foundation and endowmients by the munificence of the United States Government and that of the LAWS EELATma TO LAlsTE-GEAlSrT COLLEG-ES. 195 state of Tennessee, shall always foster, encourage, and inculcate loj’-alty to both the State and National governments, as well in the general administration of the institution as in the discipline of the piii^ils; and the university shall not be con¬ trolled in the interest of any iDarticular sect or religious denomination v/hatever. (LavfS of 1868-69.) Sec. 372. The trustees of this institution shall make and submit a, report to the governor ten days before the general assembly convenes, giving the number of students, together v/ith a detailed statement of the workings of the institution and of receipts and expenditures, and it shall be transmitted by him, along with his regular message, thereto; and they shall at the same time make secure the bond required by section 370 hereof. (Lav^s of 1868-69 and 1873.) Sec, 372a. No citizen of this State, otherwise qualified, shall be excluded from the privileges of the university by reason of his race or color, but the accommo¬ dation and instruction of persons of color shall be separate from the wdiite. (Laws of 1868-69.) Sec. 373. The legislature reserves the right to control and manage said fund by whatever legislation may be deemed necessary for its protection and safety: Pro¬ vided, No such legislation shall extend to the removal of said fund from the Uni¬ versity of Tennessee so long as it shall comply with and observe the requirements of the act of Congress donating said fund. (Laws of 1868-69 and 1879.) TEXAS. [The following matter is taken from “Eevised civil statutes of the State of Texas, adopted at the regular session of the twenty-fourth legislature, 1895.” Austin, Tex., 1895.] Art, 3^60. The Agricnitiiral and Mechanical College of Texas, established by an act of the legislature passed April 17, 1871, located in the county of Brazos, and by the constitution made and constituted a branch of the LTniversity of Texas, for instruction in agriculture, the mechanical arts, and the natural science connected there v/itli, shall be managed and controlled as herein provided. Art, 3861. The leading object of this college shall be, vathout excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanical arts, in such manner as the legislature may prescribe, in order to promote the liberal and prac¬ tical education of the industrial classes in the several pursuits and in-ofessions in life. Art. 3862 [as amended by act of March 9, 1899], The government of the Agri¬ cultural and Mechanical College of Texas shall be vested in a board of eight direct¬ ors (one of whom shall be the coinniissioner of agriculture, insurance, statistics, and history, as provided in article 2921, revised civil statutes, and vdiose tenure of ofiice shall he governed by the act under which he is appointed) , who shall reside in different portions of the State, who shall he appointed by the governor, by and with the advice and consent of the senate. The members of the present board shall continue to exercise their duties until the expiration of their respective terms. Art. 3863 [as amended by act of March 9, 1899]. The board of directors shall be divided into classes, numbered one, tvm, three, and four, as determined by the governor; shall hold their office two, four, six, and eight years, respectively, from the date of their appointment and until their successors are appointed and qualified. Two members shall he' appointed at each session of the legislature to supply the vacancies made hy the prifvisions of this article and in the manner provided for in the lu’eceding article, who shall hold their office for eight years, respectively. Art. 3864. Should a vacancy occur in the said board by the death, resignation, or otherwise of any one of the directors so appointed, the governor shall fill the same by appointment, which shall continue until the term for which he was appointed shall expire, , Art. 3865, The governor shall be authorized to call said hoard together after their appointment, and said board shall at their first meeting elect from their number a president of the hoard, who shall thereafter be authorized to call said board together for the transaction of business whenever he deems it expedient, and a majority of said board shall constitute a quorum for the transaction of busi¬ ness. Art. 3866 [as amended by act of March 9, 1899] . Said directors shall serve without compensation, but shall receive their actual expenses incurred in attend¬ ing the meetings of the board or in the transaction of any business of the college imposed by said board. 19G EDUCATION REPORT, 1903. Art. 3867. The secretary of state shall forward a certificate to each director within ten days after his ai^pointinent, notifying him of the fact of such a,ppoint- ment, and should any director so appointed and notified fail for ten days to give notice to the governor of his acceptance, his appointment shall be deemed void and his place tilled as in case of vacancy. Art. 3868. There shall be maintained and instructed at said college annually, free of charge to them, three students from each senatorial district in this State, 07ie of whom shall be appointed by the senator of such district, and the other two by the representatives thereof. One-half of said students so appointed shall be compelled to take an agricultural and the other half a mechanical course of study, to be assigned tliereto by the president of said college, and in order to pay their expenses the comptroller, on proper vouchers being filed in his office by the direct¬ ors, is authorized to draw his warrant on the State treasurer against any aitpro- priation made for that pui’itose. xVrt. 3869. The board of directors shall, Vvdien necessary, arjpoint the president and jn-ofessors of the college, and such other officers as irom time to time they may think proper to keep the college in successful operation, and may, from time to time, abolish any office that is in their judgment unnecessary. Art. 3870. Said board shall also from time to time make such by-laws, rules, and regulations for the government of said college as they may deem meet and proi)er for that purpose, and shall regulate the course of study, the rates of tuition, the manner of performing labor, and the kind of labor to be performed by the students of said college, and shall also prescribe the course of discipline necessary to enforce the fadthful discharge of the duties of the professors, officers, and students. Art. 3871. It shall be the duty of the board to have printed for the benefit of the people of the State and officers and students of the said college such by-laws, rules, and regulations a,s they are authorized, by the preceding article to prescribe. Art. 3872. The money arising from the sale of the 180,000 acres of land donated to this State by the United States under the provisions of an act of Congress passed on July 2, 1802, and an amended act of Congress of July 23, 1866, shall constitute a perpetual fund, under the conditions and restrictions imposed by the above- recited acts, for the benefit of said college, and the investment of the same, hereto¬ fore made in the bonds of the State, shall continue until the legislature shall by law direct it to be invested otherwise in furtherance of the interests of said college and in accordance with the terms on which it was received. Art. 3873. The interest heretofore collected by the State board of education in accordance wufch the provisions of the act of August 21, 1876, due at the end of the fiscal year of 1876, on the bonds belonging to said Agricultural and Mechanical College and invested in 6 x^er cent State bonds, shall also constitute a x^art of the X7erx3etual fund of said college until the legislature shall otherwise provide. Art. 3874. It shall be the duty of the State board of education to collect the semi¬ annual interest on the bonds mentioned in the two preceding articles as the same becomes due, and place the same in the treasury of the State to the credit of said college fund. Art. 38775. The interest on the bonds v/hicli were x^nrchased Vvfith the x^roceeds of the said land scrip, and also the interest on the bonds in which the accrued interest of the said bonds was invested, as heretofore set out in this chapter, is set ax^art exclusively for the use of said college, and shall be drawn from the treasury by the l)oard of directors on vouchers audited by said board or approved by the governor and attested by tlie secretary of the board. Art. 3876. On such vouchers being filed with the comx3troller, it shall be his duty to draw his warrant on the State treasurer for the same from time to time as the same may be needed to x^ay the directors, x^rofessors, and officers of the college. Art. 3877. The agricultural and mechanical college for the benefit of colored youths, located in Waller County, as established by an act of the legislature ax^x^roved August 14, 1876, shall be under the supervision and control of the board of directors of the agricultural and mechanical college located in Brazos County, and established by an act of the legislature passed April 17, 1871. Art. 3878. The said board of directors shall in ell respects have the same pow¬ ers and x'serform the same duties in reference to the college named in the preced¬ ing article as they are clothed with in reference to the agricultural and mechan¬ ical college located in Brazos County. Art. 3885. The normal school for colored teachers at Prairie View shall be under the control and supervision of the board of directors of the agricultural and mechanical college. (1879.) Art. 3886 [as amended by act of June 6, 1899]. Said board of directors shall I LAWS RELATING TO LAND-GRANT COLLEGES. 197 admit one student from each senatorial district, who shall be appointed by the senator representing said district, and one student from each representative dis¬ trict, who shall be appointed by the member of the legislature representing said district: Provided, That where there are more than one representative in a dis¬ trict each representative of such district shall appoint one student, said students to be taken from the colored poi3ulation of this State, which said students shall not be less than 16 years of age at the time of their admission: Provided, The said school shall hereafter be called and known as “ Prairie View State Normal and Industrial College.” Art. 3887 [as amended by act of June 6, 1899] . Sadd board shall appoint a prin¬ cipal teacher and such assistant teacher or teachers of said school and such other officers of said school as may be necessary, and shall make such rules, by-laws, and regulations for the government of said school as they may deem necessary and proper, and shall regulate the course of study and the manner of performing labor to be performed by the students, and shall provide for the board and lodg¬ ing and instruction to the students without pecuniary charge to them other than that each student shall be required to pay one-third of the cost of said board, lodging, and instruction quarterly in advance, and said board of directors shall regulate the course of discipline necessary to enforce the faithful discharge of the duties of ail officers, teachers, students, and employees of said school, and shall have the sa;ine i)rinted and circulated for the benefit of the peojjle of the State and the officers, teachers, students, anT employees of said school. Art. 3888. The board of directors may x)rovide for receiving such a number of students of both sexes as in the judgment of said board the school can best accom¬ modate, and shall require all students admitted to said school to sign a written obligation (in a proper book kept for that purpose] ])inding said student to teach in the public free schools for the colored population of their respective districts at least one year next after their discharge from the normal school and as much longer than one year as the time of their connection with said normal school shall exceed one year, for which teaching said discharged student shall receive the same rate of compensation allowed other teachers of such schools vrith like qualifications. Art. 3889. It shall be the duty of the comptroller of public accounts annually to set apart out of the interest accruing from the university fund, appropriated for the support of public free schools, the sum of $8,000 for the support of said normal school and x^lace said fund to the credit of said normal school, and the same may be drawn by the board of directors on vouchers audited by the board or approved by the governor and attested by the secretary, and on filing such vouchers the comptroller shall draw his warrant on the State treasury for the same from time to time as the same may be needed. Art. 3890. The board shall make rules by which students can obtain certificates of qualification as teachers that will entitle them to teach v/ithout other or further examination. Laws, 1889, chapter 58: Section 1. The State of Texas does hereby assent to the purposes of said grant [experiment station act of March 2, 1887] and designates the Agricultural and Mechanical College of Texas as such station. (April 3, 1889.) Laws, 1891, chapter 40: Section 1. All moneys apportioned to the State of Texas under an act of [August 30, 1890] of the Fifty-first Congress of the United States, * * * shall be apportioned between the agricultural and mechanical college and the Prairie View State Normal School on the following basis, to wit: Three-fourths to the agricultural and mechanical college and one-fourth to the Prairie View State Normal School. Sec. 2, L. S. Ross, president of the agricultural and mechanical college, or his successors in office are hereby authorized to receive and receipt for all moneys due and to become due to the agricultural and mechanical college and the Prairie View State Normal School, under the act of Congress aforesaid. Laws, 1899, chapter 10: Section 1. The president and board of directors of the Agricultural and Mechanical College of Texas are hereby authorized and directed to employ an expert entomologist, one or more, as m.ay be deemed necessary, whose duty it shall be to devise, if possible, means of destroying the Mexican boll weevil, boll worm_, caterpillar, sharpshooter, chinch bug, peach bug, fly and worm, and other insect pests, and to perform the duties of professor of entomology in the Agricultural and Mechanical College of Texas. Sec. 2. The sum of $5,000 is hereby appropriated, out of any money in the State treasury not otherwise appropriated, for the xmrpose of xuitting this act into effect. (February 25, 1899.) Laws, 1*901, chapter 30: The sum of $2,500 for the first year and $1,800 for the second year is set apart and is hereby appropriated out of the general revenue for the inauguration and m,aintenance of a four-year college course of classical and EDUCATION EEPORT, 1903. 198 scientific stinliesat the Prarie View State Nonnal and Industrial College, to which graduates of the normal conrse shall be admitted without examination, and to which otliers may be admitted after having passed a satisfactory examination in the l)ranches comprised in the normal conrse: Provided, That no State student shall be admitted to the x>rivileges of the said conrse: And provided further. That the dii)loma conferred on the comxdetion of the said conrse shall entitle the holder, withont other or further examination, to teach in any of the colored public free scliools of the State. (March 28, 1901.) Laws, 1903, chapter 54: Sectiox 1. The board of directors of the Agricultural and Mechanical College of Texas is hereby directed and required to establish at and in connection with the said college a school or department for instruction in tl'ie theory and ipractical art of textile and kindred branches of industry, whose main pniqiose shall be to train students in the theory and jDractice of cotton manu¬ facturing in all its branches from the raw cotton to the finished fabric. < Sec. 2. The said board of directors is hereby invested with full power and author¬ ity to erect the buildings, xnirchase the necessar}- machinery and equix)ment, and generally to do and x>erform all acts necessaiu" to establish and maintain said school or department. Sec. 3. The sum of $50,000, cr so much thereof as may be necessary, is hereby appro]3riated. out of any money in the treasury not otherwise appropiiated, for the Xvarpose of establishing such school or department. (In eifect August 1, 1903.) UTA.H. Constitution (1895). article 10: Section 1. The legislature shall provide for the establishment and maintenance of a uniform system of xmblic schools, which shall be open to all children of the State and be free from sectarian control. Sec. 2. The public school system shall include kindergarten schools; common schools, consisting of xirimary and grammar grades: high schools; an agricultural college; a university, and such other schools as the legislature may establish. '' -:r * -k- * -fj a- Sec. 4. The location and establishment by existing law of the University of Utah and the agricultural college are hereby confirmed, and all the rights, immunities, franchises, and endovmients heretofore granted or conferred are hereby perpetu¬ ated unto said university and. agricultural college, resx:)ectively. Sec. 5. The xn-oceeds of the sale of lands reserved by an act of Congress approved February 21. 1855, for the establishment of the University of Utah and of all the lands granted by an act of Congress axpiroved July IG, 1894, shall constitute iier- inanent funds, to be safely invested and held by the State; and the income thereof shall be used exclusively for the srqiport and maintenance of the different institu¬ tions and colleges, resxiectively, in accordance vfith the requirements and condi¬ tions of said acts of Congress. [The following niattoi- is taken from The EevLsed Statntes of the State of Utah, in force January 1, 18l’S. Lincoln, Uehr., 189T.] Sec. 2064. Members of the governing board of each State institution shall be axipointed by the governor, with the advice and consent of the senate, except as in this title otherwise x)rovided. Sec. 20G5. A vacancy in a governing board may occur by the exxiiration of a term, by death, by lawful removal from ofiice, by the permanent dextarture of a member thereof from the State, by his incax3acity to act, or by his resignation. Such vacancy, other than by the erqiiration of a term, shall be filled by the gov¬ ernor for the remainder of the term, vfith the advice and consent of the Senate if in session. If the senate is not in session the apxiointment shall be made and shall continue until tlio next regular session of the senate. Each member of the board shall hold until his successor shall be ax^x^ointed and shall have qualified. Sec. 2006. No member of the governing board of a State institution nor official or emxfioyee of such institution shall be x>ecuniarily interested, directly or indi¬ rectly. in any contract, business, or transaction entered into by or on behalf of the institution. Sec. 2067. All general suxqdies for ever State institution shall be contracted for by the year, excex)t in cases where contracts for certain suxiiilies can not bo advan¬ tageously made. Notice shall be given and contracts let in the manner X3rovided in the two succeeding sections. Sec. 2068. ^yhenever the needs of a State institution demand a building to be rexiaired or erected or any work amounting to more than .$200 to be done, the gov- LAWS RELATma TO LARD- GRANT COLLEGES. 199 erning board of such institution shall advertise for at least ten days in some nevrs- paper published in this State, and having a general circulation herein, for sealed proposals--for repairing or erecting sncli building or performing snch work in accordance with plans and specifications to be had at the office of the board. Sec. 2070. The proper pro rata of the biennial appropriation of a State institu¬ tion may be drawn qiiarterly in advance from the State treasurer on a warrant of the State auditor. Warrants must be drawn by the State auditor in favor of the treasurer of the governing board of the institution. * * To obtain snch war¬ rants the treasurer of the board * * must ’present to the State auditor writ¬ ten authorization from the board. Sec. 2071. The governing board of each State institution shall make biennially to the governor, on the 1st day of January preceding each regular session of the legislature, a detailed report showing a statement of its important official acts, the growth and condition of the institution, the report of the chief executive officer thereof, a list of officials and their salaries, and an estimate of the cash value of the real and personal property of the institution or of the State in con¬ nection therewith, together with an inventory of the same. Sec. 2072. At such time, also, each governing board shall furnish to the governor and to the State auditor detailed accounts of its receipts and expenditures during the preceding two years ending December 31, as well as an itemized estimate of the income and requirements of the institution for the coming biennial period. Such accounts and estimates must be countersigned by the chief executive officer of the institution and by the secretary or clerk of the same, if there is one. If such officer or secretary shall fail to so countersign, he shall be liable to a fine of $100. Sec. 2073. The Agricultural College of Utah shall continue as nov/ established [by act of March 8, 1888] and located at Logan, in the county of Cache, Sec. 2074. The leading object of the college shall be to teach branches of learn¬ ing related to agriculture and the mechanical arts and such other scientific and classical studies as may i)romote the liberal and practical education of the indus¬ trial classes in the several pursuits and professions of life. (March 8, 1888.) Sec. 2075. The government and control of the college shall be vested in a board of seven trustees. Four members of the board shall be appointed to serve for two years and three members for four 3^ears, as may be designated by the governor at the time of their appointments, such appointments to be made at the expiration of the respective terms of the present members; thereafter appointments shall be for the term of four years. Sec. 2076. The board shall take charge of the general interests of the institution, and may sue and be sued in all matters concerning it. The board shall have power to enact by-laws and regulations for all concerns of the institution not inconsistent with the lavv’S of the State; and likewise to appoint a president of the facultj", professors, and such other officers and employees as, in its judgment, may be neces¬ sary, to prescribe their duties, and to determine their salaries. Sec. 2077. The board shall have kept an accurate record of its proceedings, which shall embrace copies of all contracts entered into, and a minute and accurate record of all expenditures, showing the amount paid, to vdiom paid, and for what service rendered, and materials purchased, and whether |)aid on account hr in performance of contract; and for all payments made vouchers shall be taken. Sec. 2078. The board shall have the general control and supervision of the col¬ lege, of the farm pertaining thereto, and of such property as may be vested in the college by law, of all appropriations made by the State for the siipx^ort of the same, and also of lands or personalty that may hereafter be donated by the State, or by the United States, or by any person or corporation, in trust for the promo¬ tion of a,gTicultur?d and industrial pursuits. Sec. 2079. The board shall elect one of its number president, and shall appoint a secretary and a treasurer. Sec. 2080. The trustees and the treasurer shall qualify by taking the constitu¬ tional oath of office and by giving bonds, with sufficient sureties, to the State of Utah in the penal sum of $1,000 each, conditioned for the faithful performance of the duties of their respective offices. Such bonds must be approved by and delivered to the secretary of state. Sec. 2081. Each trustee shall receive as his compensation $4 per diem for each meeting of the board at wffiich he shall be present, payable out of any money’s appropriated for the use of the agricultural college, and he shall be allov/ed for traveling expenses mileage at the rate of 10 cents per mile, for one v/ay onljq for the distance necessarily traveled in attending the m^eetings of the board. Sec. 2082. After the expiration of the terms of the present trustees there shall 5 allowed to members of the board no compensation for their time or services. 200 EDUCATION EEPORT, 1903. but their actual and necessary expenses incurred in the performance of their official duties, the account for which shall be verified on oath, shall be paid by the State treasurer on the warrant of the State auditor, out of any money in the treasury not otherwise appropriated. Sec. 2083. The board shall establish in the college an adequate number of professorships of the sciences related to agriculture and the mechanical arts. Such l)rofessorships shall be filled by able and competent professors, aided by such assistants, tutors, and other instructors as shall from time to time be necessary. Sec. 2084. The president of the trustees, the professors, and such assistants as may be designated by the board shall constitute the faculty of the college. The titles of such assistants shall be determined by the board. The president of the faculty shall be ex officio a member of the State board of education. Sec. 2085. Any i)rofessor, instructor, officer, or employee of the college shall be removable at the pleasure of the board. Sec. 2086. In the appointments of professors, instructors, and other officers and assistants of said college, and in prescribing the studies and exercises thereof , and in every ])art of the management and government thereof, no partiality or pref¬ erence shall be shown by the board to one sect or religious denomination over another, nor shall anything sectarian be taught therein. Persons engaged in conducting, governing, managing, or controlling the college in any of its parts and its sDidies and exercises shall faithfully and impartially carry out the provisions of tliis section for the common good. Sec. 2087. The course of instruction shall embrace the English language and literature, mathematics, engineering, agricultural chemistry, animal and vege¬ table anatomy and physiology, the veterinary art, entomology, geology, and such other natural sciences as may be prescribed, technology, political, rural, and household economy, horticulture, moral philosophy, history, bookkeeping, and especially the aiJi)lication of science and the mechanical arts to practical agriculture. Sec. 2088. A full course of study in the institution shall be of not less than four years. The board may institute a winter course of lectures for others than students of the institution, under necessary rules and regulations. Sec, 2089. The academical year shall consist of not less than nine calendar months, and it may be divided into such terms by the board as in its judgment will best secure the objects for Vrdiich the college veas founded. Sec. 2090. No student shall be admitted to the institution who shall not have attained the age of 15 years and 'vvlio shall not have passed a satisfactory examina¬ tion in arithmetic, geography, grammar, reading, spelling, and penmanship). Sec. 2091. The boarrd of trustees shall, with the advice of the faculty, p)rescribe the books to be used in the institution and confer for similar or equal attainments degrees and testimonials similar to those conferred by agricultural colleges else¬ where. Sec. 2092. In connection with the college there shall be established an agricul¬ tural experiment station to conduct original researches into the physiology of plants aiid animals; the diseases to which they may be severally subject, with the remedies therefor; the chemical compositions of useful plants at different stages of growth; the comp)arative advantages of rotative croppings as pursued under a varying series of crop)s; the cajiacities of new plants or trees for acclimation in the State; "the analysis of soils and waters; the chemical compositions of manures, natural and artificial, with ex'periments designed to test their comparative eifects on crops of different kinds; the adap)tation and values of grasses and forage plants; the comp)ositions and digestibility of the different kinds of feed for domestic ani¬ mals; the scientific and economic questions involved in the production of butter and cheese; the best methods of irrigation, with experiments designed to show the amount of water and number of waterings needed on different soils to produce the most abundant crops, and such other researches and experiments as bear directly on the a.gricultural industry of the Staff e of Utah. The agricultural station shall l>e conducted in accordance 'with the provisions of an act of Congress passed March 3, 1887. - - Sec. 2093. Tlie board shall take charge of the agricultural experiment station, purchase suitable lands, erect needed buildings, and appoint necessary officers and assistants to conduct the exp)eriments mentioned in section 2092. It shall cause bulletins and reports of the work at such station to be i)ublished and mailed, as required in the act of Congress aforementioned. Sec. 3094. The governor is hereby authorized to make apj)lication to the Secre¬ tary of the Treasury to obtain any appropriation made by Congress in pursuance of the act above mentioned or of other acts supplementary thereto. Whenever the college and agricultural experiment station shall be entitled to any money LAWS EELATI^a TO LAND-GRANT COLLEGES. 201 under the aforesaid or a similar act, the board of trustees shall execute and file with the Secretary of the Treasury an agreement to expend the money received for the sole and exclusive purpose expressed in such act and in the manner therein directed and to maintain a farm of at least 25 acres in connection with the agricultural college. The board shall also execute and file with the said Secretary its bond, in the penal sum of $15,000, with two sufficient sureties approved by the State auditor, conditioned for the faithful xierformance of the agreement. Sec. 2095. The board of trustees, with the advice of the faculty of the college, are hereby authorized and required to hold institutes for the instruction of the citizens of the Stale in various branches of agriculture. Such an institute shall be held in each county at least once during each school year and at a particular time and place designated by the board and faculty. The board shall make rules a^nd regulations for organizing and conducting the institutes, and it may employ an agent or agents to x)erform the requisite work in connection with the faculty of the college. Courses of instruction at the institutes shall be so arranged as to present ^o those in attendance the results of the most recent investigations in theoretical and Tuactical agriculture Sec. 2096, It shall be the duty of those conducting institutes to encourage and assist in the organization of local agricultural societies. At the close of each season’s institute work the board shall cause to be published in l)ook or -pa phlet form, for free distribution to the farmers of the State, an annual report of such work and of tlie leading papers presented to and of the discussions at the institute meetings of the State. Sec. 2097. It shall be the duty of the professor in charge of the dairy depart¬ ment of the college to visit and inspect as many as iDossible of the cheese and but¬ ter factories of the State each year and make a report thereof, to be p)rinted as provided in section 2096. Sec. 2098. For the institute purposes here mentioned the board may use such sum as it may deem proper, not exceeding $1,500 in anyone year, and this amount is hereby anniiallj^ appropriated for that purpose out of any money in the State treasury not otherwise appropriated. Laws, 1899, chapter 29: Sec. 15. It shall be the duty of the Utah Art Institute, through its art lectureship committee, to prepare annually a course of lectures on subjects of art, v/hich shall be delivered in whole or in part before the students of the agricultural college. * * * It shall be the duty of the art lectureship committee to advise with officers of State educational institutions and sux)erin- tendents of xvablic schools as to courses in drawing, design, and art, with a view to creating a stronger art influence in State educational institutions. (March 9, 1899.) Laws, 1899, chapter 75: Section 1. The object of this act is the establishment and maintenance of a regular ^vinter course of studies for students at the Agri¬ cultural College of Utah, which course shall include studies relating to agricul¬ ture and mechanical arts and such other scientific and classical studies as the board of trustees and faculty may prescribe, and the board of trustees is hereby emx)owered and directed, to establish such course. Sec. 2. The special year of this course shall consist of five calendar months, beginning on or about November 1 of each year. (March 16, 1899.) Laws, 1903, chapter 41: Section 1. In order to investigate and demonstrate the conditions under which useful plants may be grown on the dry or arid or non- irrigated lands of the State of Utah, and to determine the kind of jilants best adapted for growth on these lands, there shall be established five experimental farms or as many more as may be maintained by the appropriation designated in section 7. Sec. 2. It shall be the duty of those having said experimental farms in charge to secure seeds from this and other countries of the world of plants that are thought suitable for growth on dry lands, and to observe and record the growth, yield, and comj)osition of the xilants grown from seed so secured; to investigate and determine the methods of soil treatment by which the soil water is best con¬ served ; to investigate the possibilities of grazing on dry lands which have been seeded to different crops, and to undertake such other experiments and demonstra¬ tions as may be deemed advisable, having in view the reclamation of the dry or arid lands of the State. _ Sec. 3. Not more than one of said experimental farms shall be located in one county. The said experimental farms shall be located in districts where there are large areas of dry land that may not in the near future be brought under irri¬ gation, and the locations^of said experimental farms shall be selected under the direction of the board of trustees of the Agricultural College of Utah. Sec. 4. The actual work of experimentation and demonstration on said experi- 202 EDUCATION BEPOET, 1903. mental farms shall be under the direction of the agricultural experiment station of the State agricultural college. The officers of the said State experiment sta¬ tion. after having made selection of the location of the said exr)erimeiital farms, are hereby authorized and required to i)roceed to carry out the provisions of this act. Sec. 5. The State experiment station shall prepare and publish, or cause to be prepared and published, full and complete annual reports of the work accomplished on said experimental farms; an edition of not less than 6,000 copies shall be pub¬ lished annually and distributed free of charge to all State and county officials, newspapers, and interested citizens. Sec. (5. These experimental farms shall be maintained for a period of not less than live years IToiii the date of the passage of this act. Sec. 7. For the purpose of carrying out the provisions of this act the sum of $12,500 is hereby api)ropriated from any moneys in the State treasury not other¬ wise appropriated, and the State auditor' shall draw his warrant on the State treasurer upon request in writing by the secretary of the board of trustees of the Agricultural College of Utah. Sec. 8. Whenever the trustees of the agricultural college desire to establish an exx)eriniental farm in any county, they shall, as a condition precedent, apply to the commissioners of such county to i^rovide them with the gratuitous use of the required lands for the time needed, and upon the commissioners furnishing a requisite lease on suitable land the said trustees may establish such farm. (March 6, 1903.) YSRMOXT. Acts and Resolves, 1862, joint resolution No. 46: The State of Vermont does hereby accept the benefits of an act passed by the Senate and House of Repre¬ sentatives of the United States of America in Congress assembled entitled “An act donating public lands to the several States and Territories which may provide colleges for the benefit of agriculture and the mechanic arts. ” ax)proved July 2, 1862. and will observe and comply with all the requirements of said act. (October 29, 1862.) Acts and Resolves. 1862, public act No. IT: Section 1. Homer E. Boyce * and John B. Page *”■ * are hereby appointed agents in the name and behalf of the State of Vermont to obtain and receive from the United States Govern¬ ment all land scrip to which said State may become entitled under an act of the Congress of the United States approved July 2, 1862. ■“ * * Sec. 2. The aforesaid agents are hereby authorized and recjuired to make such examination of the public lands as are srUject to ludvate entry, and procure such information in relation to the same as they may judge uull be useful in the dis- jiosal and location of the scrip mentioned in the first section of this act, and they are authorized to sell or assign the same, or any part thereof, uxxm such terms and ( onditions as thej- shall deem will be most advantageous to this State: P^ro- vided, The governor of the State shall approve of all such sales or assignments. Sec. o. The agents ap]3ointed by this act slndl hold their appointment for one year and until their successors shall be appointed, and before entering upon the duties of their appointment each shall give his bond wnth good and sufficient surety or sureties to the State of Vermont in the sum of $50,060. the said bond to be approved by the governor and deposited with the secretary of state, and to be in such form as he shall direct and conditioned for the return to the treasury of the State of all scrip, money, or other securities obtained or received for the bene¬ fit of this State and for the faithful performance of all tlie duties of their office. Sec. 4. Said agents shall make an annual report to the governor of the State of all their doings under this act. Sec. 5. The governor of tlie State is hereby authorized to receive proposals for such donations of land, buildings, and funds as maybe tendered from any iiart of the State, or from any person or persons, for the purpose of establishing a college according to the provisions of the act of Congress heretofore mentioned, and report the same to the next legislature. * * * * -K- * * Sec. 7. All moneys derived from the sale of said lands or scrip mentioned in section 2 of this act shall be invested by the treasurer of the State in safe stocks yielding not less than 5 per cent upon the iiar value of said stocks, and the interest of the fund created by said stocks shall be appropriated for the iiurposes declared LAWS EELATma TO LAED-OEAET COLLEGES. 203 in tile said act of Congress: Provided, That said investments shall always he made with the approval of the governor of the State. (December 1, 1863.) Acts and Resolves, 1864, public act No. 06: Section 1, Justin S. Morrill [and 13 others named], their associates and successors, are hereby constituted a. body corporate by the name of the Vermont Agricultural College, the leading object of which shall be, without excluding other scientific and classical studies and includ¬ ing military tactics, to teach such branches of learning as are related to agricul¬ ture and the mechanic arts in order to promote the liberal and practicaJ education of the industrial classes in the several imrsuits and professions of life. w * * * 4<- ' Sec. 8. "When the said college shall have been organized, located, and estab¬ lished, as and for the purposes specified in this act, there shall be apxiropriated and paid to its treasurer each year, on the warrant of the governor, the annual interest or income which may be received from the fund created under and by virtue of the act of Congress [of July 3, 1863] named in the seventh section of this act and the laws of this State accepting the provisions thereof and relating to the same. (November 33, 1864.) Acts and Resolves, 1865, public act No. 83: Section 1. The University of Ver¬ mont and the Vermont Agricultural College, with such other corporations as may hereafter become united therewith, are hereby united and constituted a body cor- Xiorate by the name of the “ University of Vermont and State Agricultural Col¬ lege,” for the purpose of carrying out the objects contemplated in their respective charters, and as such shall be and remain a body corporate forever, and as such may hold and convey real and personal estate, have a common seal, and have all the rights and powers incident to corporations. Sec. 3. Each of the two institutions hereby united shall, on or before Decem¬ ber 15 next, elect by ballot nine of their number, v/ho, with their successors, shall thereafter constitute its board of trustees and likewise constitute a part of the board of trustees of the corporation hereby created, and the nine trustees of the said agricultural college so elected shall be divided by lot into three classes: The first class, consisting of three members, shall vacate their office at the end of two years from their election; the second class, consisting of three members, shall vacate their office at the end of four years from the time of their election, and the third class, consisting of three members, shall vacate their office at the end of six years from the time of their election; and it shall be the duty of the legislature, at its session next preceding the time of the expiration of the terms of office of said trustees, to elect persons to supply such vacancies, whose terms of office shall continue six years, and it shall be the duty of the said nine trustees of the Uni¬ versity of V ermont to elect successors to fill any vacancy which may occur among +heir number, and all the trustees so elected as is hereinbefore provided shall, mgether with his excellency the governor of the State, and the president, who mail be ex officio a member, constitute an entire board of trustees of the corpora- non hereby created, who shall have the entire management and control of its ^property and affairs, and in all things relating thereto except in the elections to fill vacancies, as aforesaid, shall act together jointly as one entire board of trustees: Provided, That all future elections or appointments to said board of trustees shall be made with special reference to preventing any religious denominational iire- ponderance in said board. Sec. 3. Said board of trustees, a majority of whom may constitute a quorum for the transaction of business, may confer such honors and degrees as are usually given in colleges and universities and any other appropriate degrees, and may from time to time, as occasion may require, elect a president, also a secretary, treasurer, librarian, professors, instructors, and any other necessary officers, and prescribe their duties, salaries, and term of office, and may make all necessary by-laws and regulations for the government of themselves and others connected with the institution not inconsistent with the provisions of this act, and therein- prescribe the terms of admission, rates of tuition, modes of study, and course of instruction, including any proper regulations for uniform, discipline, and military drill, as well as for experimental and practical instruction in the different branches of agricultural labor. Sec. 4. Said board of trustees shall have the right to use, control, sell, or dispose of all the real estate and personal property novv^ belonging to the University of. Vermont, and belonging to any other institution at the time of its union, if such union shall be made with this corporation agreeably to this act, subject, however, to the payment of any debts of such institutions existing at the time of such union, and subject to any trusts, duties, and obligations connected therewith, and shall be entitled to receive and use, for the purposes aforesaid, the rents and uses of 204 EDUCATION KEPORT, 1903. any of tlie aforesaid lands, including the rents and uses of all such lands as have been heretofore reserved in any charter of land in this State for the nse and benefit of any college, and may have the same rights in respect to said lands, and to any leases of the same, and to any rents arising therefrom that said institutions respectively now have, and may maintain suits in their own name, or in the name of such new corporation, to recover the same: Provided, That the right of all i^arties shall remain and the same defenses shall be had to such suits as if the same v/ere l)rought in the name and as between the said original parties; and the corporation hereby created shall at all times assume, discharge, and perform all the debts, duties, trusts, and obligations which said several institutions were subject to at the time they became united in said new corporation by virtue of this act. Sec. 5. There shall at all times be maintained in the institution hereby cre¬ ated such instruction in the various branches of learning as is contemplated in the several charters of eacli of the institutions hereby united, and more particu¬ larly including a four years' course of studies similar to such as are generally taught in other colleges, and not inferior to that recently taught in said Univer¬ sity of Vermont, and in addition to that which is usually taught in other colleges the instruction in tills institution shall include such enlarged facilities and extended scope and variety in the study of those branches which relate to mili¬ tary tactics, agriculture, and the mechanic arts as shall render the whole instruc¬ tion in conformity with said act of Congress, as well as with the several charters aforesaid. Sec. 6. Said trustees may, in their discretion, obtain by gift, grant, or other¬ wise, a tract of land vdiich together wnth the land novr owned by the University of Vermont shall amount to at least 100 acres, to be used as an experimental farm whereon they may make any desirable ex^ieriments in the breeding of stock, field culture, the analysis and adaptation of soils, and horticultural and botanical gardening, or either of them, as they ma3^ deem proper; and also for the jmrx)Ose of niilitai’}^ encampment, target firing, drill, and review; and said trustees may use, lease, or dispose of the same, as they- may think i)roper, so as best to promote the objects of the institutions. And in case said land shall be procured, as aforesaid, a sum not to exceed., one- tenth of the monej^ which has been received bj" the State treasurer for the sale of land scrip, in pursuance of the act of Congress authorizing the same, shall be paid to said board of trustees for the purposes aforesaid: Provided, That no agricul¬ tural labor shall be required of students except by their voluntarj' agreement or consent. Sec. 7. Whenever this corporation shall have been duly organized there shall be appropriated and x^aid to its treasurer annually, for the purpose herein men¬ tioned, on the 'warrant of the governor, the interest or the income which may be received from the fund created under and by virtue of the act of Congress. Sec. 8. The corporation hereby created shall make annual reports to the legis¬ lature of this State of their condition, financially and otherwise, and ina,ke and distribute the reports required by the act of Congress herein referred to; and the legislature may annually appoint a board of visitors, who may annually examine the affairs of said corporation. Sec. 9. The permanent location of the institution hereby created shall be in Burlington, in said State of Vermont, and the first meeting of the board of trustees shall be there held on hTovember 15 next, at 7 o’clock p. m., or if such meeting shall not be held at that time it shall be held at such other time and i:)lace as the governor of this State may appoint, seasonable notice of said axipointinent having been first given to each of the trustees or coiqiorators of the Vermont Uni¬ versity and Vermont Agricultural College. Sec. 10. The president and fellows of Middlebury College and the Noiuvich Uni¬ versity, or either of them, may hereafter, with the assent and concurrence by vote of a majority of each of the nine trustees elected as aforesaid, and their successors, become incorporated and united with the coiq^oration hereby created by vote of their said corporations at any meeting legally warned and holden, and by leaving for record in the office of the secretary of the State a true and attested copy of such vote or /otes, and of all the proceedings of the meeting or meetings at which the votes aforesaid were passed, and causing the same to be recorded in said office. Sixe 11. If at anjAime the corporation hereby created shall fail substantially to carryout the provisions and recpiirementscf this act, the supreme court of this State may, at any stated session thereof, having first given due notice to said cor¬ poration, annul and vacate this charter, and in such case, or in case said corpora¬ tion shall otherwise be dissolved, said supreme court may, on application, order and decree that the income thereaft3r to be derived from the ju-oceeds of the sale of said land sjrip, in the hands of the State treasurer as aforesaid, together with LAWS RELATING TO LAND-GRANT COLLEGES. 205 such amount as may have been paid over hy said treasurer f. r the purpose of an experimental farm, shall revert to said Vermo ]t Agricultural College, and all the other property and effects which at the time of sai d union belonged to said other institution shall revert to and be (he ])roperty of the other institution or institu¬ tions which shad have been united and incorporated by or in pursuance of this act, and in case more than one such other institution shall have been thus united, such other property shall revert to them separately, such, specific property to each, as said court shadl adjudge and decree, having reference in making such decree to vfhat v/as origioally owned or contributed by each: Provided, That in respect to any property or f raids hereafter acquired by said new corporation, by gift, grant, bequest, or otherwise, the same shall be awarded and distributed to each of the institutions hereby incorporated or hereafter united, in such manaer as said court shall deem just and equitable, having reference to the manner the same was acquired, and to any specific trusts or expressed intention of any donors made at the time the same was acquired. And fur the purposes aforesaid, as well as for all other purposes, the said severed corporations which shall have been united by virtue of this act shall be deemed and treated as having continued in life, and the several trustees which shall have been elected by each at the time they were united, and their successors, shall be deemed and treated to have been, since the time of their elections, the trustees of their respective institutions as well as trustees of the united corporation, and, as such trustees, may receive the property and effects which may revert to their respective corporations by such decree of court, and they and their successors whom they may thereafter appoint may continue and manage the affairs of their respective corporations thereafter in the same manner as the trustees of each might have done before they v/ere united as aforesaid. Sec. 12. This act shall take effect whenever the two corporations hereby united shall, at a meeting duly warned, vote to accept the same and to surrender and relinquish to the corporation hereby created all the property belonging to them, whether real cTr personal, and all the rents, profits, and income therefrom arising, including said proceeds from the sa-le of said land scrip, for the purpose and sub¬ ject to all the rights, trusts, and conditions as in this act provided; and it shall be the duty of each of said corporations to cause a copy of the record of such ^ votes, duly certified by the secretaries of their respective corporations, to be left for record and duly recorded in the office of the secretary of state; whereupon, by virtue of such votes, such property, rents, profits, and income shall become the property of the corporation hereby created for the purposes and subject to the rights, trusts, and conditions aforesaid, and sai dr property, and the property here¬ after acquired by the corporation hereby created, shall be subject to all the con¬ ditions, immunities, and exemptions now pertaining to the property held by said University of Vermont. (November 9, 1865.) Acts and Resolves, 1806, public act No. 97: Section 1. The treasurer of the State is hereby directed to pay to the treasurer of the corporation of the University of Vermont and State Agricultural College, semiannually, on the 1st day of Decem¬ ber and the 1st day of June, on the v/arrant of the auditor, countersigned by the governor, for the puriicse mentioned in the act [of November 9, 1865, above] of which this is an amendment, the interest or income which may be received from the fund created under and by virtue of the act of Congress referred to in the said act of incorporation. (November 15, 1866.) Acts and Resolves, 1878, public act No. 50: Section 1. Any ten or more male citizens of tliis State "who shall claim that the University of Vermont and State Agricultural College has failed to carry out the provisions and requirements of its charter may commence proceedings to have the same inquired into and determined by the suiireme court, by a written complaint addressed to the supreme court, Vv^hich complaint shall be verified by the oath of one of said complainants, and said complainants shall enter a recognizance for the payment of costs to the defendant corporation in case costs shall be adjudged on failure of prosecution. Said com¬ plaint shall set forth substantially the particulars in which such alleged failure on the part of said corporation consists, which complaint may be preseuted to the supreme court whenever in session or to any judge of the siqireme court at any time, which said court or judge may make all proper orders for the giving of notice of such complaint to said corporation; for the making of answer to such com¬ plaint; for taking the testimony, by deposition or otherwise; for the time and place of hearing the cause, and for all other matters necessary to bring such cause to issue, hearing, and determination in the supreme court at the earliest i)racti- cable day. Sec. 2. Such judge or court may make such conqilaint returnable to any term of the supreme court, wherever sitting, and the court may transfer said cause 206 EDUCATION REPOET, 1903. from county to county for the purpose of securing more speedy hearing and determination thereof. Sec. 3. The court in such case may make all necessary and proper orders for per¬ fecting and carrying out its judgments and orders and may enforce its orders by execution and by process for contenix^t, and all questions of costs shall be in the discretion of the court. (November 20, 1878.) Acts and Resolves, 1886, public act No. 73: Section 1. For the promotion of scientific and practical agriculture and for preventing frauds and adulterations in commercial fertilizers, foods, feeding stuffs, seeds, and commercial products there is hereliy established a State agricultural experiment station in connection with and under the control of the University of Yermont and State Agricultural Col¬ lege. (November 24, 1886.) Acts and Resolves, 1888, No. 260: Section 1. In xmrsuance of the objects set forth in the charter of the University of Yeinnont and State Agricultural College the auditor of accounts is hereby authorized and directed to draw his order on the State treasurer in favor of the treasurer of said University of Yermont and State Agricultural College (uT)on the Vvurrant of the governor) semiannually on the 1st days of December and June [for] the sum of $3,200 [$3,000?] for the period of four years from December 1, 1888, at which date said first semiannual payment shall be made, until December 1, 1892, inclusive (of which_sumof $6,000 per annum, the sum of $3,000 shall) be expended by the said the Univerity of Yermont and State ■ Agricultural College (ia x)roviding comiietent instruction in said institution in branches of learning reliited to the industrial arts, and the sum of $3,400) in paying the tuition and incidental college charges of 30 students therein, one of whom shall be designated and appointed by each senator in the general assembly, such appoint¬ ment to be made by such senator from his respective county, provided any suit¬ able candidate siiall apply therefor; otherwise, from anxy^ county in the State, and all vacancies in such appointments shall be filled by the senator wdio made the ax)X3ointment Amcated, or by his successor in office; said appointments to be made in the month of June XDreceding the commencement of the college course of the student so appointed, and AAdieneA^er any such vacancy shall occur. " * * Sec. 2. WlieneA-er any senator from any county shall fail to make an original appointment or to fill any A^acancy among such appointed students which he is authorized to make or fill by section 1 of this act, after one month’s notice of his right so to do from the x>resident of said UniA'ersity of Yermont and State Agri¬ cultural College, the trustees of that institution may make such appointment or fill such vacancy by apxDointment from that county if there are any apxilicants therefrom who shall pass the examination required by the rules of said institu¬ tion, and if not, then from any county in the State. (NoA^ember 27, 1888.) Acts and Resolves, 1888, No. 162: The assent of the general assembly of the State of Yermont be, and hereby is,grfen to the x^'^iTposes of the grants made in said act [of Congress of March 2, 1887] , and the action hitherto taken by the trustees of the University of Yermont and State Agricultural College in organizing and conducting an agricultural experiment station in connection with the said Uni- A^ersity of Yermont and State Agricultural College is hereby ratified and con¬ firmed, and the said trustees are hereby authorized to continue to conduct the said agricultural exxieriment station in accordance with the terms and conditions expressed in the act of Congress aforesaid. Acts and Resolves, 1890, No. 78: Section 1. The assent of the general assembly of the State of Yermont be, and hereby is, giA'en to the xmrposes of the grants of moneys authorized by said act of Congress ai3proved August 30, 1890. (NoA^em- ber 19, 1890.) Acts and Resolves, 1892, No. 25: Section 1. [Repeats practically the provisions of section 1 of the act of November 27, 1888, apxiropriating $6,000 per annum to the University of Yermont and State Agricultural College.] 4;- -A- tJ- -X- -A- -54 -X- Sec. 4. Senators from any comity shall in their apxiointment of candidates for scholarshixis in the UniA^ersitA?' of Yermont and State Agricnltiiral College give Xireference to candidates for the agricultural and industrial deiiartment; hut if, at any time, tliere are not thirty suitable axiplicants for said department, then said senators may apxioint to any other department of said college. (November 4, 1892.) Acts and Resolves, 1898, No. 31: Section 1. All axiiiointments of students here¬ tofore made and designated hy the senators in the general assembly * * * shall expire in June, 1899. Sec. 2. Each senator in the general assembly shall biennially designate and appoint one student to [the University of Yermont and State Agricultural Col¬ lege] , and the scholarshix) thus created shall be for the period of tA70 years. Uacan- LAWS EELATIWG- TO LAED'OEATTT COLLEGES. 207 cies ill siicli scliolarsliips shall belilled by the senators who made the appointment vacated, or by his successor in office. Sec. 3, If any senator shall have failed to appoint to said scholarship before the beginning’ of the school year next following the expiration of the appointment made by his predecessor, after notice by the othcers of said institution of such expiration and vacancy, the officers of said institution are authorized to designate and appoint a student to such scholarship. (November 21, 1898.) VIRGINIA. [The following matter is taken from The Code of Virginia, 1887 Supplement to the Code of Virginia, 1898 (Richmond, Va., 1898).] Sec, 1586. The general assembly having accepted the donation of lands prof¬ fered to Virginia by the act of Congress of July 2, 1862, with the conditions and provisions therein contained, and the authorities of the State having received from the Government of the United States the land scrip she was entitled to under said act of Congress, and the board of education having, in conformity wuth the acts of February 7, 1872, and March 19, 1873 [1872] , made sale of the scrip and invested the proceeds in the purchase of State bonds, which were directed to be set apart and to constitute an education fund, the annual interest whereof was to be apportioned as follows, that is to say, one-third thereof to the Hampton Nor¬ mal and Agricultural Institute and two-thirds thereof to the Preston and Olin Institute on certain conditions in said act of March 19, 1872, named, one of which was that the name of the said Preston and Olin Institute should be changed to the Virginia Agricultural and Mechanical College, wdiich has been done accord¬ ingly; and the general assembly having, by act of February 26, 1877, directed the bonds aforesaid to be turned over to the second auditor, wdio was required in lieu of the same to substitute a statement prepared and signed in duplicate by the treasurer and countersigned by the second auditor showing the number, size, and character of said bonds, with the amount of interest due on them severally, which statement wms to have all the validity and force of the bonds themselves, and that the accruing interest should be paid in accordance with the acts already referred to. all of which has been done, all of said acts and the proceedings of the State officers thereunder are recognized as valid and binding. And it being de_emed advisable to add to the name of the said college the words “ and Polytechnic Insti¬ tute,” so that said college shall hereafter be hnovm as the Virginia Agricultural and Mechanical College and Polytechnic Institute, it is enacted that the annual accruing interest as aforesaid shall continue to be paid until otherv/ise provided by law as follows, that is to say: One-third thereof to the Hampton Normal and Agricultural Institute, in the' county of Elizabeth City, and two-thirds to the board of visitors of the Virginia Agricultural and Mechanical College and Poly¬ technic Institute, in the county of Montgomery, on the conditions prescribed as aforesaid. (1871-72, 1872-73, 1895-96.) Sec, 1587. A number of students equal to twice the number of members of the house of delegates, to be apportioned in the same manner, shall have the privilege of attending said college vAthoiit charge for tuition, use of laboratories, or x^ublic buildings, to be selected by the school trustees of the respective counties, cities, and election districts for said delegates, with reference to the highest i3roficiency and good character, from the wmite male students of the free schools of their respective counties, cities, and election districts, or, in their discretion, from oth¬ ers than those attending said free schools. (1877-78.) Sec. 1588. If at any time the said annuity should be wuthdrawii from the said college, the property, real and personal, conveyed and appropriated to its use and benefit by the trustees of the Preston and Olin Institute and by the county of Montgomery shall revert to the said trustees and to the said county, respectivebv’', from vrliich it was conveyed and appropriated. (1871-72.) Sec. 1589. The curriculum of the said college shall embrace such branches of learning as relate to agriculture and the mechanic arts, vfithout excluding other scientific and classical studies, and including inilitaiy/ tactics. (1871-72.) Sec. 1590. The said students, privileged to attend the college without charge for tuition, use of laboratories, or public buildings, shall continue to be selected for the period of two years: Provided, That, on the recommendation of the faculty of the said college for more than ordinary diligence and proficiency, any student so selected may be continued by the said board of visitors for a longer neriod. (1871-72.) 208 EDUCATION EEPOET, 1903. Sec. 1o91. The governor, hy and with the advice and consent of the senate, shall appoint eight persons, from farmers, mechanics, and graduates of said college, as visitors of said college, selecting, if practicable, two from each of the four grand divi¬ sions of the State. Their term of office shall be for four years. The present division into two classes, designated as the first class and second class, each com¬ posed of four visitors, shall continne, and when and as the terms of office of the present members of each class shall exiDire the governor shall then and annually thereafter, by and v.uth the advice and consent of the senate, appoint successors to those whose terms have expired. If a vacancy occur during the recess of the general assembly, the governor shall fill it by appointment for the unexpired term of the late incumbent, subject to the ratification of the senate at the next session of the general assembly. The eight persons so appointed, together with the super¬ intendent of public instruction, who shall be ex officio member, shall constitute the board of visitors. (1879-80, 1889-90, 1891-92.) Sec. 1592. The said corx)oration shall be and remain a corporation under the name and style of the board of visitors of the Virginia Agricultural and Mechan¬ ical College and Polytechnic Institute, and shall at all times be under the control of the general assembly. All acts and parts of acts relating to the Virginia Agri¬ cultural and Mechanical College or to the board of visitors of the Virginia Agricul¬ tural and Mechanical College shall be construed as relating to the Virginia Agri¬ cultural and Mechanical College and Polytechnic Institute or the board of visitors of the Virginia Agricultural and Mechanical College and Polytechnic Institute. (1872-73, 1895-9G.) Sec. 1593. The board of visitors shall appoint from their own body a rector, who shall preside at their meetings, and, in his absence, a president pro tempore. They shall also ai^point a clerk to the board. A majority of the board shall con¬ stitute a quorum. (1871-72.) Sec. 1594. If any visitor fails to perform the duties of his office for one year, without good cause shown to the board, the said board shall, at the next meeting after the end of such year, cause the fact of such failure to be recorded in the minutes of their proceedings, and certify the same to the governor, and the office of such visitor shall thereux)on be vacant. If so many of such visitors fail to per¬ form their duties that a quorum thereof do not attend for a year, upon a certifi¬ cate thereof being made to the governor by the rector or any member of the board, or by the chairman of the faculty, the offices of all the visitors failing to attend shall be vacant. (1871-72.) Sec. 1595. The said board shall meet at Blacksburg, in the county of Montgom¬ ery, at least once a year, and at such other times or places as they shall determine, the days of meeting to be fixed by them. Special meetings of the board may be called by the governor, the rector, or any three members. In either of said cases notice of the time and place of meeting shall be given to every other member. (1871-72.) Sec. 1596. The said board shall be charged with the care and preservation of the property belonging to the college. They shall appoint as many professors as they deem i)roper, and, with the assent of two-thirds of the members of the board, may remove any professor or other officer of the college. They shall prescribe the duties of each professor and the course and mode of instruction. They shall appoint a president of the college, and may employ such agents or servants as may be necessary; they shall regulate the government and discipline of the students; and generally, in respect to the government of the college, may make such regu¬ lations as they deem expedient, not contrary to lav.n Such reasonable expenses as the visitors may incur in the discharge of their duties shall be paid out of the funds of the college. (1871-72, 1879-80.) Sec. 1597. Each professor shall receive a stated salary, to be fixed by the board of visitors, and the board shall fix the fees to be charged- for tuition of students other than those allowed under this chajpter to attend the college free of tuition, vrhich shall bo a credit to the fund of the college. (1871-72.) Sec. 1598. A portion of the fund [received under the act of July 2, 1862] , not exceeding 10 per cent of the proportion assigned to the said college and the said institute may be expended, in the discretion of the boards of visitors of the said institutions, respectively, in the purchase of lands for experimental farms for each of them; and a portion of the accruing interest may be, from time to time, expended by the respective boards in the purchase of laboratories suitable and approi^riate for the said institutions. (1871-72.) Sec. 1599. The agricultural experimental station established at the said college shall be continued, the same to be maintained by such appropriations as the Con¬ gress of the United States may make for the purpose. (1885-86.) Sec. IGOO. The board shall require the treasurer, or officer in whose hands the LAWS EELATING TO LAXD-GKANT COLLEGES. 209 funds of the college may he placed, to give bond in double the amount of the- annual income of the college, payable to the Commonwealth, with condition for the faithful discharge of the duties of his ofSce, which bond, being approved by the board and entered at large on its journal, shall be transmitted to the auditor of public accounts and remain filed in his office. (1872-73.) Sec. 1601. It shall be lawful for the board to accept the subscription of any county made under an act to authorize subscriptions in aid of the said college, approved March 21, 1872, and also the donation of any individual in aid of the purposes and objects of said college; and such donations and subscriptions, when made, shall be held by said board in trust for the benefit of said college, on con¬ dition that the same shall revert to the several donors or subscribers, pari passu, if at any time the State of Virginia should withdraw from the use of the said col¬ lege the interest accruing on the proceeds of the land scrip, as provided in this, chapter. (1871-72.) Sec. 1602. The said appropriation to the Hampton ISTormal and Agricultural Institute is upon condition that the trustees thereof shall continue to maintain and support therein one or more schools or departments wherein the leading- object shall be instruction in such branches of learning as relate especially to agri¬ culture, the mechanic arts, and military tactics. On January 1, 1889, and on Jan¬ uary 1 in every fourth year thereafter, the governor shall appoint six persons, citi¬ zens of the Commonwealth, three of whom shall be of ALfrican descent, as curators of the fund appropriated as aforesaid to the said institute. The present curators, unless sooner removed, shall continue in office until January 1, 1889. Sec. 1603. The trustees of said institute may select not less than 100 students,, with reference to their character and proficiency, from the colored free schools of the State, who shall have the privilege of attending the said institute on the same terms that State students are allowed to attend the agricultural and mechanical college, under section 1590. (1871-72.) Sec. 1604. The curators of the said institute shall appoint a treasurer, who may be allowed a reasonable compensation, and who shall be required to enter into bond, payable to the Commonwealth, in a penalty at least double the amount of the annual income which may arise from the proceeds of the land scrip appor¬ tioned to said institute, and with condition for the faithful discharge of the duties of his office. (1872-73.) Sec. 1605. The board of education shall pay and turn over to the said treasurer for the said institute and to the board of visitors of the Virginia Agricultural and Mechanical College all funds received by them for the use and benefit of said institutions, respectively; and the second auditor shall drav/ on the public treasury in favor of the said treasurer and board of visitors, respectively, from time to time, until otlierv/ise ordered, for the sa-ine rate of interest as may be paid by act of the general assembly to other incorporated colleges or seminaries of learning in this State on all bonds of the Commonwealth, or bonds guaranteed by the Com¬ monwealth, held by or for such institutions. (1872-73.) Sec. 1606. An annual report shall be made by the president of each of said insti¬ tutions, after the close of each collegiate year, to the board of visitors of the con¬ dition of each institution, its receipts and disbursements during the preceding year, the amount of salary paid to each professor, the amount received in tuition fees from pay students, any improvements and experiments made, with their costs and results, and such other matters, including State, industrial, and econom¬ ical statistics, as may be supposed useful; a copy of which shall be furnished to the superintendent of public instruction, to be laid before the general assembly at its next regular session. (1871-72.) Sec. 1607. The general assembly reserves to itself the power, at any time, to repeal or alter any provisions of this chapter and to withdraw from either of said institutions the whole or any part of the appropriations made to them. (1871-72. ) Laws, 1887-88, chapter 284: Section 1. The State of Virginia hereby assents to the grants of money made by and in accordance with the act of Congress approved March 2, 1887, and accepts the same, suibject to the conditions and provisions of said act. Sec. 2. The board of visitors of the Virginia Agricultural and Mechanical Col¬ lege, at Blacksburg, at which an agricultural experiment station has already been established, is authorized and em^iowered to establish in connection with said sta¬ tion such branch stations at such places as in the discretion of said board of vis¬ itors they mav deem proper, subject to the approval of the governor. (February 29, 1888.) Laws, 1893-94, chapter 347: Sec. 2. The State of Virginia hereby assents to the grants of money made under and in accordance with the act of Congress aforesaid. ED 1903 - 14 210 EDUCATIOIS- KEPOKT, 1903. approved August 30, 1890, and accepts the same; and the legislature of Virginia proposes and reports to the honorable Secretary of the Interior. of the United States that hereafter tiie funds to be paid to this State, under said act, be appor¬ tioned between the said institutions in the following ratio, viz: One-third thereof to the Hampton Hormal and Agricultural Institute and two-thirds to the Virginia Agricultural and Mechanical College. Sec. 3. Tlie auditor of public accounts shall receive from the Secretary of the Interior such sums of money as shall be allotced to Virginia, and pay over the same in the i)roportion aforesaid to the treasurer of the Hampton Normal and Agricul¬ tural Institute and to the treasurer of the Virginia Agricultural and Mechanical College, who shall receive and disburse the same as required by section 3 of the act of Congress aforesaid. (February 23, 1894.) VfASHINGTON. Constitution (1889), article 9: Section 1. It is the paramount duty of the State to niahe ample provision for the education of all children residing within its bor¬ ders, without distinction or preference on account of race, color, caste, or sex. Sec. 3. The legislature shall provide for a general and uniform system of pul)lic schools. The public school system shall include common schools and such high scliools, normal schools, and technical schools as may hereafter be estab¬ lished. '• * Sec. 4. All schools maintained or supported wholly or in part by the public funds shall be forever free from sectarian control or influence. S]£C. 5. All losses to the permanent common school or any other State educa¬ tional fund which shall be occasioned by defalcation, mismanagement, or fraud of the agents or officers controlling or managing the same shall be audited by the proper authorities of the State. The amount so audited shall be a permanent funded debt against the State in favor of the paihicular fund sustaining such loss, upon which not less than G per cent annual interest shall be paid. •' - * [The following matter is taken from Ballinger’s Annotated Codes and Statutes of Washing¬ ton, .showing all Statutes in Force, including the Session Laws of 1897, by Hon. Richard A. Bal¬ linger. 2 vols. Seattle and San Francisco, 1897.] Sec. 2513. The State Agricultural College, Experiment Station, and School of Science of the State of Washington, as heretofore located [act of March 9, 1891] at Pullman, Whitman County, shall be an institution of learning open to the children of all residents of this State, and to such other persons as the board of regents may determine, under such rules and regulations as may be prescribed by the board of regents; shall be nonsectarian in character, and devoted to practical instruction in agriculture, mechanic arts, and natural sciences connected there¬ with, as well as a thorough course of instruction in all luanches of learning upon agricultural and other industrial pursuits. (1891, 1897.) Sec. 2513. The gfovernorof the State of AVashington, the superintendent of pub¬ lic instruction, members of the legislature, and county commissioners shall be ex officio visitors of said college. But said visitors shall have no power granted to control the action of the board of regents or to negative its duties as defined by law. (1890,1897.) Sec. 2514. The course of instruction of said college shall embrace the English language, literature, mathematics, philosophy, civil and mechanical engineering, chemistry, animal and vegetable anatomy and physiology, veterinary art, ento¬ mology, geology, political economy, rural and household economy, horticulture, moral idiilosopiiy, history, mechanics, and such other courses of instruction as shall be ])rescribed by the board of regents. One of the objects of said college shall be to train teachers of physical science, and thereby further the application of the principles of physical science to industrial pursuits; to collect information as to schemes of technical instruction adopted in other parts of the United States and in foreign countries, and to hold farmers’ institutes at such times and places and under sneh regulations as the board of regents may determine. (1891, 1897.) Sec. 25 1 5. The lioard of regents shall provide that all instruction given in the col¬ lege shall, to the utmost practicable extent, be conveyed by means of i^ractical work in the laboratory, and shall provide in connection with said college the folio v/ing laboratories: One physical laboratory or more, one chemical laboratory or more, and one biological laboratory or more, and suita-bly furnish and equip the same. Said board of regents shall provide that all male students shall be trained in mili¬ tary tactics. Said board of regents shall establish a department of said college LAWS DELATING- TO LAND-GEANT COLLEGES. 211 to be designated the department of elementary science, and in connection there¬ with x)roYide instruction in the following subjects: Elementary mathematics (including elementary trigonometry), elementary mechanics, elementary and mechanical drawing, and land surveying. Said board of regents shall establish a department of said college to be designated the department of agriculture, and in connection therewith provide instruction in the following subjects: First. Physics, with special application of its principles to agriculture. Second. Chemistry, with special aiDplication of its principles to agriculture. ‘ Tliird, Morphology and physiology of plants, with special reference to the com¬ monly grown crops and their fungus enemies. Fourth. Morphology and physiology of the lower forms of animal life, with special reference to insec 1 pests. Fifth. Morphology and physiology of the higher forms of animal life, and in particular of the horse, cow, sheep, and swine. Sixth. Agriculture, with special reference to the breeding and feeding of live stock and the best mode of cultivation of farm produce. Seventh. Mining and metallurgy. And it shall appoint demonstrators in each of these subjects to superintend the equipment of a laboratory and to give practical instruction in the same. Said board of regents shall establish an agricultural experimental station in connection with the department of agriculture of said college, appoint its officers, and pre¬ scribe such regulations for its management as it may deem expedient. Said board of regents may establish other departments of said college and provide courses of instruction therein when those are, in its judgment, required for the better car¬ rying out of the object of the college. (1890, 1897.) Sec. 2516. The management of said college and experiment station, the care and preservation of all property of v/hich such institution shall become possessed, the erection and construction of all buildings necessary for the use of said college and station, and the disbursement and expenditure of all money i^rovided for by this chapter shall be vested in a board of five regents; said five in embers of the lioard of regents shall be appointed in the manner provided by law; said regents and their successors in office shall have the right of causing all things to be done neces¬ sary to carry out the provisions of this chapter. The board of regents provided for in this chapter shall be appointed by the governor, by and with the advice and consent of the senate, one for a term of two years, two for. a term of four years, and two for a term of six years; and each regent shall, before entering uiion the discharge of Iris respective duties as such, execute a good and sufficient bond to the State of Washington, with two or more sufficient sureties, residents of the State, in the penal sum of not less than $5,090 each, conditioned for the faithful performance of his duties as such regent: Provided, That all appointments made to fill vacancies caused by death, resignation, or otherwise shall be for the unex¬ pired term of the incumbent whose jilace shall have become vacant. All other appointments made subsequent to the appointment of the first board of regents provided for in this act shall be for the term of six years and until the appoint¬ ment and qualification of a successor to each appointee: Provided f nr tJier, That at least three of the members of the boa,rd of regents so appointed shall be resi¬ dents of eastern Washington and one shall be a resident of western Yv^ashington : Provided, further . That regents now serving upon such board shall continue as such during the term for which they were respectively appointed. (1891, 1897.) Sec. 2517. The board of regents of the agricultural college, experiment station, and school of science shall meet and organize by the election of its president and treasurer from their own number on the first Wednesday in April of each year. The person so selected as treasurer shall. iDefore entering upon the discharge of his duties as such, execute a good and sufficient bond to the State of Washington, with two or more sufficient sureties, residents of the State, in the penal sum of not less than $40,000, conditioned for the faithful performance of his duties as such treasurer and that he will faithfully account for amd pay over to the person or persons entitled thereto all moneys which shall come into his hands as such officer, which bond shall be approved by the governor of the State, and shall be filed with the secretary of state. The president of the college shall be secretary of the board of regents, and shall perform all the duties pertaining to that office, but shall not have the right to vote. The secretary shall, in like manner as the treasurer, give a bond in the penal sum of not less than $5,000. conditioned for the faithful performance of his duties as such officer. (1891, 1897.) Sec. 2518. The president of sand board shall be the chief executive officer, shall preside at all meetings thereof (except that in his absence the board may appoint a president pro tempore) , and sign all instruments required to be executed by said board. The treasurer shall be the financial officer of said board, shall keep a true 212 EDUCATION EEPORT, 1903. account of all moneys received and expended by lilin. The secretary shall be the recording officer of said board, shall attest all instruments required to be signed by the president, and shall keex) a true record of all the proceedings of said board, and generally do all other things required of him by said board. (1891, 1897.) Sec. 25l9. The regents shall have the power, and it shall be their duty, to enact laws for the government of said agricultural college, experiment station, and school of science; Provided, The board of regents shall maintain at least one experimental station in the western portion of the State. (1891, 1897.) Sec. 2e20. The board of regents shall direct the disposition of any moneys belonging to or appropriated to the agricultural college, experiment station, and school of science established by this article, and shall make all rules and regula¬ tions necessary for the management of the same, adopt plans and specifications for necessary buildings, and superintend the construction of said buildings, and fix the salaries of professors, teachers, and other employees, and tuition fees to be charged in said college. ( 1891 , 1897. ) Sec. 2521. The agricultural experiment station 'provided for in this article in connection with said agricultural college shall be under the direction of said board of regents of said college for the purpose of conducting experiments in agriculture according to the terms of section 1 of an act of Congress approved March 2, 1887. * * * The said college aiid experiment station shall be entitled to receive all the benefits and donations made and given to similar institutions of learning in other States and Territories of the United States by the legislation of the Congress of the United States now in force or that may be enacted, and par¬ ticularly to the benefits and donations given by the provisions of [the acts of Congress approved July 2, 1862, and acts supplementary thereto, March 2, 1887, and August 80, 1890]. (1891, 1897.) Sec. 2522. The assent of the legislature of the State of Washington is hereby given, in pursuance of the requirements of section 9 of said act of Congress approved March 2, 1887, to the granting of money therein made to the establish¬ ment of experiment stations in accordance with section 1 of said last-mentioned act, and assent is hereby given to carry out within the State of Washington every provision of said act. (1891. 1897.) Sec. 2528. The meetings of the board of regents may be called in such manner as the board may prescribe, and the majority of said board shall constitute a quorum for the transaction of business; but a less number may p.djourn from time to time. All meetings of the said board may be held in the office of the college buildings. No vacancy in said board shall impair the rights of the remaining board. A full meeting of the board shall be called at least once a year. (1891, 1897.) Sec. 2524. Each member of the board of regents created by this chapter shall, before entering upon his duties, take and subscribe an oath to discharge faithfully and honestly his duties in the premises and to perform strictly and impartially the same to the best of his ability. Said oath shall be filed with tjie secretary of state. (1891.1897.) Sec. 2525. The regents shall be allowed their actual and necessary traveling exi)enses in going to and returning from all the necessary sessions of their board, and fJso tiieir necessary expenses while in actual attendance upon the same. (1891, 1897.) Sec. 2526. The board of regents shall, on or before the 1st day of November of each year, make a full and true report in detail of all their acts and doings during the previous year, their receipts and expenditures, the exact status of their insti¬ tution, and other information they may deem proper and useful or which may be called for by the governor, which said report shall be made to the governor, who shall transmit the same to the succeeding session of the legislature. A copy of said report shall be furnished to the superintendent of public instruction. (1891, 1897.) Sec. 2527. The treasurer of said board shall make disbursements of the funds in his hands on the order of the board, which order shall be countersigned by the secretarv of the board, and shall state on what account the disbursement is made. (1891, 1897.) Sec. 2528. No employee or member of the board created by this chapter shall be interested pecuniarily, either directly or indirectly, in any contract for any build¬ ing or improvements of said institution, or for the furnishing of supplies for the same. (1891. 1897.) Sec. 2529. The governor of the State shall be ex officio advisory member of the board provided for in this chapter, but shall not have the right to vote nor be eligible to office therein. (1891, 1897.) Sec. 2580. The board of regents are hereby empowered to grant the usual aca- LAWS EELATIj^G TO LAND-GRANT COLLEGES. 213 demic and honorary degrees, and to issue diplomas therefor, upon the recommen¬ dation made by the faculty. (1895, 1897.) Sec. 2531. It shall be the duty of the board of regents herein provided for, as soon after their organization as practicable, and as soon as there shall be an appropriation therefor in the hands of the State treasurer in any amount sufficient to warrant the beginning of the erection of the several buildings herein provided for, or any wing or section of the same, to enter into contracts with one or more contractors for the erection and construction of such suitable buildings and im¬ provements for the institution created by this chapter as in their judgment shall be deemed best, or the funds aforesaid shall warrant, all things considered; such contract or contracts to be let after open public notice and competition, under such regulations as shall be established by said board, to the person or persons v/ho offer to execute such work on the most advantageous terms: Provided, That in all cases said board shall require from contractors a good and sufficient bond for the faithful performance of the work and the full protection of the State against mechanics’ and other liens: And provided f urther, That the board shall not have the power to enter into any contract for the erection of any buildings or improvements which shall bind said board to pay out any sum in excess of the amount provided for said purpose. (1891, 1897.) Sec. 2532. The board provided for in this chapter shall have power in their dis¬ cretion to employ skilled architects and superintendents to prepare plans and specifications and to supervise the construction of any of the buildings provided, for in this chapter and to fix the compensation for such services, subject to the provisions and restrictions of this act. (1891, 1897.) Sec. 2533. Whenever there shall be any money in the hands of the State treas¬ urer to the credit of any of the specific funds set apart for the institution created by this chapter, deemed sufficient by the board to commence the erection of any of the necessary buildings or improvements or to pay the necessary running or other expenses of said institution, the State auditor, on the request in writing of said board shall, and it is hereby made his duty to, draw his warrants in favor of the treasurer of said board and upon the State treasury against the specific fund belonging to said institution in such sum, not exceeding the amount on hand in such specific fund, at such time as said board may deem necessary: Provided, That said board shall draw said money as it may be necessary to disburse the same. (1891, 1897.) Laws, 1895, chapter 167: Section 1. [Makes the professor of veterinary science at the agricultural college ex officio State veterinarian.] Laws, 1899, chapter 43: Sec. 16. The secretary of state, the professor of agri¬ culture of the agricultural college, and the dairy commissioner are hereby created, a State board of dairy commissioners ex officio. (March 7, 1899.) Laws, 1899, chapter 82: Section 1. The operation and conduct of the agricultural experiment station heretofore established at Puyallup, Wash., shall be under the supervision and control of the board of regents of the agricultural college and school of science, and the State auditor is hereby authorized to audit all claims, and, if found correct, to issue warrants upon the State treasurer in payment of bills duly authorized by said board as provided by law, and the State treasurer is hereby directed to pay the same. (March 13, 1899.) WEST VIRGINIA. [The following matter is taken from The Code of West Virginia (fourth edition), compiled by John A. Warth. Charleston, 1900.] Chapter 45: Sec. 76. The Agricultural College of West Virginia, located and established at Morgantown, in the county of Monongalia, in pui-suance of the act passed .February 7, 1867, entitled ‘'An act for the regulation of the West Virginia Agricultural College,” shall be and remain as so established and located; and all the provisions of said act, except so far as the same may be altered by this chapter, shall remain in full force and effect to the same extent as if this chapter as amended had not been passed. (1872-73, 1881.) Sec. 77. The name of said college shall hereafter be “The West Virginia University,” by which name it shall have and hold all the property, funds, invest¬ ments, rights, powers, and privileges now had and held under the name prescribed in the above-recited act. (1872-73, 1881.) Sec. 78 [as amended by Laws, 1901, chapter 52, passed February 18, 1901]. For the government and control of said university there shall be a board of regents 214 EDUCATIOI^ REPORT, 1903, consisting of nine persons, co be called “ tlie regents of the West Yirginia Uni versit5^ ’ ’ As sncli "board they may sue and be sued, and have a common seal. The said board shall liaA'e the custody and control of the property and funds of said university, except as otherwise pro Added by laAAX They shall haA^e the poAver to accept from any person or loersons any gift, grant, or de\dse of money, land or other property intended for the use of the uniA'ersity , and shall, by such acceptance, ]3e trustees of the funds and property which may come into the i)Ossession or under the control of said board by such gift, grant, or deAUse, and shall iiiA’Cst and hold such funds and property, and applj^ the proceeds and property in such manner as the donor may prescribe by the terms of his gift, grant, or devise. A majority of said regents shall constitute a quorum for the transaction of business, except that for making arrangements for the erection of buildings or the permanent altera¬ tion thereof, or the appointment to or remoA^al from office of professors, or fixing their compensation, or changing any rule or regulations adopted by a majority of the board, in AAdiich case all of the regents shall be notified in writing by the secre¬ tary of the board of the meeting place and object of the meeting proposed to be held for any of the purposes excepted in this section; and the conference of a majority of the regents shall be required. Said board of regents shall consist of nine members, who shall be residents and A'oters of the State. The gOA^ernor shall, on or before March 15, 1901. or as soon thereafter as couA^enient, appoint said nine regents, who shall be diAuded into tAAm classes, consisting of four and five regents, respectiA'ely. The term of office of both classes shall begin on May 1, 1901: and the term of office of the first class shall continue for two years and until their successors are appointed and qualified, and the term of the second class shall continue for four years and until their successors are appointed and qualified; and thereafter the term of office of each class shall be for four years and until their successors are appointed and qualified. Any person appointed a regent during the recess of the senate shall seium as such until the next meeting of the senate. The gOA^ernor may by appointment fill any vacancy occurring in the board for the unexi:)ired term. Not more than six of said regents shall belong to the sam.e political party, and not more than one shall be appointed from the same senatorial district or county. The term of office of the regents now in office shall expire on April 30, 1901, Sec. 70. The boarvd of regents shall from time to time establish such depart¬ ments of education in literature, science, art, agriculture, and military tactics as they may deem expedient, and as the funds under their control may Vv'arrant, and purchase such materials, implements, and apparatus as maybe requisite to proper instruction in all said branches of leaining. so as to cany out the spirit of the act of Congress aforesaid, approA^ed July 2, 18G2. (1872-73, 1881.) Sec. 80. The said board shall establish and declare such rules and regulations and by-laws, not inconsistent AAuth the laws of this State or of the United States, as they may deem necessaiy for the proper organization, the tuition of students and good gOA^ernment of said uniA^ersity, and the protection of p>nblic property belonging thereto. They shall appoint a superintendent of buildings and gTounds, a secretary for the faculty, and a secretary for said board, and also a treasurer, who shall be members of the faculty of the uniA'ersity; and the person so appointed shall receiA^e such compensation as the board may determine, not, hoAA^ever, to exceed §300 per year. From said treasurer they shall take a bond, vfith ample security, conditioned according to laAV, for the faithful keeping and disposing of such money as is herein or may be hereafter appropriated, and such other money as may l)e allowed by said board to come into his hand from time to time; they shall also settle Avith. him annually or oftener if they think best, inspect annually all the pro2:)erty belonging to said uniA^ersity and make a full rei)ort of the condi¬ tion. income, exi^enditures, and management of such uniA’ersity annually to the gOA^ernor, to be by him laid before the legislature. (1872-73, 1881, 1837, 1899.) Sec. 81. The board shall haA'e jjower to create a preparatory department to said university and establish any other in'ofessorships than those indicted [indicated] -heretofore, if the same be deemed essential; to fix the salaries of the seA^eral pro¬ fessors and to remoAm them for good cause, but in case of removal the concurrence of a majority of the regents shall be required, and the reasons for a remoA-al shall be communicated in a written statement to the governor. (1872-73, 1881.) Sec. 82 [as amended by Laws, 1903, chapter 30] . Besides prescribing the general terms ui^on AAdiich students may be admitted, and the course of instruction, the regents are still further empowered to admit as regular students of the unmersity not more than 225 cadets in the military department. Each member of the senate shall be entitled to apiioint one c^adet from his district on or before June 1 in the second year of his term and one cadet on or before June 1 in the fourth year of his term. Each member of the house of delegates shall be entitled to appoint one LAWS EELATI^TG TO LAKD-GRANT COLLEGES- 215 cadet from Ills county on or before June 1 next preceding the end of liis term. In case a cadetship filled by appointment by any member of the legislature shall become vacant, the member making the appointment, or his successor, shall fill same by a new appointment within the limits of time aforesaid. But no senator or delegate shall appoint any cadet until he receives a certificate from the presi¬ dent of the university or the comnnandant of cadets giving him notice of his right to do so, and he shall not have the right to exercise such power of appointment as long as two cadets are accredited to himself and his predecessor, either by original appointment or reenlistment. All other cadets necessary to make up the full com¬ plement of the corps shall be appointed by the regents in proportion to their num¬ ber, including vacancies, if any, caused by the failure of any member of the leg¬ islature to make his appointment. Cadets shall not be under IG years of a«ge and shall not be over 21 years of age. Their appointment shall be made upon undoubted evidence of good moral character and sound iDhysical condition. Tlieir term of enlistment of service shall be two years, but any cadet at the expiration of his first term shall be entitled to reenlist for the further t'-rm of two years upon giving notice of his intention to the commandant of cadets at least thirty days before the expiration of such term; but not more than 15 cadets shall be appointed from any senatorial district and not more than 8 from any one county. 8ec. 83. The cadets admitted under the i^receding section shall be entitled to all the privileges, immunities, educational advantages, and benefits of the uni¬ versity free of charge for admission, tuition, books, and stationery, and shall con¬ stitute the public guard of the university and of the public property belonging thereto and of the ordnance and ordnance stores and camp and garrison ecpiipage, of which a sufiicient supply shall be kept in the arsenal belonging to the institu¬ tion. And the professors and the students of the universit}^ receiving instruction in military tactics and the art of war shall be individually and collectively respon¬ sible for the preservation and safe-keeping of all arms and camp equipage belong¬ ing to said institution. (1872-73, 1881.) Sec. 84 [as amended by Laws, iOOl, chapter 1, approved February 23, 1901] . The regents shall only be allowed the necessary expenses incurred by them in dis¬ charging their duties as such and $4 per diem for each day they inajGte emi^loyed as such, and an itemized account shall be made a part of their report to the governor, and no mileage shall be allowed or paid. Sec. 85. The president, board of regents, and faculty may graduate any student of the university found (after i3rop8r examination] duly qualified, and shall cer¬ tify the same by affixing the seal of the university to his diploma. (1872-73. 1881.) Sec. 86. The fund derived from the sale of United States land warrants wdiich have been donated to this State for the purpose of endowing an agricultural col¬ lege shall be invested by the governor in a loan of public stock of the United States, or otherwise, as required by Congress, for the use and benefit of the said university. (1872-73, 1881.) Sec. 86a. I. The .State of West Virginia hereby assents to and accepts from the Government of the United States the grants of money authorized by said act of Congress [of March 2, 1887] , and assents to the purpose of said grants. II. The bulletins and annual reports required to be published under section 4 of said act shall be printed at the expense of the State, by the State printer, in such editions or numbers as the mailing list of the experiment station shall indi¬ cate as being required, and shall be distributed by the station free of all charge to farmers and other citizens of the State deserving the same. (1889.) Sec. 985. I. The legislature of the State of West Virginia hereby accepts for said State the terms and provisions of the said act of the Congress of the United States approved August 30, 1890. for the objects and purposes mentioned and declared therein, and designates the “ West Virginia University,” established in pursuance of the act of the Congress of the United States passed July 2, 1862, and a subsequent act passed by said Congress on April 19, 1864, at Morgantown, in the county of Monongalia, in this State, as the beneficiary of said appropriation for the instruction of white students; and an institution to be located and provided for the purpose as hereinafter required and directed in the county of Kanawha, to be called “ The West Virginia Colored Institute,” for the beneficiary of said appropriation for the instruction of colored students; to be paid to each in the liroportion mentioned in the reamble to this act. [For the West Virginia Col¬ ored Institute, $3,000 per annum for five years, and after that time $5,000 as long as the_appropriation continues.] And the said institution, by the name of “ The West Virginia Colored Institute,” shall have and hold all the property, funds, rights, povrers, and privileges hereinafter mentioned, II [as amended by Laws, 1901, chapter 50, approved February 20, 1901]. For the 21G EDUCATION EEPOET, 1903. government and control of said institute there shall be a board of regents, consist¬ ing of the State superintendent of free schools and six other competent persons, not more than four of 'whom shall belong to the same political party, to be called the *• regents of the West Virginia Colored Institute,*’ and as such board they may sue and be sued, plead and be impleaded, and have a common seal. The gov¬ ernor shall, between March 15 and May 15, 1901, and every four years thereafter, nominate and, by and with the advice and consent of the senate, appoint said six regents, whose term of office shall begin on June 1 next follo'wing their appoint¬ ment and continue for four years and until their successors are appointed and qualified. Vacancy in the office of regent shall be filled by appointment by the governor for the unexpired term. The term of office of the regents now in office shall expire on May 31. 1901. Said board shall have the care, custody, and control of the property and funds of the institute, and may accept, from any person or persons, gifts of money or property for the use of said institute, and all such money and property, when so received by them, shall be held in trust by them for the use and benefit of the institute, and applied thereto as the donors may have directed, and, if no such directions have been given, as a majority of the regents may determine. III. The board of regents shall from time to time estalfiish such departments of education in literature, science, art, and agriculture, not inconsistent with the terms of the several acts of Congress hereinbefore referred to, as they may deem expedient and as the funds under their control will warrant, and purchase such materials, implements, and apparatus as may be requisite to the proper instruc¬ tion of said colored students in all said branches of learning as to carry out the intent and purposes of said acts of Congress. IV [as amended by Laws, 1901, chapter 1, approved February 23, 1901], The said board shall establish and declare such rules, regulations, and by-laws, not incon¬ sistent with the laws of the United States or of this State, as they may deem nec¬ essary for the proper organization, the tuition of the students, and the good govern¬ ment of the institute and the protection of the property belonging thereto. The regents shall only be allowed the necessary expenses incurred by them in discharg¬ ing their duties as such and $4 per diem for each day they may be employed as such, and an itemized account shall be made a part of their report to the governor, and no mileage shall be allowed or x)aid. V. The treasurer of this State is hereby designated as the officer to receive from the Secretary of the Treasury of the United States the said several sums of money so to be paid to this State aforesaid for the uses and purposes aforesaid. He shall keep an exact account of the moneys so received, and shall place to the credit of each of said beneficiaries thereof its due proportion of the same. The sums so placed to the credit of the West Virginia University shall be paid out by him on the orders of the board of regents thereof, and the sums so placed to the credit of the W est Virginia Colored Institute shall be paid out by him on the orders of the board of regents of said institute. And said treasurer shall include in his biennial report to the governor a statement of his receipts and disbursements under the provisions of this act. VI. It shall be the duty of the board of the school fund to proceed with all reasonable dispatch to procure the necessary quantity of farming land, not exceed¬ ing 50 acres in all, in some suitable and proper locality in the county of Kanawha, with the title thereto clear and unquestionable, and to erect the necessary build¬ ings and make the necessary improvements thereon for the purposes of this act, and to comply in good faith with the terms and conditions and to carry into effect the objects and purposes of the act of Congress in making said appropriations. VII. And in order to enable said board to perform the duties required of them by this act the sum of $10,000 is hereby appropriated and placed at their disposal, payable out of any money in the treasury not otherwise appropriated: Provided, That said board may, in their discretion, borrow the said sum of $10,000 from the “school fund,*’ mentioned in section 4 of article 12 of the constitution of this State, at 6 per cent interest per annum, and execute the bonds of the State there¬ for, payable with interest as aforesaid not more than ten years from the date thereof. (1891.) Sec. 9800. Besides prescribing the general terms upon which students may be admitted, and the course of instruction, the regents are still further empowered to admit as regular students or cadets of said institution not more than 60 students, of whom each regent may appoint not more than 12 who are not less than 16 years of age nor more than 21, whose term of service shall not be less than two nor more than five years; which appointment shall be made upon undoubted evidence of good moral character and sound physical condition. The cadets admitted under the provisions of this section shall be entitled to all the privileges, immunities, educa- • LAWS EELATIKa TO LAED-GKANT COLLEGES. 217 tional advantages, and benefits of tlie institute free of charge for admission, tui¬ tion, books, and stationery, and shall constitute the public guard of the institute, and of the public property belonging thereto, and of the ordnance and ordnance stores and camp and garrison equipage, of which a sufficient supply shall be kept in the arsenal belonging to the institution. And the professors and the students of the institute receiving instruction in military tactics and the art of war shall be individually and collectively responsible for the preservation and safe-keeping of arms and camp equipage belonging to said institution. (1899.) wiscoNsm. [The following matter is taken from the Wisconsin Statutes of 1898, enacted at the adjourned session of the legislature commencing Aiigust 17, 1897, and approved August 20, 1897. In effect September 1, 1898. Edited and annotated by Arthur L. Sanborn and John R. Berryman. 2 vols. Chicago, 1898.] Sec. 377. There is established in this State, at the city of Madison, an institution of learning by the name and style of “ The University of Wisconsin.” Sec. 378 [as amended by Laws, 1901, chapter 255. approved May 2, 1901]. The government of the university shall vest in a board of regents, to consist of one member from each Congressional district and two from the State at large, at least one of whom shall be a woman, to be appointed by the governor. The State super¬ intendent and the president of the university shall be ex officio members of said board. Said president shall be a member of all the standing committees of the board, but shall have the right to vote only in case of a tie. The term of office of the appointed regents shall be three years from the first Monday in February in the year in which they are appointed unless sooner removed by the governor, but appointments to fill vacancies before the expiration of the term shall be for the residue of the term only. Sec. 379 [as amended by Laws, 1903, chapter 260] . The board of regents and their successors in office shall constitute a body corporate by the name of “ the regents of the University of Wisconsin,” and shall possess all the powers necessary or convenient to accomplish the objects and perform the duties prescribed by law, and shall have the custody of the books, records, buildings, and all other property of said university. The boar-d shall elect a president and a secretary, who shall per¬ form such duties as maybe prescribed by the by-laws of the board. The secretary shall keep a faithful record of all the transactions of the board and of the execu¬ tive committee thereof. It shall be the duty of the State treasurer to have the charge of all securities for loans and all moneys belonging to the university or in any wise appropriated by law to its endowment or support, to collect the interest on all securities held by him , to pay out moneys only upon the warrant of the sec¬ retary of state as provided by law, to keep the same and the accounts thereof sep¬ arate and distinct from other public funds, and particularly distinguish the accounts of every fund, according to the nature thereof, coming to his charge, whether created by law or by private bounty, and to discharge these and other appropriate functions relating thereto subject to such regulations as the board may adopt not inconsistent with his official duties, and he and his sureties shall be liable on his official bond as State treasurer for the faithful discharge of such duties. Sec. 380. The time for the election of the president and secretary of said board and the duration of their respective terms of office, and the times for holding the regular annual meeting and such other meetings as may be required, and the manner of notifying the same shall be determined by the by-laws of the board. A majority of the board shall constitute a quorum for the transaction of busi¬ ness, but a less number may adjourn from time to time. (1866.) Sec. 381. The board of regents shall enact laws for the government of the uni¬ versity in all its branches; elect a president and the requisite number of profes¬ sors, instructors, officers, and employees, and fix the salaries and the term of office of each, and determine the moral and educational qualifications of appli¬ cants for admission to the various courses of instruction; but no instruction either sectarian in religion or partisan in politics shall ever be allowed in any depart¬ ment of the university; and no sectarian or partisan tests shall ever be allowed or exercised in the appointment of regents or in the election of professors, teachers, or other officers of the university, or in the admission of students thereto, or for any purpose whatever. The board of regents shall have power to remove the president, or any professor, instructor, or officer of the university when, in their^ judgment, the interests of the university require it. The board may prescribe'^ 218 E DU Cxi TION EEPOET, 1903. rules and regulations for the management of the libraries, cabinet, museum, lal)oratories. and all other property of the university and of its several depart¬ ments, and for the care and preservation thereof, with i^enalties and forfeitures by way of damages for their violation, which may be sued for and collected in the name of the board before an}^ court having jurisdiction of such action. They shall emidoy a competent preceptress for the building known as “ladies’ hall ” (whicli shall be used for and by the female students attending the university, and not otherwise), who shall have charge and general supervision thereof under such regulations as the board may have made or shall adorh, at a salary of not more than $1,500 per year: Provided, That said preceptress shall perform such duties and teach such classes as the board may from time to time require. Sfx\ 382. The board of regents are authorized to expend such portion of the income of the university fund as they may deem expedient for the erection of suitable buil^lings and the purchase of apparatus, a library, cabinets, and addi¬ tions thereto, and if they deem it expedient may receive in connection with the university any college in this State, upon application of its board of trustees; and such college so received shall become a branch of the university and be subject to the visitation of the regents. (Rev. Stat., 1858.) Sec, 383. At the close of each biennial fiscal term the regents, through their president, shall make a report in detail to the governor and the legislature, exhibit¬ ing the progress, condition, and wants of each of the colleges embraced in the university, the course of study in each, the number of instructors a,nd students, the amount of receipts and disbursements, together with the nature, cost, and results of all important investigations and exx)eriments, and such other informa¬ tion as they may deem important, one copy of which shall ])e transmitted free by the secretarj^ of state to all colleges endowed under the provisions of the act of Congress * * * approved July 2, 18G2, and also one copy to the Secretary of the Interior, as provided in said act. The board shall also report to the governor as often as may seem desirable the important results of investigations conducted by the director of Washburn Observatory and by other investigators connected with the university, and also the results of such experiments therein relating to agriculture or the mechanic arts as said board may deem to be of special value to the agricultural and mechanical interests of the State. With the approval of the governor such number of copies as he shall direct, and of the Washburn Observa¬ tory reports not more than 700 copies, may be printed by the State printer in separate form, on good paper, and with such appropriate quality of binding as the commissioners of puldic printing shall order. Eight hundred copies of each of said reports, when so directed by the governor, except those of the W ashburn Observatory, shall be delivered to the legislature, and the remainder be used in exchange for the publications of other institutions and for such other public pur¬ poses as the regents may order. Sec. 383a [as amended by Laws, 1903, chapter 260]. All moneys which shall be derived to the university from gifts or other bounties; from fees of students in any form, less any rebates allowed under authority of the board; from sales of farm products or any articles of personal property of whatever kind; from publi¬ cations or advertisements in publications of the university; from fees for services rendered in any manner; from sales or rents of real property, or from any source whatever other than in cases by law required to be paid to the State treasurer, may be paid to the secretary of the board in all cases where the board shall autliorize him to receive the same; and sucdi secretary shall, at least as often as once a week, pay into the State treasury the entire amount of such receipts by him, and shall on or before the 10th day of each calendar month deliver to the State treasurer an itemized account of such receipts during the preceding calendar month, showing the amount of each sum so received by him, the date thereof, the person from whom received, for what received, and the particular fund or account to which the same belongs, save that the details of small receipts may be omitted and the account made summary in such cases and to such extent as the secretary of state shall prescribe by forms therefor, and shall verify the correctness thereof by his affidarit thereto appended, and a duxdicate thereof he shall at the same time file with the secretary of state. Such account shall be made upon forms to be prepared and furnished by the secretary of state. The regents may require of their secretary such bond in such sum and with such sureties as they shall think fit and its renewal when deemed desirable, and may prescribe regulations for the discharge of all such duties not inconsistent with law. The secretary of state shall audit and give his warrant on the State treasurer for all accounts certified to him by the board or its executive committee, in the ma,nner herein provided. All salaries for instructional or administrative service, and also allowances to fel¬ lows and scholars, which have been fixed by the board, shall be certified at peri- LAWS EELATING- TO LAND-GEANT COLLEGES. 219 odical intervals according to the laws of the hoard, upon rolls showing the name of the person entitled to receive the same, the amount of his fixed annnal salary or allowance, and that the sum so certified is then due him according to the method of periodical payment established by the board; upon which certified roil the secretary of state shall issne his warrant to each person therein named for the amount so certified to be due to him. Payments to janitors, laborers, and all other employees, and also to all persons from v>diom milk and products for the dairy are purchased, shall be made upon rolls showing the name of the party entitled, for what service or object, to what fund chargeable, and the amounts respectively due each, which shall be likewise certified to the secretary of state to be correct and due, and he shall issue thereon his warrant for the amount due each iierson upon such roll to each such person. Every other claim or account shall state the nature and particulars of the service rendered or material fur¬ nished and be verified by the affidavit of the claimant or his agent and filed with the secretary of the regents; and a roll showing the name of each such person, for what service or object, to what fund chargeable, amd the amount allowed to and due him, shall be certified, as aforesaid, to the secretary of state; upon Vydiich he shall issue his warrant for the proper amount to the person entitled thereto. The board may enact laws to govern all such business not inconsistent with law, and all forms shall be prepared and furnished by the secretary of state. All warrants issued pursuant to this section shall be labeled “ University warrant ” and num¬ bered in consecutive order. All gifts, bounties, and moneys paid in and ai^pro- priations made by law for the university, its endowment, aid, or support, when received by the State treasurer shall be at once credited to the proper fund, and if received as part of the general fund shall be forthwith transferred by warrant to the proper university account, and shall all thenceforth be held solely for the respective uses to which the same is by law ai)propriated, and shall never be em¬ ployed, diverted to, or paid out for any other use or purpose. Sec. 384. The president of the university shall be president of the several facul¬ ties and the executive head of the instructional force in all its departments; as such he shall have authority, subject to the board of regents, to give general direc¬ tion to the instruction and scientific investigations of the several colleges, and so long as the interests of the institution require it he shall be charged with the duties of one of the professorships. The immediate government of the several colleges shall be intrusted to their respective faculties, but the regents shall have the power to regulate the courses of instruction and i3rescribe the books or works to be used in the several courses, and also to confer such degrees and grant such dix)lomasas are usual in universities or as they shall deem appropriate, and to confer upon the faculty by by-laws the power to suspend or expel students for misconduct or other cause prescribed in such by-laws. (1866,1869.) Sec. 385. The object of the University of Wisconsin shall be to provide the means of acquiring a thorough knowledge of the various branches of learning connected with literary, scientific, industrial, and professional pursuits, and to this end it shall consist of the following colleges or departments, to wit: 1. The college of letters and science. 2. The college of mechanics and engineering. 3. The college of agriculture. 4. The college of law. •5. Such other colleges, schools, or departments as now are or may from time to time be added thereto or connected therewith. Sec. 386. The college of letters and science shall embrace liberal courses of instruction in language, literature, philosophy, and science, and may embrace such other branches as the regents of the university shall prescribe. The college of mechanics and engineering shall embrace practical and theoretical instruction in the various branches of mechanical and engineering science and art, and may embrace such additional branches as the regents may determine. The college of agriculture shall embrace instruction and experimentation in the science of agri¬ culture and in those sciences which are tributary thereto, and may embrace such additional branches as the board of regents shall determine. The college of law shall consist of courses of instruction in the j)rinciples and practices of law, and may include such other branches as the regents may determine. Sec. 387. The university shall be open to female as well as to male students, under such regulations and restrictions as the board of regents majr deem proper; and all able-bodied male students in whatever college therein may receive instruc¬ tion and discipline in military tactics, the requisite arms for which shall be fur¬ nished by the State. Any person who has graduated from a regular collegiate course at the university and after such graduation shall furnish evidence to the State superintendent of good moral character and of successful teaching for one 220 EDUCATIOInT KEPOET, 1903. school year in a public school of this State, may have his diploma countersigned by said superintendent, vdiich shall then have the force and effect of a limited State certificate, subject to the exercise of the power vested in the State superin¬ tendent to revoke the right given by his signature to such diploma. (186G, 18G7, 1878. 1895.) Sec. 888 [as amended by Laws, 1901, chapter 344]. No student who shall have been a resident of the State for one year next preceding his admission at the beginning of any academic year shall be required to pay any fees for tuition in the universit}" excex)t in the law department and for extra studies. The regents may prescribe rates of tuition for any x:)upil in the law department, or who shall not have been a resident as aforesaid, and for teaching extra studies. Attendance at the university shall not of itself be sufficient to effect a residence. Sec. 389 [as amended by Laws, 1903, chapter 2G0], For the support and endow¬ ment of the university there is annually and i^ermanently appropriated: 1. The university fund income and all other sums of money appropriated bylaw to such fund. . 2. The agricultural college fund income. 3. All such contributions as maybe derived from public or x)rivate bounty. ,, The entire income of all said funds shall be placed at the disposal of the board of regents, thenceforth to be independent and distinct of the accounts of the State and for the suj^iiort of the aforesaid colleges or departments of arts, of letters, and' such other colleges and departments as shall be established in or connected with the university; but all means derived from other public or private bounty shall be exclusively devoted to the si^ecific objects for which they shall have been designed by the grantor; and all gifts, grants, bequests, and devises for the benefit or advan¬ tage of the university or any of its departments, colleges, schools, halls, observa¬ tories. or institutions, or to i)rovide any means of instruction, illustration, or knowl¬ edge in connection therewith, whether made to trustees or otherwise, shall be legal and valid and shall be executed and enforced according to the provisions of the instrument making the same, including all j^rovisions and directions in any such instrument for accumulation of the income of any fund or rents and profits of any real estate without being subject to the limitations and restrictions pro¬ vided by law in other cases; but no such accumulation shall be allowed to produce a fund more than twenty times as great as that originally given. All such gifts, grants, devises, or bequests may be made to the regents of the university or to the l)resident or any officer thereof, or to any person or persons as trustees, or may be charged upon any executor, trustee, heir, devisee, or legatee, or made in any other manner indicating an intention to create a trust, and may be made as well for the benefit of the university or any of its chairs, fficulty, departments, colleges, schools, halls, observatories, or institutions, or to in-ovide any means of instruction, illustration, or knowledge in connection therewith, or for the benefit of any class of students at the university or in any of its departments, whether by way of scholarshix^, fellowshix:), or otherwise, or v/hether for the benefit of students in any course, subcourse, special course, post-graduate course, summer school or teach¬ ers’ course, oratorical or defeating course, laboratory, shop, lectureship, drill, gymnasium, or any otlier like division or dex)artment of study, experiment, research, observation, travel, or mental or physical improvement in any manner connected with the university, or to provide for the voluntary retirement of any of its faculty. And it shall not be necessary in case of any such gift, grant, devise, or bequest to exactly or x^articularly describe the members of the class, grouj), or nationality of students intended to be the beneficiaries, but ^it shall be sufficient to describe the class or group; and in case of any such gift, grant, devise, or bequest the regents shall divide and graduate the students at the university into such classes or divisions as may be necessary to select and determine those belong¬ ing to the class intended by such gift, grant, devise, or bequest, and shall deter¬ mine what x)articular persons are within or intended by the same, it shall be suf¬ ficient in any such gift, grant, devise, or bequest to describe the beneficiaries as belonging to a certain course, subcourse, department, or division of the university, or as those x^ursuing certain studies, sx:>eaking or writing a certain language or languages, belonging to any nationality or nationalities, or to one of the sexes, or by any other description, and in such case the regents shall determine the persons so described as hereinbefore provided. Sec. 390 [as amended by Laws, 1899, chapter 170, and Laws, 1901, chapter 322]. There shall be levied and collected annually a State tax amounting to the sum of $289,000, which amount when so levied and collected is annually appropriated to the university fund income to be used as a part thereof for current or administra¬ tion exx^enditures, and for the construction in the order of the greatest need there¬ for of such additional buildings and works and the enlargement and repair of LAV/S RELATING TO LAND-GRANT COLLEGES. 221 buildings and y/orbs as in tlie judgment of the regents shall be absolutely required and can be completed within the aimropriations so made: Provided , That $40,000 of the said annual appropriation shall be ai:>plied annually to the uses of the col¬ lege of agriculture; also that $22,500 thereof shall be applied annually to the uses of the college of mechanics and engineering; also that $3,500 thereof shall be applied annually to the uses of the new school of commerce; also that $2,000 thereof shall be applied annually to the uses of the summer school of science, literature, language, and pedagogy in connection with the university, authorized by section 392a; also that $1,000 thereof shall annually be a|)plied to the purchase of books for the use of the law library of the university; and also that $13,000 of the said annual appropriation shall annually be applied and used in adding facili¬ ties for and establishing and maintaining courses of instruction in railway and electrical engineering in the university. The commissioners of public lands may direct the State treasurer from time to time to set apart by way of loan to the fund known as the university fund income for university uses from uninvested moneys in the trust funds for the period while so uninvested, such amount not exceeding at any time the sum of $75,000, as in their judgment shall be prudent, such loans to be repaid to the trust funds from the appropriation hereinbefore made to the university fund income, with interest at the rate then required on deposits made pursuant to sections 160a to IGOf , inclusive. Sec. 391. The sum of $3,000 shall be set apart annually from the receipts of the tax first mentioned in the preceding section for the maintenance of the astro¬ nomical observatory on the university grounds, to be expended by the regents in astronomical v^ork and instruction. And a like sum is annually appropriated out of the general fund to the board of regents for the purpose of enabling said board to employ and maintain a director of the Washburn Observatory. (1876.) Sec. 392. The regents shall each receive the actual amount of his expenses in traveling to and from and in attendance upon all meetings of the board or incurred in the performance of any duty in pursuance of any direction of the board. Accounts for such expenses, duly authenticated, shall be audited by the board and be paid on their order by the treasurer out of the university fund income. No regent shall receive any pay, mileage, or per diem except as above iirescribed. (1866.) Sec. 392a. The board of regents may maintain the summer school of science, literature, language, and pedagogy heretofore established in connection with the university: Provided., That all teachers employed therein shall be designated by the State superintendent and the president of the university. General laws, 1863, chapter 265: Section 1. The lands, rights, x)ov>^ers, and privi¬ leges granted to and conferred upon the State of Wisconsin by an act of Con¬ gress * * * approved July 2, 1862, are accepted by the State of ¥7isconsin upon the terms, conditions, and restrictions contained in said act of Congress. « (April 2, 1863.) Laws, 1885, chapter 9, a,s amended by Lav/s, 1887, chapter 62: Section 1. The board of regents of the State university is hereby authorized to hold institutes for the instruction of citizens of this State in the various branches of agriculture. Such institutes shall be held at such times and at such places as said board may direct. The said board shall make such rules and regulations as it ina^^ deem proper for organizing a^nd conducting such institutes, and may employ an agent or agents to perform such work in connection therewith as they deem best. The course of instruction at such institutes shall be so arranged as to present to those in attend¬ ance the results of the most recent investigations in theoretical and i)ractical agriculture. Sec. 2. For the purposes mentioned in the preceding section the sa,id board may use such sum as it may deem proper, nob exceeding the sum of $12,000 in any one year, from the general fund, and such amount is hereby annually appropriated for that purpose. (March 16, 1887.) Laws, 1889, joint resolution No. 5: We hereby accept in behalf of the State of Wisconsin the grant of all moneys and all benefits accruing under the act of Con¬ gress known as the agricultural experiment station bill, ai^proved March 2, 1887, for the use of the agricultural experiment station of the University of Wisconsin, and we designate the regents of the said university to receive the same. The governor is hereby recj[uested to forward a certified copy of these resolutions to the Secretary of the Treasury of the United States. Laws, 1891, joint resolution No. 3: Legislative assent be and is hereby given to the purposes and provisions of an act of Congress approved August 30, 1890, «The income from this land grant was appropriated to the University of Wis¬ consin by an act of the legislature approved April 12, 1866. EDUCATIOIN' KEPOET, 1903. * * * this resolution being intended to constitute the legislative assent required by section 2 of said act. Laws, 1901, chapter 97: Section 1. * * * The several boards having control of the charitable and penal and educational institutions of the State, mcluding the normal schools and State university, shall, on or before the 10th day of January in each odd-numbered year, make and deliver to the governor a brief, succinct, detailed i*eport of all receipts and expenditures in their respective offices, boards, bureaus, or departments for the biennial term ending the first Monday of January. Sec. 2. The * * * regents of State university and normal schools shall in each odd-numbered year, on or before the 10th day of Januarj^, make and deliver to the governor in tabular form a complete, concise, and detailed report of the expenses of conducting such * * normal schools and State university for each year of the biennial term, ending on the first Monday in January preceding the date of such report, and shall accompany such report with a like detailed state¬ ment or report of the receipts and expenses of conducting such office, bureau, or department for the corresponding years of the two preceding biennial terms. (March 28, 1901.) Laws, 1903, chapter 344: Section 1. There shall be levied and collected annu¬ ally an additional State tax amounting to the sum of $48,500, which amount when so levied and collected is annually appropriated to the university-fund income, to be used as a part thereof, for current expenditures: Provided, That $7,500 thereof shall be applied annually to the uses of the college of agriculture, $7,500 thei’eof to the uses of the college of engineering, $4,000 thereof to the uses of the school of commerce; $5,000 thereof in aid of the premedical course of instruction, $17,000 theireof to other uses of the college of letters and science, and $7,500 for domestic science and allied subjects: Andprovided, That in aj)pl>ung the same the regents may adjust the expenditures to the varying needs of different years. Sec. 2. There shall be levied and collected annually for the period of two years an additional State tax amounting annually to the sum of $7,500, which amount when so levied and collected is for the period aforesaid appropriated to the university-fund income of the University of Wisconsin for the purchase of ]30oks for the university library. Sec. 3. There is hereby apiiropriated annually for the period of two years from the general fund of the State, out of any moneys not otherwise appropriated, the sum of $100,000 to the university-fund income of the University of Wisconsin [for certain specified purposes]. Sec. 4. There is hereby approiiriated annually for the period of two years from the general fund of the State, out of any moneys not otherwise appropriated, the additional sum of $5,500 to the university-fund income of the University of Wis¬ consin for uses and purposes as follows, to wit: [$2,500 annually for investiga¬ tion of the cranberry industry of the State; $1,500 annually for investigations on tobacco; $1,500 annually for a hygienic laboratory], (May 20, 1903.) WYOMING. Constitution (1889), article 7; Sec. 15. The establishment of the L^niversity of Wyoming [act of March 4, 1886] is hereby confirmed, and said institution, V7ith its several departments, is hereby declared to be the University of the State of W yoming. All lands which have been heretofore granted or which may be granted hereafter by Congress unto the University as such, or in aid of the instruction to be given in any of its departments, wuth all other grants, donations, or devises for said university, or for any of its departments, shall vest in said university, and be exclusively used for the purposes for which they were granted, donated, or devised. The said lands may be leased on terms approved by the land commis¬ sioners, but may not be sold on tenns not approved by Congress. Sec. 10. The university shall be equally open to students of both sexes, irrespec¬ tive of race or color; and in order that the instruction furnished may be as nearly free as possible, any ainount in addition to the income from its grants of lands and other sources above mentioned necessary to its suiqiort and maintenance in a condition of full efficiency shall be raised by taxation or otherwise, under pro¬ visions of the legislature. Sec. 17. The legislature shall provide by law for the management of the uni¬ versity, its lands, and other property by a board of trustees, consisting of not less than seven members, to be appointed by the governor, by and with the advice and consent of the senate, and the president of the university and the superintendent LAWS RELATING TO LAND-GRANT COLLEGES. 223 of public instruction, as members ex officio, as such having the right to speak, but not to vote. The duties and powers of the trustees shall be prescribed by law. [The following matter is taken from the “ Revised Statutes of 'Wyoming. In force December 1, ISSQ.” Revised, compiled, edited, and published by J. A. Van Orsdel and Fenimore Chatterton. Laramie, "Wyo., 1899.] Sec. 485. There is established in this State, at the city of Laramie, an institu¬ tion of learning under the name and stvle of “ The Universitv of Wvoming.” (1890-91.) Sec. 480. The objects of such university sliall be to provide an efficient means of impartmg to young men and young women, vrlthout regard to color, on equal terms, a liberal "education, together with a thorough knowledge of the various branches connected with the scientific, industrial, and professional pursuits. To this end it shall embrace colleges or departments of letters, of science, and of the arts, together with such professional or other departments as in course of time may be connected therewith. The department of letters shall embrace a liberal course of instruction in language, literature, and philosophy, together with such courses or parts of courses in the college or department of science as are deemed necessary. (1890-91.) Sec. 487. The college or department of science shall embrace courses of instruc¬ tion in the mathematical, physical, and natural sciences, together with such courses in language, literature, and j)hilosophy as shall constitute a liberal educa¬ tion. The college or department of the arts shall embrace courses of instruction in the practical and fine arts, especially in the applications -of science to the arts of mining and metallurgy, mechanics, engineering, architecture, agriculture, and commerce, together with instruction in military tactics, and in such branches in the department of letters as are necessary to a proper fitness of students for their chosen pursuits, and as soon as the income of the university will allow, in such order as the wants of the public shall seem to require, the said courses in the sciences and their practical applications shall be expanded into full and distinct schools or departments, ( 1890-91 . ) Sec. 488. The government of the university shall vest in a l^oard of nine trus¬ tees to be appointed by the governor, three, and only three, of whom shall at all times be residents of the county of Albany, together with the president of the university and the State superintendent of i3ublic instruction as members ex officio, as such having the right to speak, but not to vote. ( 1890-91.) Sec. 489. The term of office of the trustees appointed shall be six years. During each session of the legislature the governor shall nominate and, by and with the advice and consent of the senate, appoint successors to the three trustees whose term of office shall have exxfired or will expire before the next session of the legislature. Any vacancy in the board of trustees caused by death, resigna¬ tion, removal from the State, or otherwise, shall be filled by appointment to be made by the governor, which appointment shall continue until the next session of the legislature, and no longer, but no member of the faculty while holding that position shall ever be appointed a trustee. (1890-91. ) Sec. 490. The board of trustees and their successors in office shall constitute a body corporate by the name of “The Trustees of the University of Wyoming.” They shall possess all the powers necessary or convenient to accomplish the objects and perform the duties prescribed by law, and shall have the custody of the books, records, buildings, and all other property of the university. The board shall have power to electa president, secretary, and treasurer, who shall perforin such duties as are prescribed in the by-laws of the board. The treasurer shall execute such bond, with approved sureties in double the sum likely to come into his hands, for the faithful discharge of his duties as the board shall require. The term of office of said officers, their duties severally, and the times for holding meetings shall be fixed in the by-laws of the board. A majority of the board shall consitute a quorum for the transaction of business, but a less number may adjourn from time to time, and all routine business may be entrusted to an executive com¬ mittee of three members, subject to such conditions as the by-laws of the board shall prescribe. The actual and necessary traveling expenses of nonresident members in attending the annual meeting of the board may be audited by the auditing committee thereof and paid by warrant on the treasurer out of the general fund of the university. ( 1890-91 . ) Sec. 491, The board of trustees shall prescribe rules for the government of the university in all its branches, elect the requisite officers, x)rofessors, instructors, and employees, any of whom may be removed for cause, as well as fix the salary and term of office of each, jjrescribe the studies to be pursued and the text-books to be used, and determine the qualifications of apxfiicants for admission to the vari- 224 EDUCATION REPORT, 1903. oils courses of study; hut no instruction either sectarian in religion or partisan in politics shall ever he allowed in any department of the university, and no sectarian or partisan test shall ever he exercised or allowed in the appointment of trustees, or in the election or removal of professors, teachers, or other officers of the uni¬ versity. or in the admission of students thereto, or for any purpose whatsoever. The hoard of trustees shall also have power to confer such degrees and grant such diplomas as are usual in universities, or as they shall deem appropriate; through hy-laws to confer upon the faculty the power to suspend or exx)el students for causes therein prescribed; to x>ossess and use for the benefit of the institution all jiroperty of the university; to hold, manage, lease, or dispose of, according to law, any real or x)ersonal estate, as shall he conducive to the welfare of the institution; to expend the income i:)laced under their control, from whatever source derived, and, finally, to exercise any and all other functions properly belonging to such a hoard and necessary to the jn-osperity of the university in all its departments. (1890-91.) Sec. 492. At the close of each scholastic year (June 30) the trustees of the University of Wyoming, through their president, shall make a report in detail to the governor, exhibiting the progress, condition, and wants of the university, and of each school and dei^artment thereof, the course of study in each, the number of i)rofessors and students, together with the nature, costs, and results of impor¬ tant investigations, and such other information as they deem important, or as may he required by any law of this State or of the United States. Accom^janying such rexiort. and as a part thereof, the secretary and treasurer of the board of trustees shall unite in an itemized report showing the amount of receipts and disbursements for the year as had and made by said board, showing the appropria¬ tion resolution for that year, showing clearly the purposes for which the same have been expended, and the amount thereof expended upon each school or depart¬ ment of work, including the experiment station. Such reports are to be printed,* and not less than 100 copies thereof filed with the secretary of state for distribu¬ tion among the members of the legislature and other xDublic officers. (1899.) ! Sec. 493. The i^resident and jirofessors of the university shall be styled ‘‘ the faculty,” and shall have power, as such body, to enforce the rules and regulations adopted by the trustees for the government of students, to reward and censure students as they may deserve, and generally to exercise such discipline, in har-, mony with the said regulations, as shall be necessary for the good order of the institution; to present to the trustees for degrees and honors such students as are entitled thereto, and in testimony thereof, when ordered by the board, suitable diplomas, certificates, or other testimonials, under seal of the university and the signatures of the faculty. When, in course of time, distinct colleges or depart-' ments of the university are duly organized and in active operation, the immediate government of such departments shall, in like manner, be intrusted to their respective faculties. (1890-91.) - . Sec. 494. The president of the university shall be president of the several facul-, ties and the executive head of all the dej^artinents. As such, subject to the board of trustees, he shall have authority to give general direction to the instruction and investigations of the several schools and departments, and, so long as the interests of the institution require it, he may be charged with the duties of one of the professorships. (1890-91.) Sec. 495. The secretary of the board of trustees of the University of Wyoming shall l)e required, l^efore entering upon the duties of said office, to take the oath of office jmovided for elective officers under the Constitution of the State. (1897.) Sec. 490. The secretary of the board of trustees of the University of Wyoming is herel)y authorized to administer oaths and affirmations to any person or per¬ sons, in connection with the business of the said University of the State? of W yoming. ( 1897. ) Sec. 497. To the end that none of the youth of the State who crave the benefits of higher education maybe denied, and that all may be encouraged to avail them¬ selves of the advantages offered by the university, tuition shall be as nearly free as X^ossible. and it shall be wholly free to such students from each county as are selected and api^ointed by the board of county commissioners therein. (1890-91.) Sec. 498. After any student has been graduated from either of the chief depart¬ ments of the university and received the degree of bachelor of arts, of letters, of l)hilosoi)hy, or of science, and has had a subsequent experience as a successful teacher of a public school in Wyoming for a period of one school year, the State superintendent of public instruction shall have authority to countersign the dix)loma of such teacher after such examination as to moral character, learning, and ability to teach as to the said superintendent may seem proper, and such LAWS RELATING TO LAND-GRANT COLLEGES. 225 graduate so tested shall, after his diploma has been so countersigned by the State superintendent as aforesaid, be deemed qualified to teach any of the public schools of this State, and the diploma so countersigned shall be his certificate of such qualification until annulled by the State superintendent of nublic instruction. (1890-91.) Sec. 499. The LTniversity of Wyoming having been designated by the Secretary of the Interior as the proper institution to receive and expend the moneys appro¬ priated by an act of Congress approved August 30, 1890, * * until such time as there may be an agricultural college established in this State separate and apart from said University of Wyoming, assent is hereby given to all the terms and conditions of the said act of Congress and the grants of money authorized and made by said act are hereby assented to and accepted by the State of Wyoming, The treasurer of the State of Wyoming is hereby designated as the proper officer to accept and receive said moneys so granted by said act of Congress, and to dis¬ burse the same in accordance with the provisions of section 3 of the said act of Congress. (1890-91.) Sec. 500. The University of Wyoming having been designated by the Secretary of the Interior as the i)roper institution to receive and expend the moneys appro¬ priated by an act of Congress approved August 30, 1890, * * * until such time as there may be an agricultural college established in this State separate and apart from the said University of Wyoming, assent is hereby given to all the terms of and conditions of said act of Congress, and grants of money authorized and made by said act, by the act of March 2, 1887, relative to the establishment of agricul¬ tural exjperiment stations, or any other act for like purposes, are hereby assented to and accepted by the State of Wyoming. Except where other designation is made by Congress all moneys granted or donated by Congress in aid of scientific instruction or experimentation and set apart by the legislature for such use by the University of Wyoming shall be accepte*d and received by the State treasurer, and by him placed at the disposal of the board of trustees of the said university by transfer to the treasurer of said board for disbursement in accordance with the provisions of the act or acts of Congress aforesaid. (1890-91.) Sec. 501. There shall be appropriations made by the legislature of the moneys intended for the sux)port and maintenance of the University of ¥7yoming, and such appropriations shall specify as nearly and accurately as the same can be done the specific purposes for which such moneys are intended and may be used. Such appropriations shall apx)ly to and include all moneys received by the university from the United States for the endowment and support of colleges for the benefit of agriculture and mechanic a,rts, but moneys so received from the United States shall be appropriated, applied, and used solely for the purpose specified in the acts of Congress regulating the same. No expenditure shall be made in excess of such apx:)ropriation, and no moneys so apx^rox^riated shall be used for any pin’xjose other than that for which they are ax^propriated. (1895.) Sec. 502. The moneys received under an act of Congress api^roved March 3, 1887, * * * shall be ax^iDropriated, used, and expended pursuant to the x)i'0 visions of this chaxDter and not otherwise. (1895.) Sec. 503. The trustees of the university or college at Laramie, Wyo., in connec¬ tion Vvdth which such exx^erimental station is established, shall annually, by reso¬ lution, specifically cix^pi'opriate and designate the uses to which such money shall be aprjlied and the purposes for which the same shall be expended, such uses and purposes at all times to be within the use and x^^rpose for which such money is donated under the acts of Congress regulating the same, and no part of such money shall be used or exi^ended in any manner or for any x^urpose not covered by such ax^propriation, and no indebtedness shall be contracted or expenditure made in excess of such apx^ropriation. (1895.) [Sections 504-519 are omitted. They contain the first 17 sections of chapter 9:3 of the session laws of 1890-91 and relate to the establishment of “The Yf yoming Agricultiiral College.” vote of the people in 1893 the college was located at Lander, Fremont County, but has not been organized.] Sec. 520 [as amended by Lav7S, 1903, chapter 43]. During such time as the University of Wyoming shall he and remain the recipient of the funds donated by the United States Government to the State, under the act of Congress of March 3, 1887, establishing agricultural experiment stations, and the act of Congress of August 30, 1890, applying certain moneys in aid of agricultural colleges, and all acts of Congress amendatory thereof and suxiplemental thereto, the treasurer of the State shall invest, in the same class of securities and at the same rate of inter¬ est as xB’ovided by law for State funds, ail moneys in his hands derived or arising ED 1903 - 15 226 EDUCATION BEPOET, 1903. from the sale of the lands, or any of them, donated to this State by Congress for the use and support of an agricnltnral college, such securities to be approved as other loans of State moneys are approved, except that in addition thereto they shall be ai)provcd by the president or the vice-president of the board of trustees of the State university: Provided, Uoirever, That no x>rofit or interest from such loans or investments shall be paid over for the support of said institution, as hereinafter provided, until all loss or losses, if any, out of the principal of said funds, shall bo made good and restored ont of said profits and interest; said loans or invest¬ ments to be made in the name of the State of Wyoming, the profit and interest npon or derived from such loans or investments to be paid into the treasury of the State, for use as provided by section 522, Revised Statutes of 1890; this sec¬ tion to apply to all moneys that may in any vray become a part of the agricultural college permanent land fund. Sec. 522. The net interest and profit received and derived from any loan or invest¬ ment made in x'ursuance of the authority conferred by the last X)receding section [520] after all loss or losses have been made good as aforesaid shall at all times be available for use, and may lie used by the board of trustees of said university for any purpose connected with the suj)X)orting and maintenance of the agricul¬ tural college at the University of AVyoming not inconsistent or in conflict with any act of Congress herein referred to or any act amendatory thereof or sup^de- mental thereto. (1899.) Laws, 1903, chapter 42: Section 1. [This is section 520 above.] Sec. 2. The moneys now in the agricultural college land income fund, in the hands of the State treasurer, are hereby constituted a permanent fund, to be known as “ The agricultural college permanent fund of 1903,” and the same is to be loaned or invested in the manner described by section 1 of this act, or in whatever manner may be designated by law. Sec. 3. Ail moneys hereafter arising from the rentals of lands, knov^7■n as “agri¬ cultural college hinds,” the interest and profits derived from the investment of the “agricultural college iiernianent land fund,” and the interest and profits derived from the investment of the “agricultural college x^eTinanent fund of 1903” are hereby appropriated and made available for use and maybe used by the board of trustees of the University of Wyoming for any x)urpose connected with the supiDorting and maintenaiice of the agricultural college at the University of W yoming not inconsistent or in conflict with any act of Congress referred to or any act amendatory or sU|ipleniental thereto; said funds to be paid by the State treasurer to the treasurer of the board of trustees of the State University upon the warrant of the State auditor, to be issued u]3on request of said board of trus¬ tees. (February 19, 1903.) CHAPTER III. EDUCATION IN GREAT BRITAIN AND IRELAND— 1903. Great Britain and Ireland, constitutional monarcliy; area, England and Wales, 5S,18G square miles; population, 33,526,075 in 1901. Scotland, 39,830 square miles; population (estimated, 1899), 4,381,850. Ireland, 32,583 square miles; population (estimated, 1898), 4,535,516. Information on education in Great Britain in previous P^eports. Title of article. E.eport of— Pages. Detailed view of the educational system in England - Eeligious and moral training in public elementary schools, England and W ales- Brief view of the educational system, with current statistics — - - - Educational system of Scotland _ i - - - Elementary education in London and Paris _ _ Brief view of systems of England and Scotland, with current statistics and comparison with 1876 (England); 1889 (Scotland) - - - - Provisions for secondary and for technical instruction in Great Britain . Educational system of Ireland _ _ _ Elementary education in Great Britain and Ireland, 1892 - - - Technical instruction in Great Britain _ Elementary education in Great Britain . . . . . . Religious instruction under the London school board _ _ _ _ _ Great Britain and Ireland, educational statistics and movements, 1893 - Educational systems of England and Scotland, with statistics and movements, 1893-94 _ _ _ _ The English educational bill of 1896 - - - - Education in Great Britain and Ireland, 1895-98, v/ith detailed statements of the development of the English system - - - - Education in Great Britain and Ireland: Statistics, legislation, 1870-1897 . . . . . - . Elementary education in London - - - - Education in Great Britain and Ireland: Recent measures pertaining to the administration of the system; to the improvement of the teaching force; the extension of the curriculum— Proposals respecting secondary educa¬ tion — Universities and university colleges _ _ _ _ _ _ _ Brief conspectuses of the systems of elementary education in England, Wales, Scotland, and Ireland, with current and comparative statistics— Details of the current movements in England, with especial reference to recent legis¬ lation— Review of recent university movements . . . . . Education in Great Britain and Ireland: Current statistics; statistical review, 1870-1899 — Board of education; organization and scope — University move¬ ments _ _ _ _ _ _ _ _ Education in Great Britain and Ireland: Statistics, current and retrospective; measures affecting higher grade and evening schools— Status of secondary education- Statistics of universities and university colleges — The Govern¬ ment Education Bill, byE. Lyulph Stanley — A national System of Education, by Cloudesley Brereton— The royal commission on the state of university education in Ireland, paper by Judge O’Connor Morris . . . Education in Great Britain and Ireland: Current statistics — Elementary edu¬ cation (England); retrospective statistics; the education law of 1903, reac¬ tionary and progressive tendencies; text of the law; opinions on: James Bryce.^M. P., London Times; D. C. Lathbury, T. J. Macnamara— Historical survey of secondary education in England, with statistics and typical pro¬ grammes— State of secondary education in Scotland and Ireland— Higher education in Great Britain and Ireland; statistics and cument notes . 1888-89 1888- 89 1889- 90 1889-90 1889-90 78-111 438-457 237-348 187-336 263-280 1890-91 1890-91 1890- 91 1891- 93 1891- 92 1892- 93 1893- 93 1893-04 135-134 135-150 151-164 97-104 105-137 203-208 208-218 165-185 1894- 95 257-273 1895- 96 79-121 1895-96 123-135 1896-97 3-14 1896-97 15-37 1897-98 133-167 1898-99 3-65 1899-1900 1167-1204 1900-1901 939-1008 1903 1001-1067 TOPICAL OUTLINE. Current educational statistics. Great Britain and Ireland. Elementary cdzication.- — Brief conspectus of the system of education in England as organized under the law of 1902. — Conspectus of the Scotch system. — Salient features of progress in ele¬ mentary education.— The present educational ferment making for larger opportunities for the common people.— The educational problem involved with political issues in England.— Passive resistance to the education law of 1902.— Progressive aspects of the law. — The new law for Lon¬ don: Original draft, changes effected by the opposition.— London as an administrative area. — Criticism of the law by Dr. Macnamara, James Bryce, and others.— Final text of the law.— Retro¬ spective tables. 228 EDUCATION EEPORT, 1903. Secondary and technical education. — England: ISTew classification of schools under the law of 1902; statistics of evening and of science and art schools for 1902-3; secondary schools accepting Government inspection; local administration of technical education. Scotland: Inspected secondary schools; application of Government grants for secondary and technical education; present needs of secondary education in England and Scotland; Mr. Acland, M. P., on the situation in England. Universities and tiniversity colleges in Great Britain. — Increasing influence of universities.— Recent foundations: The transformed London University; Birmingham University; the univer¬ sity colleges, number, character, and scope.— Proposed technical university for London.— Uni¬ versity statistics, 1S97-1902 (Ireland included). Education in Ireland. — Sy.stem of national education (elementary), brief conspectus. — Schools of the Christian Brothers.— Statistics, current and retrospective. Secondary and technical education: Scope of the International Educa,tion Board; report of temporary inspectors.— Administration of technical education. The university problem in Ireland, report and recommendations of the royal commission. — Historical outline of universities in Ireland.— Dublin University votes to admit women. Summarij of current educational statistics, Great Britain and Ireland. Sources of informa¬ tion. Statesman’s Y e a r - book, 1903. Ofiicial report, 1902-3. Statesman’s Y e a r - book, 1803. Ofiicial report, 1901-2 . State.sman’s Y e a r - book, 1903. Official report, 1902 ... Official report, 1902-3. Institutions. GREAT BRITAI>\ England and TPaZes. Universities: Oxford (22 colleges, 5 halls, and noncollegiate stu¬ dents). Cambridge (17 colleges, 1 hotel, and noncollegiate students). Durham . . . . London _ _ _ _ Victoria (3 colleges) . . Birmingham.. . University of Wales (3 col¬ leges). University colleges _ L'^’niversity colleges for women. Elementary day schools _ Night schools _ _ _ Training colleges for elemen¬ tary teachers. Scotland. Universities: Aberdeen (1 college) . . Edinburgh (1 college) _ Glasgow (1 college) . . St. Andrews (3 colleges) . Glasgow Technical College .. Elementary day schools . . Higher-grade schools . Night schools _ _ _ Training colleges for elemen¬ tary teachers. IRELAND. Universities: Dublin (1 college) . Belfast, Queen’s College . Cork, Queen’s College _ Gahvay, Queen’s College _ University College, Dublin. . Elementary day schools . . Night schools . . Training schools for elemen¬ tary teachers. GREAT BRITAIN AND IRELAND. Science schools and classes _ Art schools and classes . . Date of report. 1902 1902 1902 1902 1902 1902 1902 1902 1902 1902 190:2 1902 1902 1902 1902 1902 1902 1901 1901 1902 1902 1902 1902 1902 1901 1901 1901 1902 1902 Registered Profess- students or pupils. 3,538 2,878 833 5,880 3,249 684 1,417 5,970 436 5,881,278 527, 729 6,077 788 2,918 2,120 468 596 167, 421 3,270 87,599 1, 492 1,019 348 182 97 186 154,028 18,954 980 174,692 125,597 ors or teachers, 90 844 ,575 83 131 150,884 60 108 117 76 80 12, 7£ 20 Expendi¬ ture. $65,025,810 6,071,740 } 82,496,185 Average enrollment. 8 Grants by board of education. EDUCATIOlSr IK GREAT BRITAIK AKD IRELAKD. 229 BKIEF CONSPECTUS OF ELEIvIENTARY EDUCATION IN ENGLAND. The system of public elementary education in England is in the process of tran¬ sition from the basis established by the la'W of 1870 to that of 1902, which went into operation March 26, 1903. The new conditions established by the law of 1902 relate almost exclusively to the local administration of schools. The provisions of the law of 1870 and subse¬ quent amending laws are continued in force excepting so far as they are explicitly annulled by the law. Local authorities. — The local authorities in charge of elementary schools are county and county borough councils, replacing the former elected school boards, and having general charge of (1) board schools, henceforth to be known as pro¬ vided schools, and (2) voluntary (i. e., chiefly church) schools, to be knov/n as non- provided. The county councils become the local agents for the disbursement of the Government grant for elementary education. The councils are further empow¬ ered to raise the additional moneys required for the maintenance of elementary schools by local taxes, which are henceforth to be apiilied to both the provided and the nonprovided schools. The educational functions of the councils, excepting that of raising school mmney by taxation, may be delegated to education committees constituted under schemes formed by the respective councils and aiiproved by the board of education (cen¬ tral authority, substituted by law of 1899 for the committee of council on educa¬ tion «) . Every scheme for the formation of an education committee must provide for the apxiointment by the council of a majority of the members of the commit¬ tee and for the inclusion of women in the committee. "Where the local education authority is a, county council, all public elementarj'’ schools must have a body of managers, to be constituted by the local authority. In the case of nonprovided (i. e., church schools), these managers must include foundation managers, not exceeding four (excepting in special cases), and mana¬ gers appointed by the local authority, in the proportion of two to every four founda¬ tion managers. The managers of a nonprovided school must carry out any directions of the local education authority as to the secular instruction to be given in the school, including any directions with respect to the number and educational qualifications of the teachers to be employed for such instruction, and for the dismissal of any teacher on educational grounds, but if the managers fail in these respects then the local education authority shall have the povrer themselves to carry out the direc¬ tion in question as if they were the managers; but no direction given under this provision shall be such as to interfere with reasonable facilities for religious instruction during school hours. It is expressly pirovided that the local education authority shall have power to inspect nonxirovided schools and that its consent shall be required to the appoint¬ ment and dismissal of teachers, but the councils may not withhold consent to the appointment nor interfere with the dismissal of teachers on religious grounds. Moreover, in nonprovided schools “assistant teachers and pupil teachers may be appointed, if it is thought fit, without reference to religious creed and denomina¬ tion. [Head teachers are appointed independently of the local authorities and are naturally chosen on denominational grounds.] In any case in which there are a In the reorganization of the department of education Mr. E. L. Morant becomes secretary to the board of education, replacing Sir G. W. Kekewich, who resigned the position November, 1902. On the 12th of May, 1903, Mr. Michael E. Sadler resigned the position of director of special inquiries and rejiGrts, which he had held from its establishment in 1895. This action was taken by Mr. Sadler on account of proposals on the part of the board of education which, in his judgment, would impair the scientific value and thoroughness as well as the practical efficiency of the work of his office. In June following Dr. H. F. Heath, academic registrar of the university of Lon¬ don, was appointed to the vacant directorship. 230 EDUCATION REPOKT, 1903. more candidates for the post of pupil teacher than there are places to he filled, the appointment shall he made hy the local education authority, and they shall deter¬ mine the respective qualifications of the candidates hy examination or otherwise.” Religious instruction. — In provided schools no sectarian instruction is allowed. N onprovided or denominational schools are prohihited hy a conscience clause from forcing religious instruction upon children whose parents object to the same. Compulsory school attendance. — The provisions with respect to compulsory school attendance are unchanged. Every local authority is obliged to make by-laws under which the upper limit of age for compulsory attendance must not he less than 12 years, and at the discretion of the local authorities may he raised to 14 years. Sources of support for elementary schools. — The Government grant, which furnishes at iiresent very nearly half the support of elementary schools,.is ajiplied on the same conditions to provided and nonprovided schools. The balance of the supT}ort for both classes of schools is provided hy local taxes. In the case of a nonxn-ovided (i. e., denominational) school in which fees have hitherto been charged the local authority shall, ” while they continue to allow fees to he charged in respect of that school, pay such proportion of those fees as maybe agreed upon, or, in default of agreement, determined hy the hoard of education and the managers. ' ’ Free tuition.— In the third schedule of the lavr it is decla,red that the duty of a local education authority under the education acts 1870 to 1902, to provide a sufficient amount of public school accommodation, shall include the duty to pro¬ vide a sufficient amount of public school accommodation without payment of fees in every part of their area.” Definition of elementary school. — The law declares that — The expression ‘‘ elementary school” shall not include any school carried on as an evening school under the regulations of the hoard of education. The power to itrovide instruction under the elementary education acts 1870 to 1900 shall, except where those acts expressly provide to the contrary, he limited to the provision in a public elementary school of instruction given under the regulations of the hoard of education to scholars who, at the close of the school year, will not ho more than 16 years of age: Provided, That the local education authority may, with the consent of the hoard of education, extend those limits in the case of any such school if no suitable higher education is available vritliin a reascmahle distance of the school. [Higher’ elementary schools] are organized for the juirpose of providing more advanced instruction than can he given in the ordinary elementary schools for children between 10 and 15 years of age who are certified hy an inspector of the hoard as qualified to profit hy such instruction. The special object which they have in view is to qualify the children taught in them to enter any of those call¬ ings in which scientific methods haA^e to he employed. With this intention the course of instruction, though not exclusiA'ely scientific, is based on science, and all the scholars are trained to make accurate measurements and to perform and record simple experiments. One foreign language and elementary mathematics are included in tl e curriculum, Avhile careful attention is given to drawing. The course of instruction extends over four years. Twenty-nine such schools have been recognized hy the hoard of education, having in 1901-2 an aAnrage attendance of 7,364 pupils, of whom 450 were over 15 years of age, and therefore can not he included in estimating the amount of Gov¬ ernment grant to he applied to the schools. The number of certificated teachers was 265. of whom 36 were graduates. There were also 8 graduates who were not certificated, 6 assistant teachers, and 61 teachers of special subjects, making up a total of 340. The i)i‘incipal teachers received an average salary of £292 14s. 5d. In the 24 hoard schools of this class inspected during the year the a^nrage cost of maintenance per pujh] was £7 18s. 34d., and in the one voluntary school, £4 19s. 8d. EDUCATION- IN GEEAT BEITAIN AND IRELAND. 231 The 65 training colleges for elementary school-teachers (20 for men, 33 for women, and 13 for both men and women) under inspection by the board of edu¬ cation and in receipt of Government grants are also included under the general head of elementary education. Higher education. — The local education authorities are empowered — To supply or aid the supply of education other than elementary, and to promote the general coordination of all forms of education, and for that purpose shall apply all or so much as they deem necessary of the residue of the liciuor duties under section 1 of the local t.^xation (customs and excise) act, 1890, and shall carry forward for the like purpose any balance thereof which may remain unex¬ pended, and may spend such further sums as they think fit: Provided, That the amount raised by the council of a county for the j)urpose in anj^ year out of rates (local taxes) under this act shall not exceed the amount which would be produced Iby a rate of 2d, in the pound, or such higher rate as the county council, with the consent of the locaTgovernment board, may fix. Government inspection. — The Goverment supervision of elementary schools is maintained by an inspectorial service, v/hich has been reorganized in connection with the general changes in administration consequent upon the passage of the law of 1903. The official report says: Hitherto there has been a senior chief inspector in charge of the metropolitan division and 1 1 chief inspectors, of whom nine were in charge of the other divisions of England and Wales, and the other two were inspectors of training colleges. The chief inspector, vfho under the new arrangement takes the place of senior chief insi3ector, is not attached to any district or division, but has general control over the whole inspectorate of elementary schools and is the channel of communi¬ cation between the inspectorate and the board. The officers hitherto known as chief inspectors will now be entitled divisional inspectors. They will as before be eleven in number, and each of them will be in charge of a geographical division conterminous with the area of a group of local education authorities. Each divi¬ sional inspector will be to a large extent responsible for the inspection of the training colleges within his division. He will be required to supervise in a more specific and effective manner than has hitherto been the case the work of all the district inspectors in his division, and the district assigned to him for his direct inspection will be smaller than that hitherto intrusted to a chief inspector, in order that he may have time for carrying out the increased duties incident to the responsibilities of his post. He will be expected to make himself acquainted by frequent personal visits with the work of each of the inspectors of his division and to hold periodical conferences with all his inspectors, upon which he will furnish reports to the board through the chief inspector in regard to any matters which seem to suggest the desirability of administrative changes. Similarly the chief inspector will visit each divisional inspector as frequently as possible, and will also hold periodical conferences with them as a body, in order that he may be able to place at the disposal of the board the best information and advice v/hich the inspectorate as a whole is in a position to afford. The administration of the board will be largely guided by the expert advice given them in the full sense of the responsibility involved and with full knovdedge of local circumstances by the body of inspectors. <5! It is also expected that the local authorities, or, in 5)articular, the local education committees, will come into close relations v/ith the inspectors and will be guided in a measure by their expert knowledge of the school conditions of their respective areas. The inspectorate thus organized pertains to elementary schools exclusively. The similar service for the higher grades of schools that the new law has brought into relation Avith the central authority has been i3rovided for temporarily, but will probably be organized on a permanent basis in the near future. Cl Ths death of Sir Joshua G. Fitch, which occurred July 14, 1903, recalls his eminent service to English education by his conduct of the inspectorship, which he held for thirty-one years, the limit of the time allowed by the civil-service i ules. Like Matthew Arnold, Sir Joshua Fitch was frequently called from his post to serve on special commissions both at home and abroad. His reports of these special investigations and his “Lectures on Teaching” have given him world¬ wide reputation. 232 EDUCATION KEPORT, 1903. BRIEF CONSPECTUS OF THE SYSTEM OF EDUCATION IN SCOTLAND. The system of education in Scotland vras organized by a law of 1872 on a basis similar to that of the English system as regards support from the public treasury and the Government inspection of schools, Scotland had, however, a system of public schools dating from a law of 1696, which required that a school be estab¬ lished in every parish. The country was thus prepared for a system of universal school boards as pro^uded for by the law of 1873. The law differed also from the English law of 1870 in that, follovvdng the traditions of the old parish system, it made x^i’O'^’ision for both elementary and secondary schools. The latter did not share in the treasury grant, but by subsequent laws were allowed support from local taxes. Whereas compulsion has been gradually introduced into the English system, the Scotch law made education compulsory for all children between the ages of 5 and 13 (raised to 14 in 1883), or until a certihcate of exemption should be secured. The standard or grade for exemption was made the fifth (law of 1878); the age for exemption is 12 (law of July, 1899). A law just passed (1901) strengthens the compulsory measures without, how¬ ever, changing the age limits. Religious instruction in the schools of Scotland was left to local authorities, with the simple restriction of a conscience clause making the attendance of children at the religious exercises optional with the parents. A grant in lieu of fees (-law of 1889) has had the effect of making the schools practically free schools. In 1885 the Scotch education department arranged for the inspection of endowed and other secondary schools applying for the service. In 1888 the department established a leaving certificate for students who, on the completion of a course of secondary study, pass the certificate examination. The number of secondary schools inviting inspection in 1903 was 95, of which 33 were higher class public schools, 25 endowed schools, and 38 private schools. The number of candidates for the leaving certificate in 1888 was 972; in 1901 it was 17,405, A large number of university and professional authorities accept the certificate in lieu of such preliminary examinations as are held under their direction. Through the service of inspection and examination the secondary schools of Scot¬ land have been brought into close relation with the education department. Under the local taxation (customs and excise) act of 1890, and other acts provid¬ ing for the application of public funds to secondary and technical education, the local authorities expended for these purposes in 1900-1901 the sum of £67,656 ($338,000). PROGRESS AS SHOV/N BY RETROSPECTIVE TABLES. Tlie table introducing this chapter presents in summarized form the current statistics of education in Great Britain and Ireland. The significance of these summaries will be better comprehended by reference to the series of retrospective tables (pp. 247-353) . These show the progress that has been made in the extension of school facilities and expenditure for popular education since the passage of the education laws of 1870 and 1873 for England and Scotland, respectively. With regard to Government supervision and aid, the two divisions of Great Britain were placed upon substantially the same basis, but tendencies derived from the conditions under which elementary education was conducted prior to the dates mentioned have given distinctive character and development to the two systems. As a radical change has just been made in the English system, it is this v/hich here claims chief consideration. The alarming dearth of school accommodation in England and the prevalent ignorance of the masses, which led to the education law of 1870, have been happily overcome by the measures thus inaugurated. By reference to Table X, pp. 251-353, it will be seen that the school accommodation, EDUCATION IN GREAT BRITAIN AND IRELAND. 233 •which in 1870 was equivalent to 8.-5 per cent of the population, was in 1902 suificient for 20.5 per cent, while in the same time the enrollment in elementary schools rose from 7.6G per cent of the population to 18 per cent. The increase in the average attendance of pupils is still greater. In 1870 this average was equivalent to 5.21 per cent of the population and to 68 per cent of the enrollment; in 1902 to 14.7 a,nd 81.4, respectively. The school lu'ovision comprises board or public schools managed heretofore by elected school boards and supported by Government approi^riations and local taxes (prior to 1891 in part by tuition fees) , and voluntary or church schools under private management and supported by Government appropriations, subscrip¬ tions. and fees. The increase in the board schools is the most significant fact in the record of the period. These schools, which did not exist in 1870, numbered 1,596 in 1872 and 5,943 in 1902, with accommodations the latter year for 3,003,247 children, or 46 per cent of the total number of school places, and an average attendance of 2,369,980, or 48 per cent of the total average attendance. (Table II, p. 248.) Other particulars of special importance brought out by the retrospective tables are (1) the increase in the proportion of adult as compared with pupil teachers, the latter, v/hich were 51 per cent of the total Reaching force in 1870, having been reduced to 12 per cent in 1902, or to 21 per cent, omitting additional teachers, a class that did not exist in 1870; (2) the spread of compulsory attendance indi¬ cated by the fact that the entire pox)ulation is now under compulsory by-laws as against only 35 per cent in 1872; (3) the increase in the total and per capita expenditure for elementary education. The former (current and capital) in 1895 was above six times that for 1871. (Table III. p. 248. ) The per capita expenditure for maintenance only rose in voluntary schools from £1 7s. 5d. ($6.35) in 1872 to £2 6s. 4d. ($11.55) in 1902, and in board schools from £1 8s. 44d ($7.09) to £3 9d. ($15.19). The progress in the particulars which admit of numerical expression has been accompanied, as might be inferred, by marked development in respect to the conduct of schools, their equipment, the qualification of teachers, the required programme of studies, and the efficiency of the instruction imparted. Scotland has witnessed also a great increase in school accommodation and enrollment since the passage of the law of 1872. For instance, while the popula¬ tion has increased by 31 per cent, school accommodation has increased by 223 per cent, and school enrollment, which made its greatest gains in the first half of the period 1872 to 1901, has, even in the last two decades, increased by more than 40 percent. (Table XI, p 253.) Fortunately the liberal conception of popular eaucation which had prevailed in Scotland under the old parish system, and which kept an open road to the uni¬ versities for all children of good ability, has been maintained since 1872 under the more highly organized Government system. Unlike the English law of 1870, vdiich provided for a very elementary x)rogramme of studies, the Scotch law of 1872 recog¬ nized the value of the higher burgh or town schools, which prepared students even for the universities and authorized their continuance with aid from the local taxes. In 1885 special provision was made for bringing these and other secondary or higher schools under Government inspection, and they have, since that date, been included in the annua,! statistical record. The retrospective tables for Ireland (p. 264) , though perlmps no less suggestive than those relating to England and Scotland, pertain to a system of education so different that they will be more advantageously considered hereafter in connec¬ tion with a brief account of the Irish system as a whole. Here it may be observed, however, that the three divisions of the United Kingdom are in the midst of an educational ferment which shows in ail three many common tendencies. 234 EDUCATIOI^ EEPOET, 1903, PRESENT OUTLOOK. Fostered originally by c-hnrch and state for the moral or civic improvement of tlie masses, the elementary school has become an uplifting force in individual souls, awakening aspirations and resolutions for material good that can not be stifled. It has played also an important part in that mental stimulation Avhich has changed the industrial asx)ect of the world, and thus x:)opular education in the most elementary form has created demands which must be met by larger provision of the means of higher education. The most pressing educational need at this time, alike in England, Scotland, and Ireland, is that of higher and specialized education for the industrial classes. But this question is inextricably involved with that of the general administration of education, v/hich for the time being has overshad¬ owed all other x^hases of the problem, and in England especially has become a political i.ssue of absorbing interest. The year under review has been marked by the axjplication of the education act of 190.2 and the X3assage of a new education law for London, which city was not included under the general lav/. CONTINUED OPPOSITION TO THE LAW OF 1902. The most imiiortant changes effected by the law of 1902 are noted in the brief consxiectus of the English system. The intense oiiposltion to the measure v/hile it was xiending in Parliament was due to the endeavor to give the denominational schools the benefit of local taxes (rates) without bringing them under xmblic con¬ trol. Now that the measure has become law opposition to this obnoxious feature is continued in the practical form of “ x^assive resistance ” — that is, refusal on the part of nonconformists to iiay that xiortion of the local school tax levied on them which would go to the supiiort of religious instruction in the church schools. This resistance is not occasional and sporadic, but is an organized force ramifying throughout the countrjc In Wales the opiDOsition has assumed a still more threat¬ ening aspect, many of the county councils having refused to levy a local tax for the support of sectarian schools. ^ Under the circumstances the settlement can hardly be regarded as final. oFor full text of tb.e law see Eeport of Commissioner for 1903, Chai). XXV, pp. 1017-1026. & The method and extent of the “passive resistance” maybe seen from the following state¬ ments: In the House of Commons, on Friday, Atigust hi, Mr. Lloyd George said: With regard to the administration of the act throughout the country, the Government ought to take serious consideration of the situation. The local authorities ought not to be left to face the difficulties alone. It was quite certain the act was not accepted by any section of the people as a fair settlement. Its administration had created friction and disturbance, and once or twice something approximating to riot. In one case within a mile from the House the auctioneer came to a sale armed with a, revolver, and the police intervened and disarmed him. He was htistled in getting through the crowd of 2,000 persons, and he came to the conclusion that this was a fierce attack upon him and, placing the revolver in the rostimm, he said he would shoot down the first man wdio assaulted him. The Government could not ignore the situation; and although they had transferred a responsibility to the local authorities who had never asked for it, the real responsibility of the administration rested with the Government themselves. What were they going to do with the recalcitrant county councils? It was not only the Welsh county councils that were in question. The Cambridge and Halifax councils had made up their minds that they would not i-aise money for sectarian education unless they had control of the schools, and it was not improbable that the London county councils would take the same course. What were the Government going to do? Here was a legitimate subject for inquiry. Whilst they were mixing the pigment for the coloring of their statistics could they not give a moment’s consideration to this urgent problem at their very doors? He asked whether they did not think the time had come when they ought to consider this subject seriously, and in the meantime sus¬ pend the operation of the obnoxious part of the act. Mr. Robson maintained that on the local Government board rested the duty of advising the local authorities in this matter. The Government dare not attack the passive' resistance move¬ ment as a whole, but were throwing on the local authority the responsibility for a harsh, oppres¬ sive, and vindictive api)lication of an unjust la,w. Mr. Bboadhurst supported the appeal to the Government to take steps to mitigate the sever¬ ity of these distress processes. The prime minister had declared there was a limit to human endiirance when attention was called to the violent attacks on meetings held to protest against the South African v/ar. There was also a limit to human endiirance in this matter which touched the consciences of thousands of most reputable citizens. To bo compelled to pay for the teaching of doctrines and profe.8sions of faith with which they had no sympathy whatever was to them an intolerable strain. Over 800 summonses had been issued under the act, half of EDUCATION IN GEEAT BRITAIN AND IRELAND, 235 PROGRESSIVE ASPECTS OF THE LAW. Apart from the evident purpose to favor sectarian schools at the expense of the taxpayers, the new la vr makes distinct advance in respect to the local administra¬ tion of education. The very provision as to the support of church schools, which in principle seems unjust, removes the pecuniary disability of these schools, a very important matter, since they educate 42 per cent of the school children. Further, by bringing secondary education v/ithin the sphere of Government supervision the law conduces to the coordination of elementary and secondary schools, which have hitherto worked without reference to each other. The progress that has been made in the application of the law of 1902 v/as summed up as follows by Sir William Anson in a speech submitting the education estimates for the coming year to the House of Commons: Every council was desired to form a scheme for an education committee, and the number of councils called upon to frame schemes was 333 — 62 counties, 69 county boroughs, 139 boroughs, and 63 urban districts. Of these, schemes have been submitted to the board of education, approved, and published to the number of 238 in England and 5 in Wales; there are schemes now in course of publication to the number of 26, and the schemes sanctioned for publication but not yet pub¬ lished are 7 in number; 34 schemes submitted to the board are now under consid¬ eration with a view to publication; sanction has been refused to 4 schemes; and 19 councils have not yet sent in schemes, some because their areas being large they have not yet been able to formulate their schemes, and in other cases urban-dis¬ trict councils are considering whether they shall relinquish their educational povrers to county councils. The great majority, then, of the councils have already sent in schemes which have been approved, comparativekf few are hanging back or held over, and only 4 councils have sent in schemes which have not been sanc¬ tioned for publication. wLicli had not yet been heard. What possibilities of illegality and violence there were in the execution of these warrants against the most law-abiding classes of the community! Men had consciences before Parliament made laws, and they would exercise their consciences as far as they could do so, despite any physical violence which the Government might let loose upon their hitherto peaceful homes. Mr. Georgs White said that on the previous night he had gone down to Battersea to attend what was practically the first sale of goods seized under the education act in the neighborhood of London. This was no laughing matter to at least half the people of this country, who were absolutely opposed to the act. The sale took place in a small room capable of conta-ining 100 people. There was a large crowd of the public assembled outside claiming admission, but they were kept out by a force of police. When he demanded admission to the room a robust police¬ man caught him by the collar and shoved him back violently. He then told the policeman that he was a member of Parliament, upon which the policeman at once made way for him to the door. He was sorry afterwards that he had said he was a, member of Parliament, as he should like to knov/ from practical experience how a private individual would have been treated. But he claimed an exemption, and ho was equally amenable if he was doing wrong, although he was a member of Parliament. The action of the police was calculated to cause friction between them and the people, and the home office ought to issue instructions to prevent the police doing what they would not do in the case of an ordinary public auction. This incident at Battersea was but typicul of what v/as going on through the length and breadth of the land. They had only readied the beginning of the trouble. The Government had no idea of the strong determination there was on the part of the whole of the Nonconformists to resist the payment of rates for dogmas which they existed as religious bodies to fight against as erroneous. Ho complained, too, that the moment any defendant desired to make any statement his mouth was closed by the gener¬ ality of the magistrates. And why should not the local Government board issue instructions to allow the portion of the rate tendered to be accepted? If these education act prosecutions were continued in a vindictive way a feeling y/ould be aroused which the Government might have reason to deplore. Free church and the act. — The Christian World of last week (August 16-22) contained a letter by Free Church leaders urging (1) that the vital amendment of the education act shall be made a test question at the general election, and (2) the desirability of endeavoring to return 2(10 Free Chui’ch members to the next Parliameut. These sugi:estions emanate from the Rev. C. Silvester Horne, who contributes a special article, in which he declares that the general election will be a life and death struggle for Nonconformists. Ho urges that there should be returned to the House of Commons as man;/ Free Church ministers as there are bishops in the House of Lords, and that 150 to 200 Free Church candidates should be brought forward, so that every con- - stituency in the country should be contested, even the so-called “forlorn hopes.” Fie criticises the Liberal leaders, and declares that Nonconformists must have their own men in Parliament- men in whom they can trust. Letters approving Mr. Silvester Horne’s proposals have been received from Doctor Fairbarn; Dr. Guinness Rogers; Doctor Clifford; the Rev. J. H. Shake¬ speare; the Rev. T. Travis (president of the National Free Church Council); Mr. Perks, M. P.; the Rev. Silas Hocking; the Rev. F. B. Meyer; Di‘. R. F. Horton (chairman of the Congregational Union); Mr. George White, M. P. (president of the Baptist Lnion), and other influential minis¬ ters and laymen in all the Free churches. Several members of Parliament support the new movement. [School Goveimment Chronicle, August 29, 1903, p. 177.] 236 EDUCATION EEPOET, 1903. While it is generally admitted that the local authorities are making every effort to meet the requirements of the law, the difficulty of adding these new duties to those already resting upon them becomes more and more apparent. The Schoolmaster illustrates the situation by a typical case, as follows: It is after the formation of the education committees that the magnitude of the task begins to be realized. Take the case of a town of 150,000 population and some 80,000 scholars in the lorimary schools, say two-thirds in the voluntary and one-third in the board or council schools. W ith a county-borough council of, say, 96, it is easy to hnd 24 members to form the majority of the new committee. Under an excellent and able chairman, '^uth an experienced staff of officials, the task is attempted under favorable conditions. Whatever may be the individual view of the act, all have bent themselves to getting the best possible out of the act. But the x)ace is telling. Councilors are complaining of the enormous time required. Everything xjoints to the 24 councilors who are on the education committee demanding to be relieved of all other corporation committees. We shall come to one out of every four being a councilor for education only. THE EDUCATION LAW FOR LONDON. The most notable event of the year in respect to education in England is the passage of the new education law for London. In its final form this law does lit¬ tle more than extend the general lav7 of 1902 to the metropolis, which had been reserved for special legislation; but in its original form the London bill departed^ much further from the policy of popular control of public schools than the x>rin- cipal law had done, and it excited, therefore, more intense opposition. Not only were the Liberals and all Nonconformists united in its denunciation, but also a great body of Conservatives and churchmen who had ganged the civic spirit of the city much better than the Government leaders. To the scathing criticism of the bill by members of Parliament and the press were added public demonstrations of ominous magnitude, and under this accumulated pressure the Government hastil}^ withdrew or modified the most objectionable features of the bill. The Parliamentary history of this measure is therefore of special interest, both as affording an insight into the educational situation of the greatest city in the worldandalsointotheplay of influences which control the destiny of the Kingdom. The legislative iirogress of the measure is here showm by means of the text of the original bill and the amended bill and by explanatory citations from speeches in Parliament, current editorials, etc. These citations emxihasize the three main lines of opposition to the bill as originally drawn. First, opposition to the trans¬ fer of the great interest of public education from a body sx)ecially elected for that interest to a body overwhelmed wutli other affairs; second, opposition to the pol¬ icy of transferring to the borough councils the suxireme authority in educational matters; third, oxix^osition to the policy of making the borough councils the direct managers of the board or public schools. The bearing of the last two provisions, which the Government finally withdrew, can not be understood without a brief reference to the local administration of the metropolis. The chief feature of that administration is its division of authority betvreen the London county council and the 28 borough councils. Ux:) to 1889 the metroiiolis had no central representative governing authority. By the local-government act of that year London was made an administrative county, and the management of a large proportion of the municipal affairs wms transferred to the county council, consisting of 118 elected members and a board of 19 aldermen. The council election takes x>lace every three years. The aider- men are elected by the council for six years, 9 retiring at the end of one triennial X)eriod and 10 at the end of the next iieriod. Under the technical-instruction laws of 1889 and 1891 the county council became the local authority for technical edu¬ cation. W’’ithin the area rvhichw'as thus brought under the general administra¬ tion of the county council are included 28 boroughs, each having its own elected EDUCATION^ IN GEE AT BEIT AIN AND lEELAND. 237 council. In theory all matters of purely local concern are managed by tlie bor¬ ough councils, and matters common to London as a whole are managed by the county council. It is needless to say that in practice this division is not strictly observed. As regards the borough councils created by the metropolitan-government act of 1899, it should be observed that they are the direct successors of the adminis¬ trative vestries and district boards, just as these were the descendants of the numerous x)arochial and ecclesiastical bodies that existed prior to the passing of the metropolis-management act of 1855. All the powers, duties, properties, and liabilities of the old authorities other than those relating to church affairs have been taken over by the borough councils. « The London educational bill was introduced into the House of Commons April 7 by Sir William Anson, who explained its purposes substantially as follov^s: The London county council the authority. — The object of this bill is to place the London county council to a great extent in the position in which councils are placed under the act of 1903.^ The distinct, the cardinal feature of the bill is to make education a part of our municipal institutions; and in explaining the mode in which we attacked this problem, having regard to the conditions of London, I propose to go through briefly and in outline the changes which it v/ill be necessary to make. The London county council is the local education authority for London. In Part II of the act the London county council will have the rating powers of the county boroughs. The boroughs can not rate themselves, with the exception of Woolwich. So far as Part II of the act is concerned the change is slight, and the London county council, with the great resources which are present in London, with the technical instruction money, with the large contributions which it receives from parochial charities and other sources, will have no difficulty, I hope, in extending the work of technical-instruction committees to meet the require¬ ments of London as far as secondary education is concerned. Now I come to Part III. The local education authority, as in the act of last session, takes the place of the school board and the technical-education committee. We make no change in its general powers, but there is a change in the matter of management. The voluntary schools will remain in precisely the same relation to the local authority as they do under the act of 1903. In the matter of council schools (former board schools) we propose to attempt a certain amount of centralization. The school-board managers have had physi¬ cally no administrative power Vvdiatever, although they have exercised an admirable influence in visiting schools, in establishing friendly relations with the teacher, with the children, and with the parents of the children, and in that way have very a The city of London is an independent corporation which is ofScially joined to Outer London for some of the purposes intrusted to the county council. The city and boroughs, their popu¬ lations and ratable values (1901), are as follows: City of London and met¬ ropolitan boroughs. City of London. Battersea _ Bermondsey _ Bethnal Green.. Camberwell ... Chelsea . Deptford . . Fin.sbury . . Fulham . Greenwich . . Hackney . . Hammersmith Hampstead .... Holborn . Islington . Kensington _ Lambeth . Popula¬ tion, 1901. Ratable value, 1901. City of London and met¬ ropolitan boroughs. Popula¬ tion, 1901. Ratable value, 1901. 36,997 £4,985,494 Lewisham . 127,460 £770, 663 168,896 1,012,534 Paddington . . . ' 143,954 1,445,979 130,486 874, 365 Poplar . . . . 168,838 800, 653 129,681 517,923 St. Marylebone _ laS, 329 773, 710 259, 258 1,273,473 St. Pancras . . . . 2:35,284 1,255,155 73,856 799, 208 Shoreditch . 118, 705 1, 415, 412 110,513 594,014 Southwark . 206, 128 332, 633 101,476 956,527 Stepney.. . 298,548 1,679,239 137, 289 677,897 Stoke N ewington . 51, 247 1,798,009 95, 757 531,528 Wandsworth . . 233,030 1,527,029 219,288 1,122,948 Westminster (city of). 182,977 5,423,028 112,245 81,942 59,390 334,928 624, 348 938, 543 841,925 1,841,292 Woolwich . Total administra¬ tive council of 117,165 626,201 176,623 301,873 2,215,906 1,871,081 London . . 4,536,063 39,516,713 The above table and the particulars with respect to the metropolitan administration are derived chiefly from the London Manual for 1903. &For the chief provisions of this act see “Bi'ief conspectus of the English system of elementary education,” pp. 339-331. 238 EDUCATION REPORT, 1903. laTfjely promoted tlie good attendance of the children and the easy working of the scliDol. We want to avoid this centralization, we want to avoid a condition of things in which not a i)ane of glass falls to the ground hnt it mnst be made known to the central f)ffice on the Thames embankment, with all the delay necessary to such a gradual process of getting repairs attended to. Borough couucils to manage the board schools. — Therefore we propose to give the management of the council schools to the borough councils. The borough councils will be subject to the general directions of the local education authority, who will have the control and general direction of education. We i)roi)Ose to give to the borough councils the general management subject to this, and we propose to give them the apioointment and the dismissal of the teacher, the custody of buildings, and. where a new school is to be provided, subject to the determination by The local authority of the area to be provided for and the amount to be expended, the selection of the site. The borough councils will have the power to exercise their management through committees, consisting wholly or partly of iiersons who are not members of the councils, and in this way we shall retain the assistance of the existing managers who have done such useful work in the past. The borough councils will form their committee to deal with their respective schools or groui) of schools, l)ut the persons who manage the schools will be responsible to the rate¬ payers. I hox^e we shall thus get, through the agency of the committee, the con¬ tinued assistance of persons who have worked on the management of the schools in the past, while we shall have the central control and general direction of the local education authority. In that way we hoxse to diminish the existing centrali¬ zation of the school-board system and to excite local interest and i^jatriotism. We hoxDe also that in this way we shall secure that the management of the schools will be as efficient as ever it was under the school board, and that there shall be more local connection Avith the area the school represents and more interest created among the ratepayers. There are two other matters to AAdiich I ought to refer before I x>ass from this subject and which deseiun the attention of the House. It was frequently asked in our debates last session what Avas the definition of ‘'man¬ agement?” Management is no doubt a difficult thing to define. Certain things are obAuously control, Avhile others are as obAuously management. There may be a border line between the two which may lead to differences of opinion; and we Xn’ox)ose that if such differences of opinion arise and there is a dispute betAveen the local education authority and the borough council, a report shall be made to the board of education who aauII determine it, and who, I think, are quite capable of determining AAdiat is management a,nd what is control in the XTarticular circum¬ stances of the case. There is yet another imx)ortant matter. It is possible that management may not always be x^i'opei’ly conducted. It is conceiA-able that a council or a conimittee of a council may be negligent in the discharge of its duties in resxiect to management. We make XTroAusion, if that is the case, that the local education authority should come in and, AAuth the consent of the board of education, assume the management and take care that its own directions are carried into effect. The constitution of the London education committee. — I now come to a more imx)ortant x)art of the subject — the scheme for the constitution of the committees. There again Ave are inixtressed Avitli the importance of associating with the great authority all interested in the conduct of the educational work of London and of X)roA"iding the county council with the fullest assistance in the concTuct of its busi¬ ness. There are thus A'arious elements to l)e taken into account — the boroughs, the interest AAdiich I Avill allude to XDreseritly, the exxDerience of the school board, and the county council itself. Noav. it can not be denied that the boroughs harm taken some interest, considerable interest, both in the Avork of the county council and in the work of the education of London. There are, I believe, about one-fifth of the London county council Avho are also members of borough councils, and the technical instruction committee of the county council has, I think, seAmn mem¬ bers of borough councils uxion it. Of the school board, again, one-fifth of the members are members of borough councils. The borough councils desire to be rexu'esented on this committee, and we x^ropose that each borough council should send one member, Westminister and the city of London sending two. Then I come to the A'arious other interests. There are X'Gi'sons who should be parties to the educational administration of London whose adAuce should be Amluable to the London county council, but Avho Avould not be there naturally as members of borough councils or as members of the county council. In the first place Ave must find room for Avomen ux)on the education committee. The number of women on the London school board is now, I think, as large as eleven, though it has been, I believe, as Ioav as tAvo. There ought certainly to be AA'oinen avIio will rexnesent all tyx)es of education on this educatiem connnittee. Then there are the A'oluntary schools, Avho may Avish to be represented on the education authority. That desire, EDUCATION IN GREAT BRITAIN AND IRELAND. 239 I may say, has been fully and generously recognized by councils in the country in the formation of their committees, so far as they have gone. There are, then, the great educational bodies in London, the University of London, and the various types of public schools and separate institutions, and, lastly, there are the great contributories to London education, such as the trustees of parochial charities and the city guilds. We therefore think that not less than 25 places should be reserved on the committee for persons of these descriptions, the experts, the women, the voluntary schools’ representatives, and the great contributories I have referred to. Then it is desirable that, at any rate for some years, the county council should have the benefit of some of the experience of the London school board, and v/e propose v/ith regard to these two bodies — the experts and the London school board — that, as regards the experts, the London county council shall form a'scheme setting out the number in which each interest shall be represented and the mode in which the representation shall be obtained for the purpose of appoint¬ ing these 25 persons; and we propose that it should also elect five members of the existing school board to hold office on this committee for the first five years. Dr. Macnamara, Will they form part of the 25? Sir W. Anson. No; these five will be in addition. There will always be 25 experts, and for five years there will be five members of the existing school board . Then we propose to ask the London county council to contribute 36 members to the com¬ mittee. For the first five years, then, this body will number 97. The question is whether it is too large or too small. I am somewhat fortified in this connection by looking at the report of the secondary education commission, who laid it down that for the management of the secondary education of London a body of 42 would be necessary. I then add the number of the school board, 55, and so reach the number of 97; and as the the work of the committee will be considerably larger than the work of the school board and will include secondary education, I come to the conclusion that out of these 97 persons the committee can not spare a single man or woman, having regard to the work they have to do. Then as to the popu¬ lar character of the committee. Of that body 72 members will be the result of election by the people. The borough councilors, the county councilors, and the members of the school board will all owe their places on the committee to election by the people of London. Mr. Lough. Indirectly. Sir W. Anson. Not directly for the purposes of education. As to the represen¬ tation the London county council will have on the committee, I think that will not be said to be unimportant, seeing that 66 members of the committee will bo appointed in one way or another by the London count3^ council. I will not trouble the house v/ith the detailed amendments to the act of 1902 that will be neccessary — they are small and of a drafting character — to adapt this bill to London. There is only one other matter in which we depart from the tenor of the act, and that is in the appointed day. The borough council elections take place in November and the county council elections in March. We could hardl}^ press for the opera¬ tion of this scheme between the borough council elections and the county council election. We therefore propose to fix in the act May 1, 1904, as the appointed dajq with the power which exists in the act of last year to postpone the appointed day if circumstances make it desirable. I hope I have sufficiently indicated the lines of the bill to enable the House to give me leave to bring it in. I hope, also, I have indicated the policy, the educational policy of His Majesty’s G-overnment, as shovrn in the act of last year and the bill I am now bringing in. The force of that policy w’as sometimes lost sight of in our debates last session. We spent much time in the discussion of religious teaching and the domestic economy of voluntary schools, and it wms somewhat overlooked that there underlies those dis¬ cussions a great educational purpose — namely, the coordination of all forms of education under one authority and the linking up of the education of the country with our municipal institutions. We aim at these great objects — to place all forms of education under one authority, to bring all forms of education within the reach of all, and to make education a part of municipal duty. We are near¬ ing, I hope, the completion of this policy. I hope that honorable members’ cheers will be justified by the result and that the education of the country will be no longer the result of the sporadic and variable efforts of school boards and volun¬ tary associations and technical instruction committees, of bodies of trustees and technical instruction committees supported by private enterprise, but that it will be a part of our municipal life. I believe that time is approaching, and that then we shall find that the care for the training of the children and the youth of this country, in body as well as in mind, has struck its root deep into our municipal institutions and become a part of the very life of the people. (Cited from The Schoolmaster, April 11, 1903. p. 720.) 240 EDUCATION KEFOET, 1903. THE TEXT OF THE MEASURE, AS SUBMITTED. Be it enacted hy the King's Most Excellent Majesty, by and luith the advice and consent of the Lords, sjnritual and temporal, and Commons, in this present Par¬ liament assembled, and by the authority of the same, as folloivs: 1. The education act, 1902 (in this act referred to as the principal act), shall, so far as applicable, and subject to modifications made by this act, apply to London. 2. The education committee of the local education authority shall be constituted in manner jiTOvided by the first schedule to this act. 3. (1) The council of each metropolitan borough shall be the managers of all public elementary schools provided by the local education authority within their borough, and subject to any general directions given by the local education authority and to the power of that authority to determine the number, qualifica¬ tions, and salaries of teachers, shall exercise and perform the powers and duties of management as respects those schools (including the power of appointing and dismissing teachers in those schools and the custody of the buildings). If any question arises whether any power may be exercised or any duty is to be performed by the council of a metropolitan borough as a matter of management under this section, that question shall be determined by the board of education, and if at any time the local education authority satisfy the board of education that the council of any metropolitan borough have failed properly to exercise or perform their powers and duties under this section, the boa,rd may, by order, enable the local education authority to take over from the council those powers and duties for such time and subject to such conditions or exceptions as the board determine. (2) The site of any new public elementary school to be provided by the local education authority being a site within the area, which in the opinion of the local education authority will be served by the new school, shall (subject to compliance with such conditions as may be made by that authority with respect to the amount available for the purchase of the site) be selected by the council of the metropolitan borough in which the area is situated, or, if that area is com¬ prised in more than one metropolitan borough, by the councils of those boroughs jointly. (3) The council of a metropolitan borough may, if they think fit, exercise any of their powers under this section, and also any powers which may be delegated to them by the local education authority under the principal act, or which they have as minor local authority under that act, through a committee or com¬ mittees appointed by them, consisting either wholly or partly of members of the council. 4. ( 1 ) The modifications of the principal act set out in the second schedule to this act shall have effect for the purposes of this act. (2) The expression “ metropolitan borough ” in this act shall include the city, and the expression “ council of a metropolitan borough” shall include the com¬ mon council. 5. (1) This act shall come into operation on the appointed day, and the appointed day shall be the 1st day of May, 1904, or such other day, not being more than twelve months later, as the board of education may appoint, and different days may be appointed for different purposes and for different provisions of this act. (2) In addition to the repeals effected by the principal act, the acts mentioned in the third schedule to this act shall be repealed to the extent specified in the third column of that schedule. (3) This act may be cited as the education (London) act, 1903, and the educa¬ tion acts, 1870 to 1902, and this act may be cited as the education acts, 1870 to 1903. Fikst Schedule. COXSTITUTION OF EDUCATIOX COMMITTEE. 1 . The education committee shall as ordinarily constituted consist of 92 mem¬ bers, of whom 36 shall be persons who are members of the local education authority, appointed by that authority; 31 shall be persons who are members of the councils of metropolitan boroughs, appointed by those councils, the common council and the council of the city of bYestminster each appointing 2 members, and each of the other metropolitan boroughs ax^pointing 1 member; and 25 shall be appointed by the local education authority in accordance with a scheme made by that authority and approved by the board of education. EDUCATION IN GSEAT BSITAIN AND lEELAND. 241 The scheme shall provide for the appointment of those members in accordance with paragraphs (h) and (e) of subsection 3 of section 17 of the principal act, and subsections 6 and 7 of section 17 and section 21 of that act (which relate to the making of schemes) shall apply with respect to any such sclieme as they apply with respect to a scheme for the constitution of the whole education committee. 2. On the first education committee there shall be 5 supernumerary mem¬ bers, selected by the local education authority from among the members of the London school board; but those supernumerary members shall cease to hold office on the exxjiration of a period of five years from the date of the constitution of the first education committee, and any vacancy in their number occurring by death, resignation, or otherwise shall not be filled up. The two remaining schedules of the bill not being iiertinent to the present con¬ sideration, are here omitted. The chief objections to the bill were very forcibly presented in the House of Commons by Doctor Macnamara and Mr. Bryce in the speeches here cited: Doctor Macnamara said that the single question with which he proposed to deal was that of the constitution of the education authoritjy a subject on which a num¬ ber of his honorable friends opposite had told him that they had an absolutely open mind. To them he especially directed his arguments. He repeated what he said last year — that there was nothing essentially antidemocratic in giving the full and complete control of education to a niunicix)al council wherever that was xjhysically possible, as it might be, say, in a town of 10,000 peox)ie; but in the case of the larger urban areas educational work was so large and comx)licated that this was not physically possible. The Government attempted it last year, and they had at once to call in a large number of outside persons not responsible to the rate¬ payers. At a very early stage of the exx)eriment this further thing happened: It was found that the members of a town council could not give the time which the work of the education committee required, and that the work fell largely into the hands of the other members of the committee. The stupenclousiiess of the London problem. — As a member of the London school board he wished to draw attention to the stupendous work of which that board had charge. The board consisted of 55 members, and it had 7 standing commit¬ tees and 32 subcommittees. Last year the members were called to no fewer than 706 meetings of one sort or another. The board had control of over 1,400 school- board departments; it had 536,000 children to educate; it had 13,519 teachers to supervise. In addition, the board had 10 special schools for the blind, 18 for the deaf, 60 for the mentally defective, 4 for the physically defective, 2 industrial schools, 3 day industrial schools, 2 truant schools, and 12 juipil tea,chers’ centers. It was obvious that the 55 members of the board could not give direct attention to all that work. They had been obliged to call into being an immense scheme of local management. They had 251 groups of local managers, comprising over 2,000 persons, who were in direct touch with the schools. Then there was the work of the voluntary schools, with 1,500 departments and 220,000 children, w^hich had to be taken over, as well as duties in connection with higher education. Altogether the education of London involved 2,000 separate institutions, 20,000 teachers, the instruction of 1,000,000 X)rq')ils, and a public expenditure of four millions of money a year. That was a piece of work as big as the whole of the xu’esent work of the London county council, and equal, or very nearly equal, to the education of Scot¬ land, and three times the education of Wales. If the proposal to make the county council the education authority were genuine, it was a proposal to double its work. But Lord Salisbury not long ago said that the county council had already too much to do, and that its members were suffer¬ ing from megalomania. If the Government proposed to double the work of the council, who were the megalomaniacs? Fourteen members of the council had been detached to join the water board; it was x^roposed to detach 8 under the port of London bill; 6 were detached for the Thames conservancy, and 2 for the Lee conservancy. Now 36 more were to be detached. There was a total of 66, or more than half of the number of elected members of the county council. In fact, if this proposal were real, the Government would, in killing the school board, be also wrecking the county council. If, on the other hand, the proxoosal were not real, the scheme was to set up a kind of water board, protected from x^ublic censure and public criticism because it happened to have over its portals the magic letters L. C. C. He suggested that the 36 county councilors, having all their other duties to attend to, would not be able to attend to the work of the education 16 ED 1903- 242 EDUCATION EEPOKT, 1903. committee. That -work would therefore fall into the hands of the 31 horongh councilors and the 30 outsiders. That vras to say, in lieu of a body directly elected and responsible to the ratepa3’'ers, they would have a fortuitous concourse of heterogeneous atoms. From the educational point of view this was a thoroughly bad scheme, and it ought never to have been submitted to the House. It woiild not only mean bad administration, but that the apathy which London now suf¬ fered from would become more and more abysmal as time went on. The scheme was so bad. in his opinion, that they could not tinker with it. The proposal that the borough councils should select sites for schools was perfectly ludicrous. He would not say that there would be any jobbery, although he had his own opinion about that, but he was quite sure that the borough councilors would not select the best sites educationally. He was chairinan of the accommo¬ dation committee of the school board, and he had had experience, as that House had had experience, of what a borough council was likely to do in these cases. In the session before last the Stepney borough council came forward and protested against a certain site vrhich the school board had selected in their area, and the alternative site suggested by the borough council was an abominably bad one for a school, with no air or light and in touch with a railway station through which hun¬ dreds of trains ran daily. They wanted the school built there because it was an insanitary area which had to be cleared, and thought they would kill two birds with one stone. The borough councils would not select the best sites; they would have other considerations besides educational considerations in mind. Furthermore, these councils, with heavy Iforough rates already in existence, would not adopt the policy" of the school board of securing sites early to meet future requirements; and, as it took four or five years to build a sc-hool. he foresaw that hundreds and thousands of children, owing to the lack of foresight and initiative of these small local bodies, would not have any school at all. Borough councils and the teachers. — Then there was the provision that the bor¬ ough councils should have a comidete veto over the appointment and dismissal of teachers. He did not suggest that there would be any jobbery, but there would be a great deal of local influence. At the present time one of the greatest difficulties a great central body like the school board had was to keep the teaching-staff committee free from attempts at local and i^ersonal influence. He could imagine that many of the teachers hereafter would be relatives of members of the borough councils, and he was perfectly sure that one of the results of this provision would be to shut the teacherships of London into water-tight compartments or districts. If this bill ever got to a second reading, which he very much doubted, then these two provisions would have to be fundamentally altered. The honorable member poured scorn on a directly elected board of education, but he would suggest to the Government to note the v.^ords of one of its shrewdest and most business-like members. Lord Balfour, at Glasgow, the other day. Having heard rumors of an education bill for Scotland on the lines of the English bill. Lord Balfour said: “Perhaps he ought to say, to allay some misrepresentation which had been used, that he himself did not believe, so far as Scotland was concerned, in any system which had not its basis in direct popular election.” Surely what was sauce for the Scottish goose ought to be sauce for the Imndon gander. He appealed to the Government to accept a scheme like that which he had proposed, and which had received the support of the London school board by 31 votes to 15, the majority including several moderates. That scheme provided for the election of one mem¬ ber directly from each of the 58 county council areas, multiplicity of elections being avoided l)y holding them on the same day. Then, in order to provide for the representation of minorities and for dealing adequately with higher edu¬ cation. he proposed that there should be a, margin of coox)tatiou after the ad hoc election had taken place. The scheme of direct election had the support not only of the school board but of the l)orough councils of Battersea, Camberwell, Ful¬ ham. Lambeth, Poplar, Woolwich, Southwark, and Wandsworth, the last of which had 67 moderate members as against 3 progressives. He appealed both to the secretary of the board of education and to the prime minister to maintain the ad hoc principle, without which public concern could not be kept alive, and unless public interest were engaged all schemes of education must prove arid and fruit¬ less. (Schoolmaster, Apr. 11, 1903.) SPEECH OF MR. BRYCE, M. P., IX OPPOSITIOX TO THE BILL. The bill [Mr. Bryce said] presented itself to them under two aspects. It incor¬ porated by its first clause, subject to modifications which were extremely difficult to follow and would cause the greatest possible trouble in committee, the provisions of the act of last year and applied them to London. It created a new authority EDUCATIOIn^ m gee at BEITAIN AlTD lEELAND. 243 for London, purporting to appoint it on the lines of last year’s act, but making some important variations, which, so far as he could see, were variations for the worse. On the first aspect he had but a few words to say. The act of 1902 was to be applied to a population of four and a half millions, a seventh of the whole pop¬ ulation of England and a half of what the whole iDopulation was a century ago. Therefore the application of the principles of the education act of 1903 to London must be a matter of grave concern. That act destroyed, or at any rate postponed, the prospect of having a real organic and harmonious system of national education. It consolidated and consecrated sectarianism. It established for the first time religious tests in public elementary schools. It refused to the people the right to manage schools which as ratepayers they v/ere called upon to support. The oppo¬ sition could not see these dangerous principles — principles so opposed to i)opular government — applied to London vrithout renewing their protest against them. The questions raised by the act of last year were not settled; they awaited the deliv¬ erance of the country; and the country would have to express its mind upon them at the next general election. As to the present bill, there had been a remarkable demonstration of disapproval of its provisions with regard to the borough councils from the ministerial side of the House. Member after member had risen com¬ plaining of these provisions, saying either that the powers of the borough councils ought to be less, that they ought to be taken out of the education committee, or that the representation of the county council on the committee ought to be larger. The House really v/as not debating the bill before it. The prime minister had made yesterday a vague and, as usual, a tactful speech. The right honorable gentleman endeavored to minimize the bill, to confine it to certain leading principles; and he expressed those leading indnciples in such a way as to make it possible for him at a later stage to say that the present provisions of the bill with regard to the con¬ stitution of the education committee and the arrangements for the management of the schools were not part of its essentials. But neither the right honorable gen¬ tleman nor the Parliamentary secretary to the education board told the House what it was intended to substitute for these provisions. Therefore he vras obliged to deal with the bill as it stood. He had read with positive bewilderment the new education authority it proposed to constitute for London. The school-board system had been vrorking well for thirty-three years. Ho charge Vvfiiatever had been brought against the efficiency, the zeal , or the wisdom of the school board. It was a system that had obtained the approval of the people. That system was now to be overthrown, and in its place was to be set up a system so confused that it vms hard through the mists to discern even its outlines. It seemed to him to be an inextrica¬ ble mixture of county council, education committee, borough council, borough- council committee, voluntary managers, and the board of education — authorities which were continually crossing and recrossing each other and which were so inter¬ laced that it was hard to conceive hov/ it could ever work. It combined the max¬ imum of complexity with the minimum of cohesion. He desired an explanation of the singular policy which the Government had followed. If their object was, as in the bill of last year, to throw the voluntary schools on the rates, there was nothing in the world* to prevent the Government from taking the school board as it stood and throwing upon it the duty of supporting the voluntary schools exactly in the same way as the board schools. The fact was, the Government had another pet aversion in the school board as they had in the county council. From this determination to get rid of the school board the Government had introduced this clumsy and chaotic scheme, which, in addition to the faults of the bill of last year, had faults of its own. Those faults were reducible to three. The bill did not recognize the unity of London, it did not recognize popular control, and it did nothing for efficiency and economy. In dealing with the first of these propositions he denied the right of the borough councils to the place they were given in the scheme. What had been the action of the county council itself? It was not want¬ ing in activity, energy, and self-confidence; yet the previous day the council by a majority of four to one expressed its opinion that it was not able and had not the time and capacity to undertake the additional v/orkof London education. It had also expressed the opinion that the work of education ought to be given to a body directly elected for that purpose. He also regretted the practical exclusion of women from the work of education on the new bodies and showed that the borough councils were not suitable bodies to do the work of the existing school managers, who had a knowledge of the needs of schools, were on the spot, and were familiar with the everj^day work of each school. When he thought of what the actual management of a school was, he was sometimes inclined to ask the first lord of the treasury whether he was not really living in a world of x>hantoms. There was a great school of philosophers who adopted the name of nominalists, and he thought the right honorable gentleman might be described as a nominalist, who lived in a 244 EDUCATION EEPOKT, 1903. Vy'orld of names and talked of decentralization, delegation, management, and so on as if tlu*y represented things when they were only so many names — so many abstractions which played hither and thither across the horizon of the right honor¬ able gentleman's mind, bnt which did not correspond to the actual concrete facts of the case. If the right honorable gentleman had realized what were the actual facts, he thought he would not have proposed to make the borough councils man¬ agers of the schools. Under this bill the local education authority would have less control over the provided [i. e., imblic] than over the nonprovided [i. e., pri¬ vate] schools, an extraordinary anomaly for which no argument had been advanced. The really vital i:)ower to appoint and dismiss teachers ought to have been left in the hands of the central amthority. Then the question of sites was one which c aght to be considered in the interests not of a jjarticular locality, but of the whole area which the school was to serve, and therefore it was not a question for a borough council to determine. The London school board had worked for years under a inanagement code which had been hammered into a very useful and work¬ able document, but there was no certainty that that would be adopted by the borough councils. He was not conscious of having been prejudiced by any parti¬ san feeling. He recognized one great benefit which the bill would bestow, by giv¬ ing a udder power of rating for the purposes of higher education. He hoped that power would be used not only for technical and secondary l)ut also for higher education, and believed it would be for the benefit of all classes in London that university education should be more accessible to the poorer classes. But he should indeed be despondent in regard to the future of education in London if he did not feel sure that the essential defects of the scheme before them were such that it could not possibly stand. He hoped that they would soon be called to make a serious effort in a very different spirit from that displayed by the Government to render the education of London, both higher and elementary, worthy of the poimlation amd resources of the capital of the British Empire. (Cited from The Schoolmaster, May 2, 1903.) Among other particulars eini)hasized by members of Parliament in opposition to the bill, the following deserve to be noted. From speech of Mr. Sydney Bux¬ ton, M. P., and member of London board: Look at the constitution of the proposed education committee. There would be on it 36 persons by direct election, 31 persons who would be there by secondary election, elected by the borough councils. Not one of 66 persons on the com¬ mittee could be a woman. As a colleague of nine women on the London school board he could testify to the admirable work and devoted service rendered by those ladies. Of the 30 coopted members, not one of them was elected at all in behalf of the ratepayers. He had only one comment to make on this committee — its birth killed it. The forceful combinations against the bill were thus summed up by Mr. Tox- all, M. P.: The bill v’-as condemned not only by the Liberal but by the Unionist press, he might say, generally, by the whole press of London and by nearly half the borough councils. The bishop of Rochester, who was friendly to the act of last year, said that from ihe side of the schools and the children he was most apprehensive of the bill. The secondary and elementary school-teachers, the school-attendance officers, the Women's Local Government Society, and others connected with London edu¬ cation had also condemned the provisions of the bill, which were not pleasing either to the London school board, the technical education board, or the clergy. The bill as it stood was not a machinery measure. The right honorable gentle¬ man, the member for Cambridge University, had told the House that the bill was the logical successor of the act of last year; but he contended that there was no parallel between the provisions made for a city like Manchester last year and the provisions to be made for London. A plan of machinery, a system of government, a method of arrangement that might be practicable in a city of half a million people was totally impracticable in a city of 5.000.000 people. The most suitable departure from the T^lan of last year was to set up in London a special authority for London, elected directly for education, and for that purpose only. That plan had been rejected by the Government for political reasons, political j)repossessions, and party prejudice. He regretted that a dislike for the existing school board, a dislike for direct election, a predilection for the borough councils, and other con¬ siderations of that kind should have produced a bill which was inadequate and unsuited to the conditions and needs of London, which could only be temporary, and must in the long run be replaced by a measure setting up an authority for EDUCATION IN GKEAT BRITAIN AND IRELAND. 245 London elected for tlie purpose of dealing with education alone. No one who understood and cared anything about it could hesitate to vote against the bill. ROMAN CATHOLICS AND REPRESENTATION ON THE EDUCATION COMMITTEE. Mr. T. P. O’Connor pointed out that the bill abolished the school board, but at the same time it abolished the cumulative vote, which had been the best protec¬ tion for a religious minority that had yet been devised. In his observations it should be remembered he represented those who would be compelled by this meas¬ ure to give up this safeguard for their religious rights. He deplored the fact that the cause of voluntary schools had been brought into collision vrith the school- board system. But for zealots on either side it would have been possible to have made an eirenicon under which school boards could have been maintained and the rights of the minority safeguarded. Those rights were not protected under the act of last year, and there was fear that the last state of Irish Catholic schools might be worse than the first. In many of the northern tov/ns the Catholic popu¬ lations were without representation on the education committees; and, summing up the facts, he found that in 44 county schemes Catholics had 14 representatives among 2,000 members, and on 56 county borough committees 27 members out of 1,500. In Liverpool they had one member on the education committee, and there v/as a time when Catholics had seven members on the Liverpool school board. The experience of the act of last year was an experience full of warnings to Catholics as to the danger of any scheme which destroyed the protection of the cumulative vote. Vdhat lie desired to see was a combination of the system of popular control and rate aid to voluntary schools. Such a system already existed in London in the case of the Jewish community. That showed wdiat could be done by rational agreement. The Jewish school-board schools taught only the Old Testament. Therefore they did not teach any definite Christian doctrine. Jev/ish teachers were appointed not because they were Jews, but because they knew Yiddish and could teach Yiddish to the Jewish children. By this subtlety the school board, who declared they would never give a penny for the endowment of denoinination- alisrn, gave money for the teaching of the Jewish religion by Jewish teachers to Jewish children. He did not blame them. He only contended "that if they endowed the maximum of Jev/ish dogma they had no right to refuse to endow a minimum of Christian doctrine. That would have been the way to deal v/ith the education of Catholics. Catholics invited every form of public control and investigation with regard to public funds, if the public authority were willing to deal only with secular education and leave them to deal with the religious doctrines which they taught their children. He viewed the abolition of the school board and the cumu¬ lative vote with alarm and regret. He agreed with that part of the bill vrhich recognized the principle of cooption, because, if the cumulative vote v/ere abol¬ ished it was only by cooption that they could provide for the representation of minorities. The feeling of his friends was that the borough councils were not bodies to which their destinies could be very safely intrusted. He would be inclined to support an ad hoc authority; but at ail events he hoped the represen¬ tation of the county council would be increased, and he rather favored Dr. Mac- namara's proposal for increasing the membership. In the annual conference of the national union of elementary teachers (held at Buxton, Easter week) the follovzing resolution was carried with but one dissent¬ ing vote: This conference is of opinion that the London education bill contains propo¬ sals fraught with the greatest possible danger to educational progress, will lead to inetficiency and extravagance in administration, is unv/orkable, and is incapable of being satisfactorily amended. It can not be made effective either by eliminat¬ ing the borough council representation or by according to the London county council a majority of seats on the committee, since the London county council members could not possibly devote sufficient time to the committee’s v/ork, which would fall into the hands of coopted members and officials. Even if those modi-, fications were adopted, therefore, conference would, be compelled still to use every legitimate means to secure the withdrawal of the bill. While not opposed to the municipalization of education, where the amount of work to be accom¬ plished m.akes this possible, conference believes that the magnitude of London's educational oiDerations is such that no scheme of administration can be satisfac¬ tory which does not place primary and higher education under the effective con¬ trol of one authority, directly elected exclusively for that imrpose. 246 EDUCJiTIOX EEPOET, 1903. The following resolution was adopted at a special meeting of the executives of the three boards of ministers (Presbyterian, Baptist, and Congregational) held in London: The committee of the general body of Protestant dissenting ministers of the three denominations make their most serious protest against the action of the Govemment in seizing the opportunity for proposals of a very retrogressive nature, Tlie proposed Loudon education bill is intended and adapted" to destroy the present London school board. It removes the education of the people further away from the control of the people, and is conceived in the interest of the Established Church rather than in tliat of the nation. The bill practically incr(?ases the endowment of religion, to which we have always objected, and do still strongly object. We protest against the great complication in the appointment and management as removing responsibility". We object to the method by which the work is to be placed in tlie charge of persons needed and selected for services of a totally dif¬ ferent character and requiring entirely different qualifications. Without judging the motives of its advocates, we assert that the present bill is deficient in sound statesmanshii), that it may be worked A"ery detrimentally to the advance of good national education, and that it will greatly increase the bitteiTiess of religious controversy, which we deplore. MODIFICATIONS OF THE BILL. To those who were watching the progress of the London bill the greatest sur¬ prise was occasioned by the dropping of clause 2. The history of the clause up to that point was epitomized by the Schoolmaster (May 30, 1903) as follows: C'lause 1 of the bill sets up the London county council as the education author¬ ity for London, Clause 2, as it originally stood, provided that the authority should act through a committee composed of 38 county councilors, 31 borough councilors, and 30 outsiders,” The second edition of the clause provided for 42 county councillors, 12 borough councilors, and 30 “outsiders,” and the third edition of this clause provided that the county council itself should determine the number of members to constitute the committee, that 12 borough councilors should find seats upon it, that 30 “ outsiders” should be apT)ointed, and that of the total membership thus involved the county council must have a majority. Last vv^eek a great fight raged round the retention of the 12 borough councilors in the third edition of clause 2. On the Wednesday Mr. Balfour insisted that the 12 borough councilors must stay in. and by a majority of 41 he succeeded for the moment in securing their retention. Much to everybody's astonishment, when the Parliamentary papers were issued last Saturday it was found that Sir William Anson had put down a motion to drop clause 2 altogether. If the clause vras to be dropped, then came the question as to how the educa-tion committee for London would be constituted. The answer is that the education committee for London would be constituted in precisely the same way as the education committees in the country have been constituted — that is to say, under section 17 of the act of last year, by the county council, in accordance Avith a scheme made by the council and approved by the board of education. To this committee, as already observed, the council may delegate all its powers under the act, excepting that of levying a tax or borrowing money. Tlie bill ha'ring thus been depriA'ed of its most objectionable feature, interest centered upon clause 3, which, it vfill be seen, originally provided that the bor¬ ough councils should be constituted as the managers of the board schools; that they should have the right to adopt and modify the curriculum of these schools to the needs of their own localities; the right to appoint and dismiss board teachers, and to determine upon what sites in their OAvn areas any further board schools should be erected. These proxiosals excited intense opposition in Parlia¬ ment from those who supported the measure. The luiblic demonstrations against the bill assumed ominous xiroportions, and finally the government yielded and clause 3 Avas radically transformed. The amended bill, as Avill lie seen by comparing the text of its x^rincipal-clauses Avith that of the original draft, Aurtually left the London county council the suxireme local authority for the schools of the metroxiolis. EDUOATIOK m GREAT BRITAIN AND IRELAND. 247 Ill the House of Lords the hill received a very fev/ unimportant amendments, and was passed August 5, substantially as it went from the House of Commons, TEXT OF THE PRINCIPAL CLAUSES OP THE BILL AS AMENDED IN THE HOUSE OP COMMONS. Be it enacted by the King’s most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this gyresent Par¬ liament assembled, and by the authority of the same, as follows: 1. The education act, 1902 (in this act referred to as the principal act) , shall, so far as applicable, and subject to the provisions of this act, apply to London. 2. (1) All public elementary provided schools within the area of each metropoli¬ tan borough shall have a body or bodies of managers, whose number shall be deter¬ mined by" the council of each borough, subject to the approval of the board of education: Provided, That three-fourths of such body or bodies shall be appointed by the borough council and one-fourth by the local education authority: Pro¬ vided also. That due regard shall be had to the inclusion of vfomen on the said bodies of managers. (2) The site of any new public elementary school to be provided by the local education authority shall not be determined upon until after consultation with the council of the metropolitan borough in which the proposed site is situated, and in the case of compulsory purchase, if the council of the metropolitan borough does not concur in the proposed compulsory acquisition, the board of education shall be empowered, as a condition of its approval of the provisional order, to require, if it thinks fit, the substitution in the order of any other site proposed by the council of the metropolitan borough for that inserted by the local education authority, RETROSPECTIVE TABLES. STATISTICS OU EUEMSVTARY SCHOOES OS’ ENGLAND. « Table I shows the com.parative growth of board and “ voluntary ” schools, the latter chiefly denominational, as indicated by average attendance for successive years from 1870 to 1902, inclusive. Table II shows the accommodation and enrollment in the different classes of schools for the year 1901 in comparison with the same for 1891. Table I. — Number of children in average attendance in public elementary day schools, board and. voluntary, inspected during the year. Year ending Aug. 31— j Board. Volun¬ tary. Board. j Y ear ending Aug. 31- Board. Volun¬ tary. Board. 1870 . 1,1.52,389 1,231,434 1,327,432 1,412,497 1,. 540, 486 1,609,895 1,6.56,502 1,723,1-50 1,846,119 1,925,254 1,981,664 2,007.184 IPer cent. 0.0 1887. . 1, 315, 461 1,378,006 1,424,835 1,457,358 1,491,571 1,570,397 1,688,668 1,777,797 2,211,920 2,2:36,961 2,2.57,790 2,260,5.59 2,2.58,385 2,300, 377 2,411,362 2. 448,0:37 2' 445, 812 Per cent. 37.3 1871 - . - . .0 ]888 . . 38.1 1872 . - _ 8,726 69,983 138,293 227,285 328,071 427, .533 559,078 669, 741 1889 . 38.7 1873 _ _ 4'. 7 1890 _ '. _ 39.2 1874 . . . 8.2 1891 . . 39.8 187.5 . . . 12.4 1892 _ 40.6 1876 . . 16.5 1893.. . 41.2 1877 . 19 9 1894 42.1 1878 . . . 2.3.2 1895 . 1,879,218 1,956,992 2,016,547 2,072,911 43.4 1879 - .. . 25 8 1898 2,465,919 2,471,996 2,481,2.54 44.2 1880 - _ _ 769, 252 856,3.51 28 1897 . 44.9 1881 . . 29.9 1898 _ - 45.5 1882 _ 94.5,231 1,028,904 1,115,832 1,187,455 1,2.51,307 2, 089, 920 31.3 1899 . 2,137,805 2,499,1.33 2,488,877 2, 492, .5:36 2,546,217 46.1 1883 . . 2.098,310 2,1.57,292 2,183,870 2,187,118 32.9 1900.... . . 2,177,2.53 2, 2:39, 375 47 1884 . 34.1 1901 . 47.3 1885 . . 35.2 1902 . 2,344,020 47.9 1886 . . 36.4 a Annual reports of the committee of council on education, 1870 to 1898-99, inclusive; report of tlie Duke of Newcastle’s commission, 1861; report of the royal commission on the elementary education acts, 1888; special reports on educational subjects, education department, 1896-97; reports of the board of education, 1899-1900, 1900-1901, 1901-2. The retrospective tables are derived chiefly from the last-named source and the final report of the committee of council on education (1898-99). 248 EDUCATION KEPOET, 1903. Table II. — Accommodation and enrollment in the several classes of elementary schools, 100:2 and 1891. Schools, i. e.. insti¬ tutions under separate manage¬ ment. Departments in which separate head j teachers are employed. 1 Scholars forwliom' Actual average number of schol¬ ars in attend¬ ance. Denomination. Boys. Girls. Mixed. In- ' fants. j Total. accom- 1 modation' is pro¬ vided. Number on roll. Schools connected with National So¬ ciety or Church of England . . 11,711 1,668 l,a)5 23 9, .502 1 3,6:31 i 16,046 2,813,978 2,328,4.55 1,927,663 Wesleyan schools ... 458 28 ' 4:38 2:35 714 183,673 159, 485 1:30,102 Rom a n C at h 0 1 i c schools. _ _ 1,0.56 230 :317 818 5:39 1,794 403,064 333, .588 269, 191 British and other schools . 1,043 143 in 84.5 378 1,477 3:32,887 237,1.33 218,481 Total voluntaiy schools . . - 14, 268 2,069 1,9.56 11,593 4, 773 20,391 .3,722,4:37 ! B, 0.58, 631 2, .545, 437 School-board schools 5,943 1,9:39 1,921 3,911 3,:340 11,111 3,00:3,247 2,839,133 2,369,980 Grand total, 1902 20,211 4,008 :3.877 15, .504 8,113 31,502 6, 725,674 5,897,794 4,915,417 Grand total, 1891 _ 19,5:35 4,213 3,828 14,610 6,947 1 29,598 5,641,360 4,883,329 3, 754, 493 Table III. — Expenditure on jmblic elementary education {England and Wales), 1871-1903 {current and capital). Year. («) S'o Oj i!- Oh d) C o M o -2 i=! J o _ce ce g S s a ^ S o O 't-i t> (c) d) (0 (/) (0) (^0 t m Pi 0 tC-'-H xn as 0^ 0 2 ® .2 u ft a §0 cS C 2 bet; 0 S 2 >> 03 0 > K eg cS'fttf r/5 'O'S oft '©S' S 0 0 ees of sell mentary students colleges. 1 0 A.S ft nS i 8^ 1 stimated nual su for volur buildingi 0 8^ i lb i ZCl 5 -|- £580, 44r, 743,505| 894, 556: 1,083,571 1,388,232 1,747,175 2,028,880 2,246,065 2,399,8001 2,485,364 2, 669, .542 2,731,3621 2,881,508 3,121,331 3,287,905 3,462,572 3,565,539 3,563,836 3,608,012 3,913,210i 4,293,586: 4,442,698; 4,609,179 4,721,895 4,988,783 (0 ^ (D CS 43 ce 2 ^ ® 3 g.2 03 CD p< 0} 1871 . 1 1872 _ ! 1873.. .. I 1874.. . 1875.. . 1876.. . 1877.. . 1878.. . 1879.. . 1880.. . 1881... 1882... 1883.. . 1884.. .. 1885.. . 1886.. . 1887.. . 1888.. . 1889.. . 1890.. . 1891.. . 1892.. . 1893.. . 1894.. . 1895.. . 1900.. . 1‘101... 1902-3. £71,184 102,491 2.51,906 373, 859 .588, 845 868, 418 1,108,316 1,328.275 1,486,2.50 1.. 579. 7.52 1.772.263 1.837.. 566 1,990,162 2,207,806 2,3.54,00() 2, .545, 492 2,641,5.54 2, 631, 4:33 2.666.264 2,968,096 3,331,473 3,462,3.56 3,619,167 3,732,:342 3,987,790 5.. 5.57. 537 6,331,811 6,243,092 £.509, 26: 581,014 642, 650 709, 712 799,38’ 878,7.57 290, .564 918,390 913, .5.50 905,012 897,279 893, 796j 891,3461 913, .525 93:^, 9.59 917,080 923,985 9:32,403 941,748 94.5,114 962,113 980,342 960,012 9359,. 5.53 1,000,993 8:34,12.3 876,1360 £546, 607, 6‘)9. 826, 948, 1,049, 1,154, 1,292, 1,392, 1,4.52, 1,.530, 1,607, 1,684, 1,759, 1,818, 1,840, 1,862, 1,890, 1,9:32, 1,969, 2,000, 1,320, 393, :360, 342, 126,867; a51,197! .594,153} 909; 815; a38;a52, 797.067 183,7891 .539,280, 792,089, 9:38, 1,56' 200,4711 339,250 ,565,5951 880,6:>0: 106, .544 302,9.54 427,581 4.54.373 ,540,619 ,882,242 ,294,262 ,763,103 ,002,440 ,082,425 ,331,683 7,16.5,934 7,12:3,052 £600 63, 487 861,4.58 1,5:39,111 1,4.35,989 1,462,9.56 l,821,a30 1.. 500. 163 1,083,636 1,090,2.58 982,1.54 975, 245 8.50,051 1,171,288 1,198,364 691,601 430,462 401,114 ,574,828 377,: 574,064 949,076 914,5:39 1.. 557.865 1,869,362 2,150,79: £441,201 441,201! 441, 201 441,:>01 441,201 441, 201 441,201 441, 201 441,201 441,201 441,201 441,201 441, :301 441,201 441,:301 441, 201 441, 201 441,201 441,201 441,201 441,201 441,201 441, 201 441,201 441,203 £1,568, 1.8.55, 2,896, 3,890, 4,21.3, 4, 701, 5,446, 5,480, 5,316, 5, 469, 5,623, 5. 7.55, 5,856, 6,493, 6, 746, 6,4:35, 6,299, 6,296, 6, .5.56, 6, 7a), 7,309, 7, 1.53, 6,.a58, 7,081, 7,642, £927, 524 1,117,878 1,246,851 1,. 341, 089 1,496,471 1,642,283 1.897.350 2,191,017 2,348,704 2, .529, 572 2,6:36,936 2,824,462 2,866,260 3,1:35,843 3,285,227 3,746,633 3,511,654 3,606, 868 3,684,192 3. 741.351 4,185,142 6,092, 366 6,495,841 6,650,969 6,96:3,279 8,97:3, 871 ?>9,079,686 &9, 339, 404 a The law of 1870 authorized school boards to borrow money on the security of local taxes (rates) for the building of schoolhouses. Up to the 1st of April, 1901, the education department had sanctioned loans to the amoimt of £41,624,464 ($208,122.:320). The new accommodation thus furnished is sufficient for 2,788,1:30 children. The estimated cost per child is thus about £14 18s. 7d. (§73). The department has also sanctioned loans to the amount of £132,998 to 10 school boards for providing accommodation for 729 blind and deaf children, and also £26,818 18s. to 5 school boards for providing accommodation for :390 defective children. l> The grant for this year does not include the grant from the science and art department, which is no longer applied to elementary schools. This grant, now limited to so-called higher schools, amounted in 1902-3 to £649,702. The Government grant to training colleges not included in the foregoing totals was £231,989. EDUCATION m GREAT BRITAIN AND IRELAND 249 Table IY. — Expendihire on public elementary education {England and V/ales) 1871-1895 {current and capital). rROPOKTION OF TOTAL EXPENDITURE WHICH FELL (a) ON THE CENTRAL FUNDS OF THE STATE, {h) ON OTHER SOURCES OF REVENUE. Year. State. Other sources of income. Year. State. Other sources of income . Year. State. Other sources of income. 1871 _ 37. 16 62. 84 1886 _ 35. 08 64.92 1893 . . 50. 54 49. 46 1876 _ 25. 89 74.11 1891 . . 36. 41 63. 59 1894 . 48. 44 51.58 1881 _ 31.93 68.07 1892 . 48.00 54. 00 1895 . 47.68 52. 32 Table Y. — xlverage expenditure {for maintenance only) per scholar in average attendance. Year ending August 31 — Board schools. Voluntary schools. £ s. a. £ s. d. 1870 . 1 5 5 1871 _ _ 1 5 6f 1872. . . . 1 8 41 1 7 5 1873.. . 1 14 bi 1 9 Ilf 1874- . . 1 15 41 1 10 104 1875 . . 1 16 11 1 n loi 1876. . . . 2 1 44 1 13 51 1877. . . . 2 1 41 1 13 9 1878... . 2 1 9} 1 14 0 1879 _ _ 2 2 01 1 14 6 1880 _ _ 2 1 Ilf 1 14 7f 1881 _ _ _ _ 2 1 6 1 14 Hi 1882 . 2 1 64 1 14 6f 1883 . - . . . 2 1 34 1 14 101 ■1884 . 2 1 84 1 15 2 1885 . - . 2 5 4 1 15 94 1886 . 3 4 Ilf 1 16 44 Year ending August 31— Board schools. Voluntary schools. £ d. £ s. d. 1887 . 2 4 74 1 16 44 1888 . . 2 4 1 16 4 1889 . . . 2 4 64 1 16 44 1890 . . 2 5 114 1 16 114 1891 . . 2 7 If 1 17 8 1892.. . . . . 2 8 4f 1 17 94 1893 _ _ 2 8 1 17 64 1894 . . . 2 8 9f 1 18 If 1895 _ _ 2 10 If 1 18 Ilf 1896 . . . 3 11 lit 1 19 6f 1897 _ 2 13 24 2 0 6 1898 _ _ 2 13 94 2 2 4f 1899 _ _ 2 15 7 2 5 U 1900 . . . . . 3 17 8 2 6 5 1901 . . . 3 0 2 2 6 84 1902 . . . 3 0 9 2 6 4" Table YI. — Comparative view of income for maintenance only, day and evening schools, 1895-1900; day schools only, 1902. Classification of sources. Total local sources. Total Government grants. 1894. 1900. 1902. 1894. 1900. 1902. National Society, or Church of England . Wesleyan . Roman Catholic. . _ _ British and other schools.. . Board schools . Total _ _ £958,485 59,488 98, 994 153,891 1,828,071 £937,609 53,897 93,835 169,710 3,078,954 £962,205 55,857 99,385 153,023 3,558,143 £2,613,956 191, 647 309, 903 355, 603 2,612,140 £3,407,479 233, 450 462, 492 427, 701 3, 474, 799 £3,409,945 233,628 464,163 894,987 3,558,495 3,094,929 4,334,009 4,828,613 6,083,249 8,002,978 8,061,218 250 EDUCATION REPOET, 1903. Table VII. — Xumbcr of ieacliers in pnhUc eJementarij day schools. Year ending August 31— 1870. 1875. j 1880. 1885. * 1890. 1895. 1899. 1900. Certificated teachers: Men— 7, .548 2,284 i 9, .546 11,287 5,026 12, 770 15,023 6,200 17,436 6,817 17,6.51 6,906 3,975 5,934 Total -- . . 6. 395 9, *832 13,521 1 16,313 18, 704 21,2:23 24,253 24,5.57 Women — Trained . . 7,324 9,347 8, .5.54 11.371 i 13,022 12,873 14, 962 15,616 16,102 18,584 19, 248 19,. 317 20,164 Untrained. . . . . . 3, 787 Total ■ . 0,072 11,111 17,901 24,393 27, 8.35 31,718 37,832 39, 481 Assistant teachers: Men . - 487 984 2,681 4, 971 10,822 21, 306 5,104 11,514 5, 2.54 i 16, 530 5.047 4, 725 25,508 5,121 27, 315 W omen _ _ 775 1,729 10,842 18,403 22,914 7,246 Pupil teachers (including pro¬ bationers): « Bovs . . 0,384 8,228 7, 625 7,695 6,64.3 26, 706 6,0.35 24,956 17, 512 Girls . - _ i 20,113 i 4,292 23,467 5,210 26, 757 Additional teachers, women _ 2,3.52 11, 678 16,717 Total men - - - Total women t' _ ... 13,266 1 15,775 21,6.56 i 31,243 27,024 46,580 V9,4)42” 60,312 ”^i,6.53 73,042 ^33^.516 93,067 ~3.5762r 108, 763 ^57713 109,266 Total _ 29,041 i 52, 899 73, 554 89,0.54 104, 695 126,583 142,384 144,979 Per cent of men . . . ”4576^ ^41 : ~36’ 74' 7‘32.V'7 ~~30'^~ ^26740”] 1 25.01 2lV o Year ending December 31 for years 1870, 1875, and 1880. b Including pupil teachers and probationers: the latter, numbering 2,656 in 1899, are not included in number of teachers given in Tables I and XIV. The G-overnment regulations require that the principal of every school which participates in the public grant shall have a Government diploma; that is, shall be a certificated teacher, except under special arrangements. Candidates for the certificate must pass a specified examination and undergo at least a year's proba¬ tion in actual service in a school. In determining what is the minimum school staff required the board of education consider the principal certificated teacher to be sufficient for an average attendance of 50, each additional certificated teacher for an average attendance of 60, each assistant teacher for an average attendance of 45, each provisional assistant teacher, each additional teacher, and each pupil teacher for an average attendance of 30, and each probationer for an average attendance of 20. Table VIII. — Proportion of each class of teachers to the toted number. Year. Certifi¬ cated teachers. Assistant teachers. Pupil teachers, including proba¬ tioners. Total. n Percentage of total teach- ers.n Certifi¬ cated. Assist¬ ant. Pupil. 1870 _ _ _ 12, 467 1,262 14,612 28, .341 44.0 4.4 51.6 1875. . . 20, 940 2, 713 2.1, 245 .52,898 39.6 5. 1 55. 3 1880.. _ _ _ 31,442 7. 6.52 32,128 71,202 44.1 10.8 45.1 1885 _ 40, 706 16, 618 27,738 85,062 47.9 19.5 32.6 1890 _ _ _ 46. rm 21,784 31,162 99, 485 46.8 21.9 31.3 1895 _ 52, 941 27, 9()1 :34, 003 115,905 46.1 24.3 29.6 1899 . 62, 085 30, 233 33, 349 12;5,607 49.4 24.1 26.5 1900 _ 64,0.58 22, m 30.991 127,485 50.24 27.3 23.5 1901... . . . 66, 149 34,716 28.002 128, 867 51.3 26.9 21.8 oNot iucluding additional women teachers first employed in 1880 mumbering 17,958 in 1901). EDUCATION IK GEEAT BEITAIK AKD IIIELAKD, 251 Table IX. — Average annual salaries of certificated teachers. Masters. Mistresses. Percentage in Percentage in Average salary of— receipt of salaries, over Average salary of— receipt of salaries over Year. £300. £300. Princi¬ pal teach¬ Assist¬ ant teach¬ All teach¬ ers. Princi¬ pal. All teach¬ ers. Princi¬ pal teach¬ Assist¬ ant teach¬ All teach¬ ers. Princi¬ pal. All teach¬ ers. ers. ers. ers. ers. 1870 £94 £57 1875 109 65 1880 - 121 1.05 73 0.51 1885 . . £132 £90 121 2.11 1.56 '£79"” ””£63' 74 2. 05 1.34 1890 134 90 120 2.95 2. 01 83 66 76 2. 75 1.68 1895 _ _ _ 1.38 98 122 3.21 1.97 88 73 81 3.51 1.93 1899 . 144 103 125 3. 54 1.97 94 76 84 3.95 1.85 1900 . . 145. 7 3.6 1.9 95.7 4.1 1.9 1901 147. 5 128. 8 3.8 97.1 "‘86.’5’ 4.3 Table X. — Comxmrison of the eleven years 1890-1000 and 1902 ivith 1870 and 1876. Year ending Angnst 31— Schools (institutions) inspected by Her Majesty’s inspectors . Voluntary schools . . . . . Board schools. _ _ Departments under separate head teachers in those schools _ _ Scholars for whom accommodation is provided _ _ Percentage to estimated population. Scholars on the school resisters _ Percentageto estimated population. Scholars in actual average attendanceo. Percentageto estimated population. Percentage to scholars on the school registers. . . . . Average attendance for payment in in¬ fant schools and classes _ _ Average attendance for payment in schools for older scholars. . . Average attendance of scholars who earned grants upon examination in class subjects _ Scholars qualified for grant in specific subjects. . . . . Humber of departments in which sing¬ ing was taught: By ear . . . . By notes . . . . . Number of schools in which were taught-- Milita,ry drill . Manual instruction _ _ _ Science . . . . . Physical exercises _ _ Half-time scholai’s. . . . . School libraries . . . . Savings banks _ Certificated and provisionally certifi¬ cated teachers & _ _ _ Assistant teachers. . . . . . Additional teachei's _ _ _ _ Pupil teachers . . . . . ‘ ‘Annual grant ” _ .• . . . 1870. (Revised Code). 1870. 8,281 14,273 8,281 13,677 1,596 13,061 QO 1,878.584 3,426,318 8.80 14. 13 1,633,0.59 2,943,774 7.66 12. 08 1,153,389 1,984,573 5.21 8.10 68.06 6^.43 16,823 3,815 1,056 20i,’284 13. 46T 1,262 '''i'i'soi' £562,611 23,053 3,173 513 33,231 £1, 316, 864 1890. 19, 419 14,743 4,676 29,839 5,539,385 18. 84 4,804,149 18.34 3,717.917 12. 64 77.39 1,107,805 3, 632, 731 2,493,918 78,611 13,054 16, 227 1,414 175,437 4, 401 2,498 46,. 539 21,784 5,210 29,610 1891. 19,508 14,761 4, 747 29,533 5,628,201 19. 35 4, 824, 683 16. .59 3, 749, 956 12.89 77.72 1,131,990 2,650,960 2, .531, 974 90, 087 11,833 17,645 1,365 145 420 1,441 173, 040 4,967 2,629 47,823 23,-508 5,681 28,1.31 £3,434,759 1893. 19, ,515 14, 684 4,831 29,673 5,692,975 19. 36 5,006,979 17. 03 3,870,774 13.16 77.31 1,180,782 2, 712,969 2,595,137 90,070 10,623 18,996 1,352 285 513 1,703 172, 363 5, .560 6,383 48, 772 23, .5.58 6,9.51 26,961 £3,561,360 a In Table I will be found sepax-ately the average attendance iix board and voluntary schools. &Men teachers and women teachers are given separately in Table VII. 252 EDUCATION EEPORT, 1903 Table X. — Comparison of the eleven years lSDO-1000 and 1002 u'itli 1870 andv 1870 — Coiitinnecl. Year ending August 31— i 1 cc 1.894. 1895. 1896. Schools (instit'ations) insjjected by Her Me jestv's inspectors _ _ _ _ 19,577 19, 709 19.739 19,848 Voluntarv schools . . 1-1,673 14,628 14.47-9 14,416 Board schools . . . 4,9U4 5,081 5,300 5,433 Depaitments under separate head teachers in those schools . . . . S9, 804 30,033 30,;3:37 30,521 Scholars for whom accommodation is provided . . . . . 5, 763. (517 5,833,944 5,937.288 6,073,374 Percentage to estimated population . 19.3.8 19.44 19. 53 19.71 Scholars on the school registers _ 5,136.373 5,198,741 5, ?199, 469 5,422,989 Percentage toestimated population. 17.34 17. 29 17. 43 17.60 Scjiolars in actual average attendance «. 4,100,030 4,235.834 4,3.35.030 4,423,911 Percentage to e.stimated popidation. 13. 79 14. 06 14. 33 14.35 Percentage to scholars on the school registers . . . . . . 79. 9S 81.:29 81.61 81. 55 Average attendance for payment in in¬ fant schools and classes _ 1,376,303 1,. 318, 478 1,3:33,680 1,370,393 Average attendance for payment in schools for older scholars _ 3, 846, 549 2,933,039 3,008,798 3,070,550 Avei'age attendance of scholars who earned grants upon examination in class subjects _ Scholars qualified for grant in specific 2,753,361 2,884,190 3,980, 948 3,053,693 subjects _ _ 100, 130 113,884 1:28,012 138,814 Niimberof departments in v/hich sing¬ ing was taught; B V ear _ 9,655 8,G*.^J 7, .893 7,304 By notes _ ... 20, 106 21, an) 23,ai3 23,380 Number of schools in which were taught — Militarv drill _ _ _ _ 1,346 1,.343 1,.572 1,903 Manual instruction _ _ 430 677 949 1,178 Science _ 557 573 6:33 783 Physical exercises _ _ — 1,938 3.3.59 3, 185 5,3:33 Half-time scholars _ _ _ 164,018 140;831 136,896 119,747 School libraries ... _ _ 5,833 6,225 6,381 6,550 Savings banks _ _ _ 8,548 8,668 8,410 8,065 Certificated and provisionally certifi¬ cated teachers h _ _ _ 49, 340 50,689 53,941 56,712 Assistant teachers . . . . 25, 123 26, 067 37,961 25,393 Additional teachers _ _ 8,534 10,196 11,678 12,838 Pupil teachers _ _ _ “Annual grant” _ _ _ 27, 388 28, 739 31,476 33,529 £3,783,337 £3,636,641 £4,081,281 £4,217,506 Year ending August 31— Schools (institutions ) inspected by Her Majesty’s inspectors _ _ Voluntary schools. . . . . Board schools _ Departments iinder sepaiate head teachers in those schools _ Scholars for whom accommodation is provided _ _ Percentage to estimated ijopulation. Scholars on t he school registei s _ Percentage to estimated population . Scholars in actual average attendance « . Percentage to estimated population . Percentage to scholars on the school registers _ Average attendance for payment in in¬ fant schools and classes _ _ _ Average attendance for payment in schools for older scholars . . . . . Average attendance of scholars who earned gi-ants upon examination in class subjects _ _ _ _ _ Scholars qualified for grant in specific siibjects _ _ _ Numbei’ of departments in which sing ing was taught: By ear _ _ _ By notes . . . . . . 1867. 1898. 1899. leco. 190.2. 19,9.58 19,9:37 :30,064 :20, 100 20,158 14, 4:14 14,:382 14, 4:33 14, 409 14,275 5,5:24 5,555 5,633 5,691 5,878 30,847 .30,911 31,173 .31,234 31,372 6,215,199 6, 316, 866 6, 417,. 51 4 (>,.509,611 6,681,295 20.01 20.11 20. 21 20.28 20.54 5, .507. 039 5, .576, 866 5,654.093 5,680,114 5,881, :278 17. 73 17. 76 17.81 17.71 18. 08 4,488,543 4, 5.54, 165 4,6:36,938 4,666,1:30 4, 788, 400 14.45 14.50 14.60 14.53 14.73 81.. 50 81.66 83.01 82.06 81.41 1,391,091 1,4.28,321 1,476,309 1,478,211 1,486,033 3,117,469 3,148,851 3,195,671 3,230,230 3,303, 377 3,107,051 3, 143, 618 3, 192, 794 3,227,985 156, 314 175, 689 346,301 3:30, 815 6,. 5.36 5, 899 5, 250 4,, 577 3,293 24,284 24,991 25,901 26, 638 29,077 o In Table I will be found separately the average attendance in board and voluntary schools, b Men teachers and women teachers are given separately in Table YU. EDUCATION IN GEEAT BEITAIN AND lEELAND. 253 Table 'K.—Cor,vparison of the eleven years 1890-1900 and 1902 with 1870 and 1870 — Continued. Year ending August 31 — 1897. 1898. 1899. 1900. 1902. Number of schools in which were taught— Military drill . . . . . _ Manual instruction _ Science . 2, 418 1,274 901 7,845 110,6.54 7, 006 7,489 .58,814 25, 206 14,1.55 ,32, .598 £4,339,739 2, .5.55 1,335 951 • 8, .569 ' 103,678 7,398 7,393 59,874 26, 736 15,136 31,038 £4,. 554, 932 2,6.59 1,587 1,075 9,115 95, 621 7,875 7,337 62,085 30, 233 16, 717 30, 783 (>£4,835,055 2,8.38 1 , 708 1,229 9, 675 89,036 8,114 7,133 64,038 32, 436 17,. 51 2 29, 393 £4,911,269 6. 437 1,749 Physical exercises - Half-time scholars _ School 1 i br aries _ _ _ Savings banks _ _ Certificated and provisionally certifi¬ cated teachers « . . Assistant teachers _ Additional teacher's _ _ Pupil teachers _ _ _ “Annual grant ’’ . . . . . - 8, .504 7,071 67,81.3 36, 265 17, 588 29,218 £5,275,883 « Men teachers and women teachers are given separately in Table VII. Annual grant only. Table XI. — Comparative statistics of education in Scotland. Years. 1872. j 1880. 1890. Estimated population . . Number of schools . . . . . . Departments: Day . . . 3,395,802 3,705,314 4,109,275 1,979 2, 1.33 3,064 3,377 3,076 3, 405 Higher grade . . Evening continuation . . Accommodation: Day schools . . . Higher grade _ _ _ 68 281,688 *^77 602,0.54 191 714,865 Evening continuation schools (not connected with day schools ) _ Number on the registers: Da,v schools . . . . 1,361 534, 428 420 664, 466 Higher grad-e schools _ Evening continuation schools _ Average attenda,nce: Dfl v scb.ol.ars 213, .549 20,279 404,618 16,. 524 512, 690 Higher grade scholars Evening continuation scholars _ Number of teachers: Certifica.ted . . . . . Assistant 3,653 2, 566 14, 297 5,a30 444 4,. 582 892 11,636 7,745 1,320 3,883 861 Pupil 3,642 729 Queen’s schoMrs in training colleges “.. Oueen’s students w . . Current expenditures _ $4,122,879 19(10. 4,324,944 3, 135 3,592 31 952 893,842 9,292 5,0(14 753,287 3,271 82,190 626,089 2,940 43,962 10, 845 2,418 3,926 1,2.50 110 I 1901. 4,472,000 3,141 3,609 34 1,032 911,398 9,721 10,574 763,903 3, .518 87, 599 6^3,104 3, 270 47,002 11,268 2,606 4, 035 1,360 132 $9,063,215 o Termed King’s scholars in training colleges since the accession of Edward VII. 6 Termed King’s students since the accession of Edward VII. c For day schools only. SECONDARY AND TECHNICAL EDUCATION. England. — The recent changes in the administration of xd-ihlic education in England have hrought about a reclassification of schools which must be kept in mind in the endeavor to interpret the official reports, and especially so far as these treat of secondary education. The province of the central authority,!, e. board of education, under the law of 1903, includes, as already explained, elementary education and higher education. Under the latter head are included evening schools, formerly classed with elementary schools, and the schools and classes 254 EDUCATION EiEPURT, 1903. receiving the grant for science and art instruction. The status of these several classes of institutions in 1002-3 is shown in part by the following statistics: Schools. Xninber of schools. Number of students. Total gra.nt. Fj'cenins: schools _ _ _ _ _ _ 5,198 214 1..524 2:12 1, 1:2.3 527,729 27. 852 ol43,&56 1 110,858 .305 18:3 1 $862. 788 6:21,502 Schools of science - - - - - - Science classes _ _ _ _ Schools of art _ - . - . - . - . 383,609 Art classes . . . - . . Roval Collesje of Science . . . . Royal College of Art . . . A . - . '''Tliirty-riiue thousand one liiindred and forty-two day students and 10-1,41^ evening students. An institution of iiniversity rank. The number of secondary schools accepting the Government inspection in the year 1002 was 75 as against 51 in the xirevious year. Fifty-two were inspedted on the application of the county authorities aiding them. Six were for girls and 6 were mixed schools for boys and girls: 31 were schools receiving grants under the regulations of the board for secondary day schools, and in the case of 16 of these the inspection was required for comitliance with the regulations. The board of education receives also the reports of the administration of the technical instruction laws, from which it appears that during the year ending IMarch 31, 1902, 41 of the 49 county councils in England (Monmouth being excepted) applied the whole of the amount received from the residue of the liquor duties and 8 a part of the amount to technical education. Of the 64 county boroughs 59 applied the whole of the residue and 5 a part to technical education. Further, 3 county councils and the councils of 30 county boroughs. 99 boroughs, and 189 urban districts made grants out of the rates under the technical instruction acts. Fn 25 cases local authorities also devoted funds to technical education out of the rates under the public libraries and museum acts. In Wales and Monmouth the councils of the 13 counties and 3 county boroughs devoted the whole of the residue to intermediate and technical education, chiefly under the Welsh intermediate education act. 1889, and the councils of interme¬ diate education act. 1889, and the councils of 11 counties and county boroughs and 12 boroughs and urban districts made grants out of the rates under the tech¬ nical instruction acts. In England and Wales the total amount expended on technical education during the year v,ms £1,057,399 ($5,286,995). In addition the amount raised by loan on the security of the local rate under the technical instruction act, 1889. mainly for the erection of technical and science and art schools was £206,426 ($1,032,135). * * In Wales and Momnounth the total amount devoted annually to inter¬ mediate and technical education under the Welsh inteimiediate education act, 1889, is now approximately £52,000 ($260,000). Scotland. — Reference has already been made in the brief con.spectus of the Scotch system of education to the status of secondary schools in that division of the Kingdom. Tlie Scotch education department in the report for 1901-2 state that the number of secondary schools under inspection is now 95, 32 being higher class public schools, 25 endov.'ed schools, and 38 schools under voluntary managers who have invited the inspection. By the passing of the education and local taxation account (Scotland) act in 1892 an annual sum of £60.000 became available for secondary education in Scot¬ land. The cost of the inspection of higher class schools and of the leaving certifl- cate examination is mainly met from this source, and for the year 1901-2 a sum of £4,700 was taken for that purpose. The question of the method of distribution by which the available balance might most effectually contribute to the educational benefit of each locality was referred by the minute of May 1. 1893, to borough and county committees, who administer the share of the grant falling to their respec¬ tive districts in accordance with schemes prevdously submitted to and approved EDUCATION IN GREAT BRITAIN' ANI> IRELAND. 255 by the department. This arrangement has been contiiined by subsequent minutes, and the regulations now in force are set forth in the minute of June 10, 1897, as amended by that of April 30, 1900. That minute provides for an extended repre¬ sentation of those local authorities who are willing to intrust to the committee the administration of sums which are at their disposal for purposes of technical edu¬ cation, and the authorities of 12 counties, 10 boroughs, and 20 police boroughs have taken advantage of this provision and passed special resolutions, in accordance with which a sum of £12,686 12s. 2d. was this year handed over to the secondary education committees for distribution. In the local examinations in subjects of science and art in Scotland held during the months of Ai)ril, May, and June, 1901, there vcere 27,398 presentations, com¬ prising 10,380 in subjects of science and 17,018 in art. Of these, 6,624 candidates in science and 7,384 in art succeeded in satisfying the examiners, and the depart¬ ment awarded to the successful candidates 14,008 certificates. These examinations numbered 1,928 held in the evening and 81 in the day, being 888 in art subjects' and 1,121 in science.. The expenditure from grants for science and a.rt instruction amounted to £79,617 (1398,0.85) . The department’s grant of £2,000 for agricultural education has since 1900 been augmented by a further sum of £2,000 a year from the local taxation account. The sum available for distribution in the year 1901-2, including a bal¬ ance of £947 8s. 8d. from the preceding year, was £4,947 8s. 8d., and the following table shov/s the sums actually distributed to the various institutions for the present as compared with the preceding year: Institution, etc. Sums paid. 19(X)-1901. 1901-3. Aljercleen University^ ('agricultural denartment) . . . . . . £. s. d. 500 0 0 1,000 0 -0 £. s. d. 500 0 0 Edinburgli Scliool of Rural Economy Edinburgh East of Scotland College of Agriculture. . r _ _ 1,780 0 0 3,350 0 0 61 11 3 West of Scotland Agricultural College _ _ _ _ 2,o()5 6 6 74 14 3 Expense of inspection, etc _ _ . _ Total .... ... 3,574 li 3 4,69111 3 Present needs of secondary education. — Complete statistics of secondary educa¬ tion in England and Scotland are wanting, but recent estimates indicate that there are at least 250,000 students pursuing secondary studies in England and 75,000 in Scotland. These statistics relate to schools of v/idely different ty|)es, but they are exclusive of pupils in elementary classes. As regards the provision of secondary schools in England all authorities agree that it is, on the whole, inadequate and very unequally distributed, and, further, that in places where the supply of schools is amxjle there is v/aste through the want of a x^roper coordination of different institutions.. Hence, although great progress has been made during the last two deead.es in overcoming the deficiency of secondary schools by the creation of municix^al institutions com'parable to the high schools of our own country, the call for government aid in this field of effort is as urgent to-day as was formerly that for its intervention in elementary education. Scotland, though relatively better off than England by reason of a more uniform distribution of the means of sec¬ ondary education of the classical types, is in great need of increased provision for education in science and other modern branches and of a more systematic organi¬ zation of the various classes of secondary schools. The condition in respect to this interest in England is set forth in the follovAng letter from Mr. Acland, M. P., former chief of the education dex^artment: Amidst the political controversies that are about to occupy the attention of the public for some months to come, occasionally a voice is heard to say that in order to obtain industrial efficiency we need, among other things, an improved second¬ ary and higher education. Such voices will soon be drowned in the coming strife, and nothing effective may be done. As regards university education, attention has just been called to the question by Sir Norman Lockyer. The grant from the State for English universities and university colleges (omitting Scotland,. Ireland, and Wales) of less than £50,000 25G EDUCATION KEPOET, 1903. a year would rightly be called an absurdity in any other industrial country like ours, and is indeed a scandal. But how is the scandal to be removed? It will never be removed till either a House of Commons or a Cabinet is found which cares about the subject and will force the hand of the chancellor of the exchequer and the treasury. As regards secondary education, which is the other branch of the subject (and without a really good education in secondary day schools the universities are largely ineifective) , the progress v/e are mahing is absurdly small in proportior to our needs. To wait for the assistance of private individuals or for grants from rates to bring about what is required is hopeless; and until the State is courageous enough to do more we shall fail to meet existing needs. The increase on this year's Parliamentary estimates for elementary schools and training of elementary teachers in England and Wales (which together cost more than ten millions a year) is more than a million and a quarter. Of this sum rather more than half is aid grant given to ease the passage of the act of 1902 through the House of Commons. The net increase under the head of “other aided schools ” not ele¬ mentary is this year nil. Evening schools, which we are told nowadays to call part of secondary education, are to have less; secondary day schools somewhat more. The total grant to secondary day schools in England and ¥/'ales, including a share of administrative expenses, is less than £200.000 a year. What a paltry sum this is for a population of 32,000,000! It is not too much to say that, apart from our great x)ublic schools and from private jmeparatory and other private schools, there ought to be in publicly aided secondary day schools in England and V/ales at least 150,000 boys and girls. The annual cost of their education at £15 per head would be £2,250,000. This takes no account of sites and buildings and apparatus for new schools and improvement for existing schools, for which a large sum is required. Endowments count for much less in this matter of the local supply of secondary education than is supposed. As regards parents, a large number will not pay more than a third of the annual cost, and many can not be expected to pay anything. For the rest, including; the new buildings required, we are dependent in the main on rates from local authorities and on the State. Much the largest part of the “ whisky money ” is taken up in expenditure other than that on day secondary schools; and as regards large or generous grants from rates, a most effective block has just been placed in the way in many districts by the act of 1902. Who expects that in districts greatly needing a good supply of secondary education, where the new elementary school rate may be from Id. upward in the pound, there will be much new money forlhcoming for secondary schools from the ratepayers' pocket? Since the report of the royal commission on second¬ ary education, for the appointment of which I was responsible, some of whose recommendations are now quite out of date, we have really done very little; and I despair now as much as ever of seeing anything accomplished which will really meet the national need. All successive governments, conservative and liberal, are e(iually to blame in not having given effective attention to the subject. Then not only is the amount spent wholly inadequate, but the grants that are given to secondary day schools are given on a system which could only be justi¬ fied as long as they came from the science and art department, which is now abolished. From a secondary education department something different is expected. The grants are not given for the v/ork of the secondary school as a whole, but on condition that a certain number of hours’ teaching is given to science. This in its actual results, though it is not intended, is in many schools quite as bad for science as for other subjects. Those who read the report just published by the board of education, by Mr, Headlam, who has recently inspected 70 secondary schools for the board under the act of 1899, must feel a sense of humiliation at what he says, which only con¬ firms what is knov/n to many who are acquainted v;ith the subject. I ought to add that Mr. Headlam's great ability and impartiality are admitted by all who know him. The desire, Mr. Headlam says, to promote efficiency in science by grants given to division A, schools of science, which many grammar schools and other secondary schools, owing to financial pressure, apply for, may defeat the end in view owing to want of training in powder of exx)ression and the use of lan¬ guage. Latin is disappearing in many schools. It is often taught for three hours a week as an alternative to shorthand and bookkeeping. Boys who learn Latin and French are hi nearly every case completely ignorant of the most elementary facts regarding the history of life of the people whose language they are learning. In the teaching of French there is some hojie; but this is not the case with Eng¬ lish, in which the very first elements of good work are absent. There may be a fine laboratory and an unlimited supply of apparatus for chemistry and physics, but not a good atlas of modern times in the school. The training of the imagina- EDUCATION IN GEEAT BBITAIN AND lEELAND. 257' tion and sympathies is absent. Boys are not taught how to use books so as to - extract information from them. There are, of course, a good many schools that escape such condemnation as this report of Mr. Headlam implies. But it is largely true of many schools that this one-sided operation of the grants defeats its own ends; and there are few who regret this more than many of the head masters themselves. It does not really tend to an effective intelligence in scientific subjects, and must, in the long run, as Mr. Headlam says, have a most harmful influence on the intellect and charac¬ ter of the nation. What, then, is the reason of this state of affairs, which the board of education condemns through the mouth of its own inspector? Can it be that the treasury knov^s that a more reasonable and educational method of giving aid might bring in more schools and cost more money, or are the board of education satisfied? But, even if my contention on this subject (and I write as a true friend of the teaching of science and manual instruction in our schools) be not granted, how shall we get money to build the new schools recpiired and to improve the old ones? How shall we be enabled to give proper salaries to our head masters and head mistresses, and still more to our assistants, who in a multitude of cases are extremely ill paid, and many of whom, in addition to teaching, are, in order to better their position, working for more qualifications or for degrees, to the detri¬ ment of their own health and the great disadvantage of their pupils? I do not hold that educational progress depends entirely on money — far from it; but w© have reached a point at which without more money v/e can make little headway.. To turn to another subject, there is one way in which really valuable aid has been and may be given by the State. It is admitted on all hands that scholar¬ ships are essential to help the clever children of the poorer parents into the sec¬ ondary schools. Thd aid given by the board of education toward such scholarships , on condition of local contributions to meet their aid from voluntary sources or from rates, on the principle of helping those who help themselves, has been invah liable. Thus in the West Riding of Yorkshire, of whose educational authority i am a member, the amount of the grant for a population of nearly one and one-half millions is about £3,300 a year. To the amazement of all who are interested in this subject, this sum, Avhich is so useful in an industrial district like ours, is now to be withdrawn. At this particular moment of all others in our educational history Lord Londonderry makes the startling announcement, in regulations just published, that after this year these scholarships will be abolished. In the town from which I write, where the rates are 7s. 6d. in the pound, and where notwithstanding this v/e have voted the whole of our penny rate available for secondary education to our secondary municipal school, we have just in the last few months arranged with the board of education to grant these scholarships from the elementary schools with assistance from the board at an average rate of £7 a scholar. And now the board abolishes them, and will hardly be cynical enough to tell us to find the money they take from us from some other source. The only result will be that a number of poor parents, to whom it is a sacrifice in any case to keep these clever children at a secondary school, will have to with¬ draw them; and the town and district will be deprived of the improved intelligence and better equipment for life which v/e had hoj)ed to give them. It is the lack of imagination on the part of the State which makes sudden changes like this, in obedience to the treasury or for other reasons unrevealed, that makes one despair. I do not say that we have not made some imi3rovement in our secondary educa¬ tion. In some fortunate districts considerable progress has been made. But as regards the country as a whole we are disastrously behindhand; and, unless the State takes a completely new departure, disastrously behindhand we shall remain. The greatly increased grants to other public services in the last few years have- tended to the starvation of the particular and extremely important public service of which I am here speaking. The automatic and inevitable increase in the charge- on the estimates for elementary education, owing to growth of population or better attendance at school, incites the treasury to take it out of secondary and higher education if it can, or at least to keep them from ea,rning money in any new way. And this v/ill go on unless, as I have said, we get, what we have never had yet, a House of Commons or a cabinet determined to do justice to the local universities and the secondary schools. I fear it is not much good for a retired politician like myself to make sugges¬ tions. Sir Norman Lockyer says we must have a capital sum of 24 millions. Sir Robert Giffen says we ought to increase our annual expenditure on education from 30 millions to 100 millions, and points out most truly that the aid to elementary edu- ED 1903 - 17 258 IlDUCATION REPORT, 1903. cation (which comes to about 20 millions) is onlj^ a beginning. When from the remaining 10 millions we deduct the cost of the old universities and the great pub¬ lic schools and the private boarding schools, it will be seen how little is left for the universities and the secondary schools of the industrial population. I would suggest that whatever government is in office next year should propose an addi¬ tion to these services of our local universities and local secondary schools of 1 million a year to be made in three years. This is less than the increased grant on elementary education alone in this one year. Is this too much in comparison with wliat is spent on our other public services? The claim is more i)ressing than any other, as Sir R. Giffen has pointed out, and the expenditure is more quickly remunerative to the community. Of course very careful consultation should be held with those who have the best expert knowledge on the spot of what are our most pressing needs, so that the money should be spent in the most iDrudent'way. But nothing in what has hapj)ened in the past gives any special ^'ound for hope. The probability is that when the estimates for Class IV (education — science and art) are xu’oduced next spring we shall find some little addition of ten or twenty thousand pounds for university and secondary education, and the Government for the time being will be quite pleased. Everything points to our muddling on as before, because the nation, the House of Commons, and the Government do not really care. I do not. however, wish to be too pessimistic; and in the presence of what is a real national danger I end by exj^ressing the hope that the country may wake up at last and that something really effective may be done. Yours, faithfully, Arthur H. D. Aclahd. Scarborough, September 12. UNIVERSITIES AND UNIVERSITY COLLEGES IN GREAT BRITAIN AND IRELAND. The term “higher,'' as we have seen, is now officially applied in England to that jiart of educational work above the elementary grade, which is within the admin¬ istrative province of the board of education. But this x>rovince does not include higher education in the sense in which the term has been generally used in scho¬ lastic classification. Higher education in this latter sense, liberal, scientific, and professional, is xR’ovided in Great Britain and Ireland by universities, university colleges, and schools of medicine, of law, and of theology, which have in general no relation to the Government. The sx^here of university influence and activity has been greatly extended during the x^^ist two decades, not only by the internal development of the older institu¬ tions and the creation of new ones, but also by university x^articipation in the general work of popular education. Oxford and Cambridge, following the earlier example of the “College of Pre¬ ceptors,” have come into intimate relation with the secondary schools of the coun¬ try b}" a system of examinations for individual students and for schools. These universities, together vfitli Victoria, London, and Birmingham universities, are now recognized by the board of education as official agents for the Government insijection of secondary schools, authorized by the law creating the board. The influence of the universities has also been greatly widened by the university exten¬ sion movement and by the summer schools held at Oxford and Cambridge in the interest particularly of teachers. The establishment of training colleges for teachers in connection with univer¬ sities and the multiplication of university chairs of education have conduced also to increase the influence of the universities throughout the whole XR'ovince of education. « n The imijoi’tance now attaching to university chairs of education is indicated by the calling of Mr. Michael E. Sadler to the chair at Manchester University. EDUCATION IN GUEAT BRITAIN AND IRELAND. 259 The transformation of London University from a purely examining body to a teaching university (University of London acts, 1898) and the foundation of Bir¬ mingham University (incorporated 1900) are the most important events in the recent history of higher education in England. The university colleges recently established in the great centers of industry are rapidly extending their resources and influence. These colleges are characterized by their liberal provision for science instruction and for technical training, and also by the admission of vromen on the same terms as men. The development of these colleges has been stimulated by a Parliamentary grant, w’hich has been appropriated annually since 1889, to be shared by the university colleges of England on the condition that they submit reports to the education department. The grant, which began at £15,000 ($75,000), v^^as raised to £25,000 ($125,000) in 1897. Upon similar terms the three university colleges of Wales received each annually £4,000 ($20,000) from the treasuiy. As a condition of sharing in this grant col¬ leges are required to submit an annual report to Parliament setting forth very fully their v/ork and resources, and they are also subject to Government inspection. The official report of the inspectorsTor 1901 presents the following particulars as to the general character and growth of these institutions: They fall [says this report] into five groups — (1) the three London colleges; (2) the three colleges constituting the Victoria University, to which may be added the colleges of Nottingham and Sheffield, none of these colleges being at a distance exceeding 40 miles from its nearest neighbor, and all being sufficiently far apart to have their own distinct spheres of influence; (3) the Newcastle College, connected with the University of Durham; (4) the newly constituted University of Birming¬ ham, in which Mason College has been merged; (5) the southwestern group, con¬ sisting of Bristol, Reading, Exeter, and Southampton colleges. The colleges may also be grouped, though not so definitely, by reference to the circumstances which lead to their foundation and development. In a few cases, notably at Manchester, Birmingham, Sheffield, Southampton, and Dundee, an individual benefactor has played an important part. Elsewhere, at University, King’s, and Bedford colleges. London, at Liverpool, Leeds, Bristol, and Reading, the foundation has resulted from the cooperation of many people interested in education. The college at Newcastle originated in the action of the University of Durham. The foundation of the colleges at Nottingham and Exeter is mainly due to municipal enterprise, vrhile in several other instances municipal bodies have done much to promote the development of colleges. Advantage was taken in some cases of existing educational institutions and organizations in building up the various foundations. Science and art schools, municipal museums and libraries, technical institutes of various kinds, and, above all, the university extension organi¬ zation, were utilized for this purpose, and university education, where it was not one of the original objects, was superadded. It would be impossible to classify the different colleges according to the varying proportions of these different ele¬ ments in their composition. But they may be regarded roughly as falling into two divisions, in one of which the main work consists in popular lectures and technical instruction, combined with a certain amount of real university training for a few students, while in the other the university curriculum forms the leading idea, though technical instruction and popular lectures are also given. The normal career of a university college is to pass gradually from the first of these divisions into the second, and this gradual movement can be clearly traced in several of the colleges during the last five years. * * The general result of our observations and inquiries is to show that very remark¬ able progress has been made by the university colleges during the last five years. The great — we might almost say immense — growth is proved by the following statistics: (1) The total amount of the benefactions received during the last fi-ve years by the twelve colleges which participate in the grant amounts to close upon i. 000, 000 sterling, (2) The total number of day students attending the colleges during the session ending in July, 1901, was 7,825, as against 7,186 attending during the session end¬ ing July, 1896. (3) The advance in the standard of work is more striking than the advance in numbers. This advance is best shown by the larger number of university degrees 2G0 EDUCATIcm REPORT, 1903. obtained bv students. The aggregate figures for the two periods are as follows: 1891-1896. 1,437 degrees: 1896-1901, 2,186 degrees. ^ (4) If the number of class tickets taken out at the colleges and the hours spent by the average student each day in attendance upon lectures and in laboratory work be taken into consideration, it will be seen that the output of the colleges is much greater than it was at the date of the last inspection. Many additional classes are now held, and the total teaching strength of the colleges has been sub¬ stantially increased by the appointment of many additional professors and lecturers. The figures given above show how large a measure of local support the colleges have received during the last five years. They also prove the wisdom of the liolicy of His Majesty's Government in recognizing and encouraging local effort. After a statement on behalf of the colleges of the opportunities which were pre¬ sented to them, if they had but the money to open up new departments of work, the remark was frequently made to us that the Government gives its help to those institutions v.diich need it least and withholds it from those which, owing to the scarcity of wealthy citizens in the districts in which they happen to be situate or to other local circumstances, are unable to obtain the funds which would place them in a position to develop in the directions in which they believe they could be useful. It is imx)ossible not to sympathize with the authorities of these col¬ leges in their regret that they are unable to take the initial steps in undertakings in which their usefulness would, as they believe, be demonstrated at once. On the other hand, the history of the colleges clearly shoves that where opportunities offered the vigor, enthusiasm, and often the self-sacrifice of their officers have enabled them to turn opportunity to account. The opening up of new depart¬ ments of work has invariably been attempted in a tentative way, but success has brought assistance, and the growth made has been of a healthy and permanent character. We can recall no instance of misdirected activity. New develop¬ ments have almost always been initiated by the members of the staff. They have, in the first instance, surveyed the ground and proved the practicability of the route. This being done, funds have been collected from private sources or from corporate bodies, and the extended work has become a permanent function of the college. In all cases the recognition by His Majesty’s Government of the value of their work has greatly stimulated the efforts of the staff, while an under¬ standing of the principle upon which the Government helps those who help them¬ selves has increased the willingness of wealthy residents in the district to render the college still more deserving of the treasury grant. W e have also been strongly impressed with the importance of the help which the colleges derive from the system of quinquennial inspections, as distinct from the pecuniary support afforded by the annual grant. It is of great value to those who are engaged in teaching and administration to be brought from time to time into contact with persons whose knowledge of the circumstances of other uni¬ versity colleges may enable them to make suggestions on various points. In sev¬ eral cases we have felt that our visit has strengthened the hands of both principal and council in the effort to carry out some needed improvement and occasionally that it had resulted in stimulating local support. With regard to the question as to “ subjects of university rank ” we beg leave to report that the colleges agreed with us in regarding as work ‘ ‘ of university rank ’ ’ the systematic preparation of students for the intermediate and higher examinations required for the degrees of the universities with which they are sev¬ erally connected, excluding technical and strictly professional subjects. The claim of science to be regarded as a subject of university rank ” stands, of course, on exactly the same footing as that of arts. But it should be noted that, as a gen¬ eral rule (not, hovv*ever, without excei)tions) , arts occupied a less important posi¬ tion at the colleges than science. At the same time there was no college which was imt preparing students for university examinations in arts, while at some of the colleges great efforts were being made by the teachers in the faculty of arts to stimulate among their students an enthusiasm for literary culture and learn¬ ing. * * * Nothing has impressed us more than the enormous amount of routine work v^hicli the majority of university colleges exact from their teachers. There are, it is true, several exceptions, in certain colleges and in particular departments in which the number of students is small the professors and their assistants have a good deal of leisure and are able to undertake literary and scientific work with the support, in some cases, of fairly satisfactory libraries and laboratory appli¬ ances. In the larger and more successful colleges and departments the pressure upon the time and thought of the teachers is unduly great. If the head of a department is to maintain a high standard of teaching and to insure a creditable list of examination successes, he has little leisure for private work, and especially EDUCATIOIT m GREAT BEITAm AND IRELAND. 261 is he obliged to be assiduous in his duties because the students of the university colleges belong, for the most part, to a social class which exacts the maximurc return in results for the fees paid. * * Under the existing conditions of com¬ petition the teachers have no alternative but to reduce to a pnlj) the mental nutri¬ ment with which they feed their pupils. As to the effect of too much work of this kind upon the teacher there is no room for doubt. It tends to sap his intellectua'. vitality by leaving him neither time nor energy to draw fresh inspiration from the study of the work of others or from his ov/n investigations. A fresh and unhar¬ assed mind is, above all things, necessary for research. * * * In an ever-increasing degree the university colleges are serving to coordinate the various agencies for higher education into an effective whole. They serve to focus educational forces. Particularly is their integrating action noticeable on the technological side, and although their results in this direction are not the phases of their activity which we were commissioned to investigate, they are, in our opinion, so desirable that we venture to call attention to them. Technical institutes are growing up in all large towns. When they are not in direct connec¬ tion with the university colleges, vdiere such exist, there is inevitably a certain amount of rivalry, with consequent friction, overlapping, and waste of energy. The scientific direction of technological studies is a matter of national importance. In the technical departments of a university college, technical education is lifted to a higher plane. The head of a technical department who is also a member of a college staff, and in close touch with the heads of departments of pure science, takes a higher and wider view of his own work and inspires a more scientific spirit in his pupils. Further than this, the more capable of his pupils have the opportu¬ nity of prosecuting the study of the pure sciences as far as their inclination or finan¬ cial resources allow. * * In departments which would at first sight appear to be the most distinctly technical we found that researches were being prosecuted which were helping to solve questions of general interest to men of science, the results reaching far beyond the interest of the particular industry to which the department belonged. Every year the boundaries which separate pure science from applied science become more indistinct. The physicist, the chemist, and biol¬ ogist make discoveries which prove to be unexpectedly useful in their aiiplication, while the technologist, going farther and farther afield, undertakes researches the applications of which he can not foresee, in the hope that he may light upon results which commerce can turn to account. A movement is on foot, under the auspices of Lord Rosebery, to establish in London a technological institute of the highest order. In a letter to the London county council Lord Rosebery announced that upon the basis of an offer by the great South African house of Wernher, Beit & Co. the scheme of a “ college of science applied to industry ’ ’ had been brought within the reach of the resources already at the disposal of the county council. The offer pledges land, buildings, and equipment to the amount of $2,500,000, with a promise of additional funds provided that the London county council will pledge the sum of $100,000 annually toward the maintenance of the vrork. The county council, in response to the request contained in Lord Rosebery’s letter, places on record its opinion that when the land, buildings, and equipment for the proposed additional technological teaching and research are provided to a value of not less than £500,000 ($2,500,000) the council will be well advised to contribute, out of the moneys annually placed at its disposal under the local tax¬ ation (customs and excise) act of 1890, a sum not exceeding £20,000 per annum toward such part of the work as falls within the statutory definition of technical education, subject to the following conditions: (1) That a scheme be prei3ared, to the satisfaction of the council, for the con¬ stitution of the governing body and the adequate representation of the council thereon. (2) That financial arrangements adequate to the v/hole maintenance of the pro¬ posed work are made to the satisfaction of the council. (3) That in view of the national scope and utility of the proposed work sub¬ stantial contributions tow^ard maintenance may be made from funds of a national character. (4) That due provision be made in the scheme to prevent overlapping and secure 2G2 EDUCATION REPORT, 1903. coordination of the work already carried on by the university colleges, polytech¬ nics, and other science and technological institutions, and the proper connection of the whole with the university. (.■)) That a sufficient number of scholarships, including fee places, be placed at the disposal of the council. (G) That it be considered whether other counties and boroughs should not be invited to contribute toward the maintenance, receiving in return the right to send their picked scholars for instruction under the proposed scheme. The follovung table smnmarizes the statistics of university colleges and uni¬ versities in Great Britain and Ireland for the years specified: Aiientlance at unwersities of Great Britain and Ireland, 1897-100:2. U niversities and university colleges. Students. 1897. 1898. 1899. 1900, 1901. 1902. GREAT RRITAIAO England and Wales. Oxford (22 colleges, 5 halls, and noncollegiate students) . . . _ _ _ _ _ . . 3,408 3,412 3,466 3,499 3,481 3,538 Cambridge (17 colleges, 1 hostel, and noncollegi¬ ate students) . - _ _ _ 2,929 3,019 3,016 2, 935 2,958 2,878 Diivham . . . . - . . 171 174 170 170 a. 590 833 London b . . . . . 6,889 5,880 Victoria (3 colleges) _ _ _ _ _ 2,404 0,239 Birmingham _ _ _ _ _ _ 677 664 University of Wales (3 colleges ) - 1,428 L417 University colleges . . . . . 13.411 10,133 11,301 10,789 c4,131 5, 970 University colleges for women . . . . . 393 406 400 427 417 436 Bedford College for Women a . . 192 223 170 183 Roval Holloway College for Women _ 110 110 120 r . Technical: City and guilds of London (4 institu¬ tions) d . . 1,515 1,592 1,592 ! Scotland. Aberdeen (1 college) . 755 749 76;5 732 755 788 Edinburgh (1 college)-- . . . . 2,812 2, 813 2,848 2,754 2,929 2,918 Glasgow (1 college) . . . . . . . 1,789 1,918 2,010 2,016 2,013 2,120 St. Andrews (2 colleges). . . . . 236 254 261 264 «419 469 Dundee University College e.. . 175 160 116 120 Glasgow (technical) Colltye . . . 286 260 268 298 298 596 IRELAND. Dublin University (1 college) _ _ 1, 100 1,084 1 1,101 1,100 976 1,019 Belfast Queen’s College . . . . . . 343 343 311 311 a59 348 Cork Queen’s College.- .. . . . . . . _ 206 187 ! 188 188 171 182 Galwav Queen’s College . . . . 105 91 i i 91 91 97 97 « Three colleges. The reorganized London UniTersity includes University and King’s colleges, 2 colleges for women (Bedford and Royal Holloway), (5 theological colleges or schools, Westfield College, the Royal Agricultural College, 12 medical schools, the City and Guilds Central Technical College, and the London School of Economics. The number of students is incomplete as regards medical schools and evening classes. c The greater part of the colleges formerly comprised under the head of university colleges have been gradually included under the following university organizations: London, Victoria, Durham, and Birmiinghara. fUnchtded in Imndon University since liihO. c Affiliated with St. Andrews in 1897, and since 1900 statistics included with those of St. Andrews. EDUCATION IN IRELAND. SYSTEM OF NATIONAL EDUCATION (ELEMENTARY). The system of national education in Ireland dates from 1831, when a board of commissioners for education was created by the Government. In 1845 the board was incorporated by royal charter, and in 1861 a supplemental charter w^as granted, under which 10 members must be Roman Catholics and 10 Protestants. The EDUCATIOI>r m GREAT BRITAIN AND IRELAND. 263 board is composed always of representative men, who adhere to the policy of strict impartiality in religious matters. The schools under the supervision and foster¬ ing care of the board are supported by State and local funds. They may be denomi¬ national schools (i. e., Roman Catholic or Protestant) or mixed in respect to reli¬ gion, but the rights of parents in the matter are strictly guarded by a conscience clause in the school regulations, which provides that no child be allowed to attend a religious exercise of a denomination other than his own except upon the written request of the parent. Grants in aid for the building of schoolliouses are allowed by the commissioners, but must be proportioned to the amount raised locally. The State pays also the larger proportion of the salaries for teachers, requiring a minimum annual aug¬ mentation from local funds of £12 ($60) . Altogether the State bears about 94 per cent of the annual expenditure for the schools. To avoid religious complications the State provides the text-books for secular branches, which are issued at a small cost to the pupils. For purposes of Government supervision the country is divided into 60 districts, which are grouped in 6 divisions, each in charge of a head inspector. Under these are 29 district inspectors, 7 unassigned inspectors, and 10 inspectors’ assistants. Inspectors and their assistants are appointed upon examination testing their scholastic and professional qualifications. Local civil authorities have no control over the schools. The local managers of schools, who are generally clergymen, come into direct relations with the board of commissioners. They appoint and dismiss teachers and arrange the details of the school work. Of a total of 2,936 managers in 1902, 2,363 were clerical. The commissioners have direct control of a special class of schools called “ model schools,” for which they provid-e the buildings. ‘ ‘ They are intended, as their name indicates, to afford models of the best methods of instruction and organization, and to serve as practice schools for students in training colleges or normal schools.” These schools numbered 30 in 1902, with an enrollment of 8,969 day pupils, included in the enrollment given in Table I. A compulsory school law was passed in 1892, but it has been imperfectly enforced, and Ireland still stands below the other divisions of the United Kingdom in respect to school attendance, as is shown by the most recent statistics. These give the following rates of attendance to enrollment: Per cent. England _ 82.3 Wales _ 77.9 Scotland _ 83.7 Ireland _ 70.8 Convent and monastery schools afford a large part of the provision for elemen¬ tary education, and receive, under certain conditions, aid from the Government. The number of such schools fulfilling the conditions for aid reported in 1902 was 373, with an enrollment of 110,769. The schools of the Christian Brothers form a large part of the lu’ovision for ele¬ mentary education, especially in the cities, where they are most flourishing. In a debate in the House of Commons in 1892 Mr. O’Brien, member for Ireland, was reported as saying: The Christian Brothers have practically the education of the whole Irish urban population in their hands, for their schools are situated in all the chief centers of population. The most influential men in every city and large town in Ireland have been their pupils. Their system is regarded in Ire¬ land as the really national system. It is adapted to the genius of the people. It is deeply grounded in their respect and affection.” For the training of teachers for the national schools there are one national and six denominational normal schools which receive grants in aid from the Govern- 264 EDUCATION REPOKT, 1903. iiient. They report 1,085 students in training in 1902. Of the 11,977 teachers eniidoyed in the national schools in 1902, 52,2 per cent had received professional training. Provision for agricultural instruction is an important feature of the national system. Instruction in the theory of agriculture is compulsory in all rural schools for boys in the fourth, fifth, and sixth classes, and optional for girls. The commissioners maintain also two model agricultural schools, and in 1897 they reported 38 school farais in connection with elementary schools and 116 schools having school gardens attached. The following tables summarize the x:)rincipal statistics of the national elemen¬ tary schools for the years named: Year. Number of schools in operation. Average number of pupils on rolls. Average daily at¬ tendance. Percent¬ age of average daily at¬ tendance to average number on rolls. 1888 . . . 1803 . 1 ! 8. 196 8,403 8.6.51 8, 670 8,648 8,692 8,713 1 846, 533 815, 973 493, 883 495,3.54 518, 799 513, 853 478, S34 5.8 3 60. 7 1898 . . - . 808, 467 796,163 770, 6:^3 64.3 1899.. _ _ _ _ _ _ _ _ 64.5 1900 _ _ 63.0 1901 _ _ _ _ 754,038 747,864 483,031 487,098 63.9 1903.. . 65. 1 The elementary schools are classified with respect to religious denomination as unmixed, i. e., attended by Roman Catholic children exclusively or by Protestant children exclusively, and mixed schools, which are attended by Roman Catholic and Protestant children. The tendency to diminish the number of mixed schools is indicated by the per¬ centages of such schools at different dates, as follows: Per cent . Per cent of mixed of mixed schools. schools. 1878 . .56.5 1893 . . . . 45.6 1883 . . . . .54,0 1897. . 38.4 1887 . . . 49.4 1903 _ _ 34.3 Numbe)' and classification of teachers at the begin n ing and end of the half decade, IS 87 -190 2. TEACHING POWER. 1887. 1902. 1887. 1902. Principals: Males . . . J unior assistants . . 44 13 4,673 3,378 4,688 Maniial instructresses _ 354 Females . . 3, .565 Work mistresses and in- f pn.pli PI* ft 539 623 Tntn.l 7,9.50 8,253 Temporary assistants: Males. _ _ Assistants: 59 11 Males 867 1,083 2,641 Females . 91 18 Epin n.lps 2,341 Total 150 29 Tntnl 3,208 3, 724 Temporary work mistresses 27 2 Total principals and assistants . 11,1.59 11,977 Gross totals . 11,918 12,997 EDUCATION IN GREAT BRITAIN AND IRELAND. 265 EXPENDITURE ON SCHOOLS AND TEACHING STAFFS. « According to the report of the commissioners for the year ending December 31, 1902, the aggregate annnal expenditure on the schools from all sources, including Parliamentary grant, school fees, and local subscriptions, amounted to £1,240,710 18s. lOd., as shown in the following table. This would give an average of £2 11s. 6d. for each child in average daily attendance during the year. (a) From state grants: £ s. d. Grant for primary education _ 1,171,481 1 11 (b) From local sources: Subscriptions and endowments, etc. (toward £ s. d. incomes of teachers) _ 21,140 16 10 Subscriptions toward repairs, etc _ 45,870 16 11 School pence _ 2,218 3 2 - 69,229 16 11 Total annual income of schools from all sources _ 1,240,710 18 10 Rate per pupil from (a) state grants _ _ 2 8 7i Rate x)er pupil from (6) local sources _ 0 2 10^ Rate per pupil from all sources _ _ 2 11 6 Secondary and technical education. — An intermediate education board was established in 1878 for the examination of intermediate or secondary pupils. In 1901 the number of candidates for examination was 8,117 (5,829 boys and 2,288 girls), as comiiared with 9,073 in 1898 and 6,952 in 1881. There was paid to the managers of the schools the sum of $283,800 on the results of the examination. The expenses of the board are met by a Government grant of about £34,000 annu¬ ally and local revenues amounting to £65,000, or a total of £99,000. The Government recently appointed a body of temporary inspectors to investi¬ gate the schools, aided by the intermediate education board, with a view to the reorganization and improvement of the system. This division of the educational work in Ireland was also the subject of debate at the education section of the British association, at which papers v/ere read by such well-known authorities as Dr. Starkie, who is a member of the intermediate board, also resident commis¬ sioner of national education: Mr. R. M. Jones, a prominent Belfast head master, and the Very Rev. Andrew Murphy, the chairman of the Roman Catholic Head Masters’ Association. The drift of the discussion and of the report of the tem¬ porary inspectors is thus summed up by an official thoroughly conversant with the field: Though the intermediate board has done much for secondary education in the past, there appears to be a distinct need of closer coordination between primary and intermediate education in Ireland. There is a lack of trained teachers which threatens to become permanent, owing to the absence of sufficient inducements to lay teachers to enter the profession. The latest modifications of the examination have been a failure, and the best remedy for the present unsatisfactory state of afi’airs is the establishment of a permanent inspectorate, supplemented by a two¬ fold leaving certificate. The teaching of English shows some important lacunce. Classics, while satisfactory in the big schools, seem often in a bad way elsewhere. Modern languages, while not badly taught on the old lines, need largely modern¬ izing. Mathematics — the strong subject — requires to be rendered in its first stages more concrete and still further connected with elementary science, which has made a "promising start. In a word, while the big schools and those destined largely to supply recruits to the priesthood and religious orders will probably do well to follow out in the main the old classical curriculum, the small country « Also £44,222 17s. 9d. paid out of vote for board of public works for buildings, repairs, etc., of vested schools, and £27,075 18s. Id. contributed from local sources toward the erection of new buildings, etc. 266 EDUCATIO?^ REPORT, 1903. schools would be well advised to throw over the classics, which they appear to be unable to teach in a satisfactory fashion, and boldly opt for one or more of the three alternative modern courses lately established by the board. As Doctor Starkie pointed out, the board deserves the utmost credit for this exceedingly use¬ ful decentralization of the programme. The rural Irish school of to-day wull be able henceforth, if it chooses, to give its puinls an education that will really fit them for their future life instead of converting them into that most useless and dangerous class, a literary proletariat. Technical instruction in Ireland is controlled by the department of agriculture and technical instruction, which has an advisory board of technical instruction. The department aims at the coordination of its work with that of other educational authorities, and in 1901-2 its programme of experimental science was adopted in 152 secondary schools, with 6,412 science i')ui:)ils. Central institutions under the department are the Royal College of Science, Dublin, and the Metropolitan School of Art, the former of which is being, and the latter is about to be, reorganized. Throughout Ireland technical instruction is being organized under the councils of county boroughs, urban districts, and counties. In Dublin and Belfast in 1902 there were upvrard of 4,000 students attending the technical schools of the councils. Of the annual grant of £55,000, £25,000 is allotted for technical instruc¬ tion in county boroughs and £30,000 for similar x^urposes elsewhere, the equivalent grants being continued for three years to institutions which had formerly received them. THE UNIVERSITY PROBLEM. ^ The condition of university education in Ireland has been a xirolific cause of agitation and of discontent for more than two centuries. The matter is so involved with the relations of Ireland to the British Government that it forms an- important factor in the general Irish x^roblem, and its settlement is scarcely less urgent than that of land holdings or of local administration. The axixjointment in 1901 of a Royal commission to deal with this interest showed the disposition of the Government to ax:)proach the same in a judicial and even conciliatory spirit. The rexiort of the commission has been submitted, and their recommendations are now under consideration. The report emphasizes the evils of the existing conditions, but it also makes very clear the difficulties that are in the way of any satisfactory adjustment of the matter. The members of the com¬ mission seem to have little confidence in the practicability of their suggestions. Although, with but a single excexition, all the commissioners signed the rexiort, nearly all axq^ended a note of protest against some imxiortant xioint in it. Indeed, from the outset it was foreseen that no final settlement could be exxDected from the commission because Trinity College (University of Dublin) was excluded from their consideration, and moreover because it was certain that the demands of the Roman Catholic bishops for a separate Roman Catholic university v/ould not be apxiroved. Under the conditions no better course was left to the commis¬ sioners than that which they have taken in recommending that the Royal Univer¬ sity (which is now purely an examining body) be raised to the x>osition of a teach¬ ing university, with federated colleges. These constituent colleges would include the three Queen’s colleges already in existence and a new college for Roman Catholics to be established in Dublin, with ample endowments and equipments and a large measure of autonomy. As regards women students the commission would offer to them every advan¬ tage of the university. In view of the xioint to v/hich the report of the commissioners has brought the history of university education in Ireland, it is proxDer to recall here the salient facts in that history divorced from all xiolitical or religious entanglements. The oldest institution for superior instruction in the island is the University of Dublin (Trinity College), chartered by Queen Elizabeth, EDUCATION IN GREAT BRITAIN AND IRELAND. 267 Besides the arts faculty, schools of law, divinity, medicine, and engineering are comprised in this foundation. Roman Catholics were not permitted to take degrees in the university until 1793, when the disability Vv^as removed by an act of Parliament. Eighty years passed before they were allowed recognition in the election for fellowships or for scholarships on the foundation of the college. Meanwhile, in 1854, a class of nonfoundation scholarships was established which were not restricted to any religious denomination. The final abolition of “ tests,” excepting in the case of professors and lecturers in the faculty of theology, was accomplished by act of Parliament in 1873tyhrough the direct efforts of Mr. Faw¬ cett, at that time postmaster-general. It is needless to say that Dublin Univer¬ sity enjoys a prestige which even those vcho have suffered from its intolerance in the past recognize with pride. Until 1850 the University of Dublin was the only body in Ireland authoifized by law to confer degrees. In 1849 three institutions, called Queen’s Colleges, were established by the Gov¬ ernment at Cork, Belfast, and Galv/ay, respectively, for the avowed purpose of maintaining xDurely secular instruction. In pursuance of this purpose the colleges were organized with faculties of arts, engineering, law, and medicine, theology being excluded. Parliament voted the money for buildings and equipment, and an annual appropriation of £7,000 ($34,000) for each foundation. In the follow¬ ing- year the work v/as completed by the creation of the Queen’s University in Ireland, empowered to conduct degree examinations for the students of the Queen's Colleges. In 1879 this foundation v/as abolished and the Royal University created in its place. The examinations and degrees of this university are open to all can¬ didates, women included. Alexandra College, founded in 1866 for the higher education of women, ijrepares wmmen for the degree examinations. The movements of vUiich the Queen’s Colleges and the Royal University were the outcome are inextricably involved with the political and religious history of the country. The outcome on the side of the Catholic party, which has main¬ tained a struggle for the official recognition of a university of its own , is the col¬ lege of the Catholic University, Dublin, founded in 1854. The recognition of women students on the part of the Royal University was undoubtedly the immediate cause of the liberal spirit in which the university commission treated, their claims. Still more important is the fact that the exam¬ ple of the Royal University in this respect has at last been followed by Dublin University. The senate of this old and exclusive institution decided, June 9, 1903, in favor of the admission of women to degrees in arts, medicine, engineering, and music, on such terms as may seem to the board and council to be most expe¬ dient. A King’s letter authorizing the necessary changes will be applied for. This action, it is said, ‘'was practically forced upon the board by the great num¬ ber of degrees conferred by the Royal University upon women students within the last few years.” LEGISLATION RESPECTING THE EMPLOYMENT OF CHILDREN IN GREAT BRITAIN AND IRELAND.^ Date of earliest factory legislation. — 1802; 1833, Althorpe act. Date of present law, — 1878 to 1895. To ivliat places the law applies. — Textile and nontextile factories; workshops without pov/er where “articles are made, altered, repaired, ornamented, finished, or adapted for sale by means of manual labor exercised for gain.” N. B. (1) Domestic Wvorkskops are subject to regulations with regard to the hours of children and young persons only. (2) In workshops not employing children and young persons the hours of women are regulated. (3) The only a From Factory Laws of European Countries, compiled by Emma Brooke, pp. 27-29, 2G8 EDUCATION EEPOKT, 1903. vrorksliops whicli are not liable to factory inspection, save exceptionally for san¬ itary matters, are those vTiicli employ neither women, young persons, nor chil¬ dren, But where dangerous trades are worked, these same workshops are brought under the act. Bakehouses where only men are employed come under the act. Aije of (idinission of children. — Eleven, if an educational certificate is obtained. In factories a medical certificate is necessary under IG. Children of 11 to 13 years must attend school either twice on alternate days or once every day when ’work¬ ing in the morning or afternoon brigades. Children of 13 who have either passed standard V, or, after the age of 5, have made 250 attendances a year for 5 years, at not more than 2 schools, are classed with young persons, i. e., with those of 14 years old. But in Scotland and Ireland, whether certificated or not, all under 14 must attend school; not so in England. Duration of worldng day. — In textiles, nontextiles, and workshops the ordi¬ nary working period is defined as between G a. m. and G p. m., or 7 a. in. and 7 p.m., or 8 a.m. and 8 ii.m. Exceptionally, the secretary of state may alter the hours to between 9^a. m. and 9p.m. Children: Children of 11 to 14 work on alternate daj^s or on the half-time sys¬ tem. (Cf. notes.) Hours of alternate days in textiles, nontextiles, and work¬ shops are 10, with 2 hours' rest. The half-time S37stem in textiles isG4 hours morn¬ ings or 5 hours afternoons, cut by a rest of one-half an hour. Nontextiles and workshops are allowed G4 hours mornings or 54 afternoons. In domestic work- shoiis the half-time system only is allowed; hours, G4 mornings or G4 afternoons. Young persons: Young iiersons of 14 to 18 work 10 hours « in textiles, and 5G4 hours a week. In nontextiles they work 104 a fiay and GO a week. In domestic workshops they work from G a. ni. to 9 p. m.. with 44 hours for rest and meals. Women: Women vrork 10 hours in textiles and 564 a week. In nontextiles they work 104 and GO a week. In workshops not employing young persons or chiidren they work a specified period of 12 hours between G a. m. and 10 p. m., with a specified period of 1 1 hours for meals and rest. In domestic workshops no restrictions on the hours of women. Concessions as to duration of irork. — Overtime is never allowed in textiles. The only concession to children is the occasional one-half hour to complete a process in nontextile factories or Vvmrkshoi^s, but the hours a week are not to exceed the legal limit. Young persons: Only three concessions are made to young persons under 18: (a) Water mills, one hour overtime on days other than Saturday in cases of drought or floods might be granted by permission of the secretary of state; but the con¬ cession has not been used, (b) Turkey-red dyeing, overtime permitted so far as is necessary, (c) One-half hour overtime is permitted in bleaching, dyeing, print works, iron mills, and foundries to comifiete a process, but the total hours worked in the week must not exceed the legal limit. Women: Overtime is never allowed in textiles. In certain specified nontextile factories, workshops, and warehouses of seasonal industries 14 hours are allowed, cut by rests of 2 hours, and not for more than 3 days a week and 30 days a year. To finish a process in certain specified nontextile factories and workshops one-half hour overtime allowed, but the legal time per week may not be exceeded. In specified nontextiles, where goods are perishable, 14 hours cut by rests of 2 hours, of which one-half hour must be after 5 p. m., are allowed, but only for 5 days a week or GO days a year. In water mills and in Turkey-red dyeing regulations are as for young persons. liestrictions on nifiht worh. — Hours constituting the night are 9 p. in. to 6 a. m. Young persons: Night work forbidden to all under 18. Women: Night v/ork forbidden, but' in workshops not employing children and young persons women may work until 10 p. m. (Cf. ’vvomen, “ Duration of work,’') Concessions as to night u'ork. — (There are no concessions for women and girls.) Young persons: Male young persons over 16 may work in lace factories between 4 a. in. and 10 p. in., with 9 hours' rest between; in bakehouses between 5 a. m. and 9 p. in. . with 7 hours' rest The state secretar^,^ has power to order that male young persons over IG in bakehouses shall be counted as adults — i. e., over 18. Male young persons over 16 may be employed for not more than 2 nights a ’week in newspaper printing works for not more than 12 hours consecutively. oTextiles cut })y 2 hours’ rest, of which 1 hour must be before 3 p. m., and period of work not to be more than without one-half hour's rest ftjr meals. Non textiles cut by Ij- hours’ rest, of which 1 hour must lie befoi-e 3 p. m., and period of work must not be more than 5hours without one-half houi ’s rest foi- meals; workshops the same. In domestic workshops 4]- hours for rest and meals for young jiersons. Provided that they be not employed both before and after the ordinary period on the same day, the ordinary period being as defined above. (Cf. “Working day.”) EDUCJ^TION m GREAT BRITAHS" AND IRELAND. 269 Male young persons over 14 may in certain scliednled industries « work at night for 12 consecutive hours, cut by rests as in the day and preceded and followed by a rest of 12 hours. They are only to work thus for G nights (or in blast furnaces and paper works for 7 nights) in any 2 weeks In glass factories male young persons over 14 may work at night, but work to be for 60 hours a week only, each turn (if of 5 hours’ work) to be cut by one-half an hour’s rest and each turn to be followed by a rest as long as the turn of work Compulsory holiday and Sunday rcsf, — Sunday rest compulsory. A short day must be given to all protected hands on one week day in every week. In textiles this must mean Saturday; but in certain nontextiles and workshox)s another week day may be substituted for Saturday. Saturday hours: Textiles, women and young persons, 6 a. m. to 12.30 p. m., or 6 a. m. to 1 p. m., with 1 hour rest, for manufacturing purposes; 6 a. ni. to 1 p. m. for other purposes, or with 1 hour for meals, to 1.30 p. m.<^ Women and young jDersons: Non textiles, women, 6 a. m. to 2 p. m. , or 7 a. m. to 3 p. m. , or 8 a. m. to 4 p. m. with one-half hour for meals. Or for young persons and ■women, 6 a. m.to 4p. in. with 2 hours off for rest, and then only for those young persons and wommn who have not worked more than 8 hours the rest of the vreek. "Workshops not emiiloying children and young persons: Women may work 8 hours on short days, Vv^ith one-half hour for rest. Domestic workshops: Young persons mmy v\^ork from 6 a. in. to 4 p. m., with 2i hours’ rest. No restrictions for women. There are six compulsory holidays for protected persons in the year; unless notice be given they shall be Christmas Day, Good Friday and 4 bank holidays, but by due notice given other holidays and half holidays may be substituted. Restrictions as to dangerous trades. — All protected persons are forbidden to clean machinery in motion. The restrictions on unhealthy or dangerous trades, in so far as hours are con¬ cerned, assign a further limit of time, or they are totally prohibited.® The rules concern (1) children; (2) children and girls under 18; (3) girls under 16; (4) children a.nd young persons of both sexes. Women are forbidden to work for 4 weeks after childbirth. (Mines in English Law do not come under the laws called factory acts.) Regulations of the hours of nieids labor wof^king day. — By the act of 1895, hours in dangerous trades may be limited for men, but the rules must lie before Parliament for 40 days before they are enforced. CITATIONS FROM THE LAW OF 1903 RESPECTING THE EMPLOYMENT OF. CHILDREN APPLICABLE TO ENGLAND AND WALES AND SCOTLAND. POWER TO MAKE EY-L,AWS FOR REGULATING THE EMPLOYMENT OF CHILDREN. 1. Any local authority may make by-lavYS— (I) Prescribing for all children, or for boys and girls separately, and with respect to all occupations or to any specified occupation — (a) The age belovr which emidoyment is illegal; and (5) The hours between which employment is illegal; and (c) The number of daily and weekly hours beyond which employment is illegal. (II) Prohibiting absolutely or permitting, subject to conditions, the employment of children in any specified occupation. POWER TO MAKE BY-LAWS FOR THE REGULATION OP STREET TRADING BY PERSONS UNDER 16. 2. Any local authority may make by-laws -vuth respect to street trading by per¬ sons under the age of 16, and may by such by-law's — (a) Prohibit such street trading, except subject to such conditions as to age, sex, or otherwise, as may be specified in the by-law, or subject to the holding of a license to trade to be granted by the local authority; (5) Regulate the conditions on which such licenses maybe granted, suspended, or revoked; (e) Determine the days and hours during which, and the places at which, such street trading may be carried on; aCf. Notes. b Or they may ba so employed in 3 shifts of 8 hours each with a rest of 2 unemployed shifts between each 2 employed shifts. c Turns of work in glass works, 14 hours each in 4 turns per week, or- 12 in 5 turns, or 10 in 6 turns, or any less number of hours not making more than 9 turns per week. d Also for manufacturing purposes 7 a.m. to 1.30 p. m., and for other purposes to 2 p. m. is allowed, with at least one-half hour for meals. 270 EDUCATION REPOET, 1903. (d) Require such street traders to wear badges; (e) Regulate generally the conduct of such street traders: Provided as follows: ( 1 ) The grant of a license or the right to trade shall not be made subject to any conditions having reference to the iwverty or general bad character of the person applying for a license or claiming to trade; 2. The local authority, in making by-laws under this section, shall have special regard to the desirability of preventing the employment of girls under 16 in streets or i)ublic places. GENERAL RESTRICTIONS ON EMPLOYMENT OF CUTLDREN. 3. (1) A child shall not bo employed between the hours of 9 in the evening and 6 in the morning: Provided that any local authority may, by by-law, vary these hours either generally or for any specified occupation. (2) A child under the age of il years shall not be emxdoyed in street trading. (8) No child who is emxiloyed half time under the factory and workshop act, 1901, shall be employed in any other occupation. (4) A child shall not be enijiloyed to lift, carry, or move anything so heavy as to be likely to cause injury to the child. (5) A child shall not be emiiloyed in any occupation likely to be injurious to his life, limb, health, or education, regard being had to his physical condition. (6) If the local authority send to the em^doyer of any child a certificate signed liy a registered medical practitioner that the lifting, carrying, or moving of any specified weight is likely to cause injury to the child, or that any specified occupa¬ tion is likely to be injurious to the life, limb, health, or education of the child, the certificate sliall be admissible as evidence in any .subsequent proceedings against the employer in respect of the employment of the child, * -X- * * •X- * -A- OFFENSES AND PENALTIES. 5. (1) If any person employs a child or other person under the age of 10 in con¬ travention of this act, or of any by-law under this act, he shall be liable on sum¬ mary conviction to a fine not exceeding 40s., or, in case of a second or subsequent offense, not exceeding £5. (2) If any parent or guardian of a child or other person under the age of 16 has conduced to the conimis.sion of the alleged offense by willful default, or by habitu¬ ally neglecting to exercise due care, he shall be liable on summary conviction to the like fine. (3) If any x:>erson under the age of 16 contravenes the provisions of any by-law as to street trading made under this act, he shall be liable on summary conviction to a fine not exceeding 20s., and in case of a second or subsequent offense, if a child, to be sent to an industrial school, and. if not a child, to a fine not exceeding £5. (4) In lieu of ordering a child to be sent under this section to an industrial school, a court of summary jurisdiction may order the cliild to be taken out of the charge or control of the jierson who actually has the charge or control of the child, and to l)e committed to the charge and control of some fit person who is willing to undertake the same until .such child reaches the age of 16 years; and the provisions of sections 7 and 8 of the prevention of cruelty to children act, 1894, shall, with the necessary modifications, apidy to any order for the disposal of a child made under this subsection. OFFENSES BY AGENTS OR WORKMEN AND BY PARENTS. 6. (1) Where the offen.se of taking a child into employment in contravention of this act is in falct committed by an agent or workman of the employer, such agent or workman shall be liable to a i3enalty as if he were the employer. (2) Where a child is taken into emiiloynient in contravention of this act on the production, by or with the jirivity of the parent, of a false or forged certificate, or on the false representation of his parent that the child is of an age at which such emiiloyment is not in contravention of this act. that parent shall be liable to a lienalty not exceeding 40s. (8) Where an einjiloyer is charged with any offense under this act he shall be entitled, upon information duly laid by him, to have any other jierson whom he charges as the actual offender lirought before the court at the time appointed for hearing the charge, and if, after the commission of the offense has been proved, EDUCxVTION m GEEAT BEITAIN AND lEELAND- 271 the court is satisfied that the employer had used due diligence to comply with the provisions of the act, and that the other person had committed the offense in question without the employer’s knowledge, consent, or connivance, the other person shall he summarily convicted of the offense, and the employer shall be exempt from any fine. (4) When it is made to appear to the satisfaction of an inspector or other officer charged with the enforcement of this act, at the time of discovering the offense, that the employer had used all due diligence to enforce compliance with this act, • and also by what person the offense had been committed, and also that it had been committed without the knowledge, consent, or connivance of the employer, and in contravention of his order, tlien the inspector or officer shall proceed against the person whom he believes to be the actual offender in the first instance without first proceeding against the einx^loyer. * * * * -x- DEFINITIONS. 13. In this act — The expression “ child” means a person under the age of 14 years. The expression “guardian,” used in reference to a child, includes any person who is liable to maintain or has the actual custody of the child. The expressions “employ” and “employment,” used in reference to a child, include employment in any labor exercised by way of trade or for the puriioses of gain, whether the gain be to the child or to any other person. The expression “local authority ” means, in the case of the city of London, the mayor, aldermen, and commons of that city in common council assembled, in the case of a municipal borough with a population according to the census of 1901 of over 10,000, the borough council, and in the case of any other urban district with a population according to the census of 1901 of over 20,000, the district council, and elsewhere the county council. The expression “ street trading” includes the hawking of newspapers, matches, flowers, and other articles, playing, singing, or performing for profit, shoe¬ blacking, and any other like occupation carried on in streets or public places. >■ t'r'. / r» \ I 4. CHAPTER IV. EDUCATION IN LONDON UNDER THE ADjMINISTRATION OF THE LONDON SCHOOL BOARD. Articles on education in London in lyrevious Reports. Title. Report. Pages. Elementary education in London and Paris . . . . . . . 1889-90 263-280 Religious instruction under the London school board . . . . 1893-9B 208-218 Elementary education in London . . . . . . . 1886-97 15-27 TOPICAL, OUTLINE. Magnitude of the work committed to the London board — Constitution and scope of the first hoard— Spirit and permanent influence of the first board— Organization in committees— Statistics of elementary schools of London, current and retrospective— Citations from official report for 1801-3: Causes of increased enrollment and average attendance; teaching staff, number, classifi¬ cation, and salaries; subjects of instruction in day schools; higher grade schools; means of foster¬ ing interest of pupils; certificates, scholarships, and prizes; financial statement; evening schools, development of, classification, yearly term, progress of students; compulsory school attendance, regulations respecting and means of enforcing; industrial and truant schools— Provision for the physically and mentally defective, inception and development of the work under Mrs. Burgwin— The service of medical inspection of schools. The nev/ education law for London, which has been considered in the preced¬ ing chapter, necessarily brings to a close the existence of the London school board. The nio;;nent is therefore opportune for considering the work of this notable body, which, from the election of the first board in 1870 to that of the eleventh and last, presents a remarkable record as regards both its membership « and its achievements. The particulars of this history are set forth in a monograph prepared for the Paris Exposition, ^ in the introduction to which Lord Reay, chehrman of the board, characterizes the magnitude of its work as follows: It must be remembered that London, for density of population and for wealth if not in area, may be compared to a State rather than to a city. Its total popula¬ tion is more than double that of Denmark or of Greece, is larger than that of Scotland, and is only slightly exceeded by that of Bavaria and of Holland. The o In a complete list of members recently publisbecl attention is called to the fact that the present leader of the board, Mr. Lyulph Stanley, has had the largest aggregate service of any member, viz, twenty-three years, broken by a short interval through the failure of his candi¬ dacy at the ti'iennial election of 188.5. The longest continuous service is that of Mr. Whiteley, twenty years and seven months. Miss Davenport-Hill has had the longest term of any woman member and one of the longest recorded, eighteen years. & By Thomas Alfred Spalding, LL. B., barrister at law, private secretary to the chairman of the school board for London, assisted by Thomas Stanley Canney, B. A., with contributions by members of the staff, and a preface by Lord Reay, G. C. S. I. G. C. S. I. E., chairman of the board. ED 1903- •18 278 274 EDUCATION REPORT, 1903. child population of London standing in need of elementary education is larger than the total population of any European city except Paris, Berlin, St. Peters¬ burg, Moscov>% and Vienna, and is more than double that of Bristol, Dresden, or Prague. The total sum raised within the administrative area of London for municipal puri)Oses (including education) is equal to the total revenue of Saxony, or Portu¬ gal, or Chile, while the sum expended in London upon elementary education alone is ecpial to the total national expenditure of Denmark, Norway, or Switzerland. Wo may add, for emphasis to the American reader, that the population of inner or registration London, viz, 4,530,003 (census of 1901). is exceeded by only three States of the Plnited States — New York, Pennsylvania, and Illinois, while greater London, with a i)opulation of 0,580,010, is exceeded by New York alone. 1 It must not be forgotten [continues Lord Reay] that these comparisons repre¬ sent the present facts, not the condition of affairs in 1870. During the thirty years that have elapsed since that date the population and the ratable value of London have increased with great rapidity. One test of this increase may be found in the number of children requiring x)nblic elementary school accommoda¬ tion, which has nearly doubled since 1872. In that year the estimated number was about 455,000, in the present year (1900) it approaches 785,000 (in 1900, 787,678). In the same years (i. e., 1872 and 1900) the ratable valuation of London was about £20.000.000 and £36.000,000, respectively. A rate of a penny in the pound produced £85,000 ($425,000) in 1872; at the present time it produces about £150,000 ($750,000). The vastness of the population with which the school board for London had to deal v/as not the only factor which differentiated its work from that which was imposed upon other school boards. London in 1870, with all its concentrated wealth, was more in arrears in the matter of school provision than any other part of the Kingdom. It was estimated in 1872 that there were no less than 196.000 children within the metropolitan area for whom, if they had desired to go to school, no efficient school places were provided. These waifs and strays of the vast city received only such education as they could pick up in its streets and alley's, or at best in establishments which were schools only in name. The voluntary system had not been abde to cope with the evil either by its own unaided effort or by hell) of the subvention afforded to it by Government during the xreriod. immediately pre¬ ceding the establishment of school boards. Lord Brougham, speaking in 1837, had said, in regard to the whole of the country, that the voluntary school system was able to supply the needs of the annual increase of child iroiuilation, but that it was incapable of overtaking the accumulated deficiency in school accommoda¬ tion. And this gloomy view of the question was true as regarded London. Between 1837 and 1868 there was apparently but little improvement in the pro¬ portion between the number of school places and of school children. The main cause of this paralysis was the cost of obtaining sites for the erection of schools. In the heart of a crowded city the price of land runs up to a figure wbich is prohibilive to the charitably inclined, and it is precisely where population is densest that school buildings are most required. The task had become impos¬ sible save by a State or municipal effort, coupled with the power of acquiring- sites compulsorily in districts where school accommodation Vv^as needed. The problem of London education was so complex and presented such apparently insuperable difficulties that the first educational scheme of the Government in 1870 excluded London entirely from the operation of the bill wdiich ultimately became the education act of 1870. It was the intention of the Government to deal with the question in London at a later date and by different methods. It was only after much hesitation that they finally decided to apply to London similar machinery to that which they had devised for the rest of the country. 'Jlie constitution and worh of the first school hoard for London. — The fol¬ lowing citations from the monograph referred to set forth in brief the constitution of the first school board for London and the problems with which it v/as con¬ fronted: The impending election of members of the first school board for London, which was fixed for November 29, 1870, stirred the interest of the community prof oundly. Never before had any municipal contest called forth so much excitement. Many of those who had heartily supported the policy of the education act deemed that policy to be a grand experiment which would have to justify itself by its success. Not a few ardent advocates of elementary education for the x^eople doubted EDUCATION IN LONDON ENDED THE SCHOOL BOAED. 275 whether the machinery created for the provision of that education was the best that conld be devised. No less than 135 candidates appeared to contend for the 49 seats upon the board, and as the contest proceeded those v\dio most sincerely desired the success of the new policy noted with regret, and almost with despair, that the battle raged as it had raged in Parliament around the narrow question of the nature of the religious instruction which should be given in the schools of the board, ignoring the broader educational jproblem which was submitted to the rate- }3ayers of London. * * * There was another element of interest in the approaching election besides the question of education. The act, and the powers exercised by the education department under the act, had imported into English municipal life two changes which were foreign to all its traditions. The London school-board election of 1870 vras the first election of any importance v/hich was conducted by ballot (except in the city of. London) and with a cumulative vote. It would be foreign to the purposes of this inquiry to deal at large with the prophecies of accident, mistake, and fraud which it was declared would result from the abolition of the system of open voting which was at one time deemed a bulwark of the constitu¬ tion. It is enough to say that in the result the working of the election proved these i3rophecies groundless. The cumulative vote, devised especially for school- board elections, gives to each elector a number of votes equal to the number of candidates to be elected, which he may give to one candidate, or divide as he pleases among a number of candidates. It was the outcome of the religious con- L'oversy, and was desigmed to assuage the fears of the smaller religious sects that their views would obtain no representation upon the board. Even the permissive application of compulsory by-laws contemplated by the act would have been impossible if the board had been composed of members of one dominant creed, and the government hoped that by adox)ting the cumulative vote the representa¬ tion of minorities would be secured. In this respect it is to a certain extent eifectual, more especially in x)eriods of apathy which result in a small poll. On such occasions the pastor of a strong and energetic church or the favorite orator of a political club can, by a concentration of all the votes of a following compara¬ tively small in relation to the whole constituency, secure his own return. But on occasions when the feeling of the electorate is deeply moved, as was the case at the first election of the London school board, the minority candidate has far less- chance of success. The fact that the most diverse opinions were reiDresented upon the board was due to the formation in many divisions of influential com¬ mittees to promote the return of suitable candidates irrespective of their religious and political views, rather than to the operation of the cumulative vote. * * * The result of the poll was the election of a board remarkably representative of the varied schools of thought. Ui)on it were to be found politicians, two of whom subsequently attained to Cabinet rank; clergymen, two of whom after¬ wards rose to the Episcopal bench; and representatives of various dissenting bodies. Science and literature were represented ;. men well known for philanthropic work found seats on the board, together with many who. had earned a reputation as educationists. Ladies succeeded in gaining seats in two divisions. The first meeting of the board was held at the Guild Hall on Thursday, Decem¬ ber 15, 1870, at the invitation of the city corporation. The first business before the board was the election of a chairman. Before the election took place a. pre¬ liminary question had to be settled. The act of 1870 conferred upon the school board for London the power to pay its chairman such salary as the board should fix, subject to the consent of the education department — a power which was not granted to any other school board. A motion was at once made “that no salary be awarded to the chairman , ’ ’ and this , after some discussion , was carried by a large majority. This decision practically settled in the negative the question whether the chairman of the board should receive a salary. Although two attempts have been made to reverse it, neither v/as successful. In 1879, soon after the fourth triennial election, a memorial was presented to the board praying that a salary might be paid to the chairman, on the ground that the growing vrork of the board renders it desirable in the interest of the ratepayers that the board should have the full advantage of the entire services of its chairman, Vv^ho would thus be enabled to exercise a more efficient control over the expenditure and general work of the board. A very heated debate ensued, acrimonious out of all proportion to the importance of the question which had been raised by the memorialists. The board eventually resolved “that the memorial be respectfully received, and that an_ answer be returned stating that it is inexpedient at the present time to entertain the prayer of the memorial. ’ ’ The ‘ ‘ inexpediency ” of “ the present time ’ ’ was alleged to be due to the fact that the boqrct had only just been elected and that new members were on that account unable to judge of the wisdom of the EDUCATION REPORT, 1903. 27G proposal; but tlie teims of the alls^ver ^vere inereh^ tlie courteous cloaking of a refusal to consider the memorial. Rather more than a year afterwards, when members had enjoyed a full opportunity of measuring the merits of the proposal, the question was again raised in the form of a motion to pay the chairman of the board an annual salary of £1,500. Only three members voted for the motion, while 30 voted against it. Since that time the question has never again been raised. The chairmen of the board have always discharged their onerous duties gratuitously, although there is a very prevalent opinion that they have been in receipt of a substantial salary. The chairmanship of the board is only one more instance of the fact that in English public life men of position are frequently found who are willing, often at considerable personal sacrifice, to undertake oner¬ ous, and sometimes thankless, offices vfithout reward. Another peculiarity in regard to the chairmanship of the London school board may be mentioned here. The education act empovv^ered the board, if it saw fit, to elect a chairman who was not one of its members. An outside chairman, if so elected, was created by virtue of his office a member of the board in all respects as if he had been elected by the ratepayers. He could therefore exercise the right of voting as a member of the board as well as give a casting vote in the event of an equality of votes. It does not appear that the suggestion was ever made that the first board should seek a chairman from outside its own ranks. Within the board there were many men of ability who were callable of performing the duties of the office; but one of them. Lord Lawrence, who had filled the post of viceroy of India, a man of rare business capacity and universally esteemed, was more par¬ ticularly marked out for the post. Three other candidates were nominated, and the selection was conducted by two ballots, after each of vrhich the lowest candi¬ date retired. Lord Lawrence headed the poll in each ballot and was eventually elected chairman by an unanimous vote. The practice of electing a member of the board as chairman was continued until 1894. After the election in that year, which resulted in a somewhat equal balance of iDarties, an outside chairman was elected. Since that date this precedent has been followed. The rjroblem with which the board had to deal presented itself in six main sec¬ tions, as follows: I. Statistical. — This included the methods of ascertaining the number of chil¬ dren of school age who required accommodation and the number of school places already in existence. Until these figures could be ascertained the board could not know precisely for how many children or in what localities it would be necessary to build schools, although it was notorious that a large amount of school provision was immediately necessary. II. School buildings. — Having thus ascertained the amount of school provision that ^vas needed, the next questions 'which arose were the acquisition of sites for new schools and the character of the buildings which should be erected upon those sites. In regard to school buildings, the board inaugurated a policy of improve¬ ment upon the old type of school which was almost revolutionary. In the light of modern construction the older schools of the board are now deemed ill-designed and inconvenient, but when they are thus criticised it is necessary to bear in mind the type of school which they supplanted. HI. School manageuient. — Having examined the character of the school build¬ ings which the board designed to erect, the next subjects of investigation are the scope of the instruction which was to be given to the scholars, the nature of the school apparatus, and the organization of the teaching staff. The first branch of this subject must include the vexed question of religious instruction. When it is remembered that under the new code of 1871 the only subjects of instruction which earned Cxovernment grant were reading, writing, and arithmetic, and not more than two specific subjects in Standards IV-VI, and that the cost of teaching any other subjects must of necessity fall upon the rates, it will be seen that the temptation from the i^oint of financial economy to place a narrow limit upon the curriculum was great. Fortunately the board took a broad view of its duties in - this respect. Indeed, it may be sa,id that in regard to school curricula the locally elected educational bodies have as a rule led the education department. They have introduced subjects of instruction into their schools without the financial aid and often without the encouragement of the permanent governmental organ¬ ization. When the experiment has proved a success the education department has tardily admitted the subject into the code and allowed it to earn a grant. The result of such a policy has been the piling up in the code of an aggregation of subjects of instruction which, viewed as a curriculum, seems designed rather to conLise than to guide tlie teacher. Nothing is more remarkable in the history of English education than the lack of initiative, which has until recently been char- EDUCATION IN LONDON UNDEE THE SCHOOL BOAED. 277 acteristic of tlie education department. It lias limited itself to tlie duties of dis¬ pensing the Government grant and of criticising the results obtained in the schools ; but for any initiative, any v/ell-ordered scheme for the imiiro vein ent of educational efficiency, it vias necessary, until within the last few years, to look not to the department, but to the school boards and to independent enthusiasts for educa¬ tional progress. The evil arising from the lack of coordination in subjects of instruction has been to a great extent remedied by the code for 1900, which has for the first time introduced “ course of instruction ” for elementary schools. IV. Compulsion. — The schools having thus been established and staffed, the next question for consideration was whether the children who failed to make use of them should be compelled to attend, and, if so, by what machinery. This, v/ith the exception of the cpiestion of religious instruction, Vv^as the most delicate point which the board was called upon to decide. Many ardent educationists doubted the wisdom of enforcing education by compulsion, and more feared that parents would resent its application as a new and intolerable limitation of their liberty. V. Industrial schools. — The education acts conferred upon the school board pow¬ ers to deal with the class of children who are vagrants and are in danger of falling into criminal courses. The education of these children had been provided for by statute some four years previous to the passing of the education act, and certain powers under the industrial schools act of 1866 Vv^ere conferred upon the board. It was manifestly convenient that the education authority of any district should have control over the education of the waifs and strays of that district, although it had to be conducted in institutions other than the public elementary school. Subsequent developments of the law and of administrative practice have made industrial schools auxiliary to the work of compulsion. The habitual truant is committed to a school conducted under the industrial schools act, called a ‘‘ truant school.” After a short period of detention he is licensed out on the condition that he attends school with regularity. A breach of the condition involves recom¬ mitment to the truant school. VI. Finance. — The last branch of the board’s work which remains for con¬ sideration is the sources from which its income is derived, the methods by which such income is raised, and the control which is imposed upon its expenditure. As to the spirit and the methods in which the problem thus analyzed was met it is enough to quote the testimony of Doctor Macnainara, M. P.: The first two boards laid down the main line of policy on broad and progressive educational lines. The religious difficulty was solved by a happy compromise, to which churchman and nonconformist — like Prebendary Thorold and Doctor Angus — and Tory and Liberal — like Mr. V/. H. Smith and Mr. Samuel Morley — gave complete and satisfied adherence. " Scales of salaries were laid down that secured for London the best the training colleges for teachers could furnish, and schemes of staffing and of instruction were j^ut on the stocks in a way that would not have done discredit to the most enlightened educationalisni of thirty years later. The i3olicies of the board have been rvidely copied and it has led in many impor¬ tant educationrJ reforms. The best tribute to its history [says Doctor Macnainara] is the fact that, go where you will, up and down the country and out of it, you v/ill find some of its syllabuses and regulations in force. Its Scripture syllabus is xiarticularly famous, being now in actual operation in many parts of the British Empire. So, too, with its classical — I use the word advisedly — schemes of instruction in physical training, in domestic economy, and so on. They are the standard v/orks in these subjects all the country over. Its code and regulations for local man¬ agers has long since become the recognized official guide. Already quite a number of the new educational authorities under the education act of last year have issued codes of regulations for managers confessedly liased upon the volum- “■ inous and strikingly able set of resolutions issued by the London board. Every year sees scores of distinguished visitors and deputations from the educational v/orlds of the States, our colonies, and the Continent busy v/itii notebook in hand in the board schools of London. The care of the mentally and physically deficient children; the problem of hov/ to meet the cases of those unhappy little ones whom hard necessity drives to school daily in an ill-fed condition; the administration of the compulsory attend¬ ance by-laws, and the development of evening school work, these and a hundred other problems of first-class imi3ortance have been dealt with nowhere with greater care, assiduity, and success than under the London school board. The 278 EDUCATION EEPOET, 1903. teaching of STrimming to lx>th hoys and girls has always been a feature of Lon¬ don school-board work, and tens of thousands of young Londoners hold the boiird's certificate of proficiency. One little chaj) down East Lambeth way has already saved six lives as a result of his board-school teaching. Scripture teach¬ ing, too, has always reached a very high standard under the London school board, stimulated, no doubt. by the admirable “ Peek ” prizes. Though the “scholar¬ ships ” and “ bursaries ’’ at the board's disx)osal have not been many, yet its sons have found their way to ^vranglerships and the university-honors lists of most of the British universities. Many, too, have won their way to fine positions in pro¬ fessional and commercial life. _ Indeed, thei-esult would astonish some good i)eople could we bat put the letters “ L. S. B.'’ in a directory after the names of all Lon¬ don citizens who began life in the humble board school. To facilitate the enormous work which devolved upon it, the London board was early organized in 7 standing committees and 20 subcommittees. There were foimed also committees of members for each of the 11 electoral divisions of the metropolis whoshouhl nominate (1) the visitors (about 324 in number) employed to look after the school attendance of the children of their respective districts, and (2) the local school managers, numbering about 3,000, The appointment of such managers was authorized by the education lavv^ of 1870, and to them the school boards might delegate any of their powers excepting that of raising money. The appointment became necessary when private schools were transferred to a school board as a means of preserving the continuity of their superrision. It will be observed that the law of 1902 and the new lav/ for London both provide for the continuance of this policy. The London board has employed further 8 inspectors, 11 superintendents, 3 medical inspectors, a large clerical force, and a large number of special instimct- ors and examiners in addition to the regular teaching staff. This mere enumera¬ tion of duties and responsible agents serves to illustrate the enormous work that has been added to the heavily burdened county council by the new law. The latest official report of the board brings the history of its operations to the 25th of March, 1902. What has been accomplished in respect to collecting the statistics of the child x^^pi^lation of the metropolis, of the schools, and securing school attendance is summarized in the following comparative table: Statistics of elementary schools of London. «1872. «18S2. J^1892. ^>1902. Number of children scheduled . .. _ _ 678,475 593. 606 80,391 707,342 887,301 787, 673 Accommodation required according' to the statistical committee’s general reports - - - - Accommodation: B< >ard schools .. _ _ _ _ _ 4r>4,78.3 28, 227 249, 705 280,275 263, 617 1 j 436,:i67 2.56,266 565. 325 218,378 N onboard schools _ - -- _ 277,952 543,892 692,633 1 783,701 Average number on roll: Board schools _ _ Nonboard schools - - _ _ -- _ _ _ 29,r>03 211,421 ' 295,833 223,297 465, 0il6 1 213,243 546, 370 215,359 Total - _ _ - - _ _ _ - _ _ 240.927 519.130 I 678,;309 731,729 Average attendance: Board schools _ _ - _ 19.421 165; 482 238.205 1 174; 723 362.585 165, 050 462,840 175, 330 N onboard .schools _ _ _ _ _ _ Total _ _ _ _ 184, 90:8 , 412,928 .527, 635 638,170 Percentage of average attendance on average number on the roll: ] yoard schools .. .. . . . . 65. 8 78. 2 1 ^ 80. .5 ! 78.2 77.9 77.3 84.7 81.4 Nonboard schools . . . _ _ _ _ _ Total 76. 7 79. 5 77.7 83. 7 « Estimates made in March, Estimates made in December. EDUCATION IN LONDON UNDEE THE SCHOOL BOAED. 279 The board had under its charge in 1901-3 501 ordinary schools, comprising 444 departments for hoys, 440 for girls, 83 mixed departments, and 483 departments for infants (i. e., children nnder 7 years of age). The nmnher of special schools, or centers, as they are termed, is given in a table below. With respect to the enrollment (i. e., 546,370) and average attendance (463,840) in the ordinary board schools the school-managenient committee report that the increase in both particulars for the year 1903 v^as greater than in any year for the last seven years. The increase in average attendance is said to be due chiefly to the efforts of the teachers. The increase in enrollment is attributed to the opera¬ tion of the new by-laws, which raised the higher limit of age for conii)ulsory attendance to 14 years, abolished half-time attendance, and raised the maximum penalty for violation of the lav/ to 30s. Under the law no children under 14 years of age can claim exemption from school attendance unless thej/' x)ass exaiiiinaticn in standard VII. The effect of these new recpairements has been to prolong school life, as is clearly shown by the fact that, while the number of children betv/een 3 and 14 years of age scheduled in the metropolitan county has diminished, there has been a marked and disproiDortionate increase in the number between 13 and 14 enrolled in school. It might have been expected [says the committee] that the numbers in stand¬ ards from V ui)v/ard would have been equalized in approximately the same degree as the numbers of the ages from 10 upward. Such, however, does not ax)pear from the classification of the pupils. The age percentages now as compared v/ith those of 1893 are as follows: Yeax’. 10 and under 11. 11 and under 12. 12 and under 13. 13 and under 14. 1 4 years and over. 1892 . 11.2 10. 5 9.1 3.5 0 8 1902... _ _ _ _ 10.8 9.9 9.8 9.0 1.3 whereas the standards (grades) percentages now as compared with those of 1893 are: Year. Stand¬ ard IV. Stand¬ ard V. Stand¬ ard VI. Stand¬ ard VII. Stand¬ ard VIII. 1892 . 15.3 11.1 6.5 2.3 0 5 1902 _ _ 15.2 12.6 8.6 4.8 1.2 ■ Six children out of every seven who are in school at 10 5’ears of age stay on until 14. But one-sixth of those who reach standard IV do not reach standard V, one- third of those who reach standard Y do not reach standard VI, and nearly one-half of those who reach standard VI do not reach standard VII. . With respect to teachers the school-management committee report as follows, the bracketed figures being for the previous year: The teaching staff of the ordinary schools and of the higher grade and higher elementary schools consisted on the 35th of March of 11,235 [10,833] members. Of this number, 484 [465] were heaxl masters, 943 [917] headmistresses, 3,133 [3,007] assistant masters, including 120 [97] ‘ ‘ supply ” and 23 [20] unattached teachers; 6,238 [5,993] assistant mistresses, including 434 [304] “supply” and 138 [110] unattached teachers; 459 [443] ex-pupil teachers, 3,383 [3,373] x)upil teachers and probationers. The increase in the x)ermanent staff was 44 head teachers, 351 assist¬ ant teachers (men and women), including unattached and “ supply ” teachers. 17 ex-x)uX)il teachers, and 10 pupil teachers and probationers. Of the adult staff — i. e. , all not pupil teachers, including unattached and “ supply ” teachers — 83.3 per cent were trained. In 1892 the ratio of head teachers to assistants, (including half the “ supplies ”) and ex-pupil teachers was 1 to 5'.3. It is now 1 to 6.7. This relative decline in the number of heads or principals is largely due to the diminution of the size of 280 EDUCATION KEPOKT, 1903. the classes, which in 1802 was 50 children in average attendance for each adnlt teacher, « whereas in IMartli last it was 42.3, The nmnber of children to each ad vdt teacher ( including half the “ supplies’') in the senior departments in 1892 was 48.2, and it is nov*^ 40.8, and in infant schools in 1892 it was 53.7 and at present 45.4. The average number of children to each teacher is further lessened by the periodical absence of children at various centers — e, g., manual training, cookery, laundry, housewifery, art, etc. There has been a slight increase in the ratio of women teachers to men teachers. In 1892 it was 1.9:1; now it is 2 : 1, The average rates of salaries at Lady Day, 1892, 1901, and 1902 were: Year. Head mas¬ ters. Head mis- tresse.5. Assistant masters. Assistant mistresses isp> _ _ _ _ _ _ £ s. <1 . 285 11 5 20;i 7 2’ .£ s. d. 12G 6 0 £ s. d. 07 11 1 l<>oi . . . . :>l)l 14 1 210 15 ?, i:iG 14 G 102 10 0 iplied to 10 departments. Sufficient time has not yet elax)sed to report definitely as to the success of the exx^erimont. XI. Fiaiios.— For the xuirxwse of xffiysical exercises xuanos have been supplied to 800 departments down to March last. Under a resolution of the board the other departments are being sux^xilied Vvfith instruments at the rate of 100 a year. XII. Botany scJione. — The teaching of botany, both as a systematic study in the ux^per standards and as “object lessons” in the lower standards, is encour¬ aged by a scheme by which schools are supxffied with flowers, leaves, seeds, etc., under the sux^erintendence of a skilled gardener. The board are under obligation to the office of works for cordial coox^eration in gTanting facilities for x^rocuring the necessary specimens. The materials so x^i’ovided are also useful in drawing and other forms of art work. Higher grade schools. — In March, 1902, the board had seven higher elementary schools maintaining a x^redoniinantly scientific curriculum and 37 higher grade schools in which special attention was given to advanced studies. These schools arc included in the statistics already given. The board maintained also twelve centers for training xmpil teachers, with an enrollment of 3,010 students. CERTIFICATES, SCHOLARSHIPS, AND PRIZES. 1. — VERIT AXD HONOR CERTIFICATES. The board attempt to stimulate the interest of the scholars by a system of merit or honor certificates. The merit certificate examination is ox^en to all scholars who have worked in a class not lower than Standard VII, and is, except in special cases, restricted to children of 13 years of age and upward. The honor certificate is awarded to scholars who have obtained either the merit certificate at least one year before or who have comx)leted a two years' course higher than Standard VII. and wffio x^ass such other examinations as may be from time to time apxDroved by the board. The number of scholars who took the merit certificate examination was 2,192 [1,599] . Of these, 721 [660] obtained certificates, as compared with 1,471 [933] who failed. The honor certificate was awarded to 123 [138]. It is noticeable that these numbers represent as yet a very small proportion of the children eligible each year to attain certificates. II.— SCHOLARSHIPS. Various scholarships, open to x^npils in the London public elementary scnools, are awarded on the result of an annual examination by the board. At Lady Day there were 76 [58] scholarshixis available for award on the next board examina¬ tion. A number of the children from the board's schools sit for the junior and intermediate scholarshixis awarded by the London county council. During the year they gained 577 [573] junior scholarshixis and 45 [10] intermediate scholar- shix)s. Finances. — The London board schools are all free, and schoolbooks, apiiaratus, and stationery are snx)xfiied to puxfils free of cost. The income of the school board is derived x^rtmarily from the G-overnment grants, together with receixits from a few minor sources (including until 1891 school fees), and the balance is made up by the preceiit or school-board rate (that is, property tax claimed by the board). EDUCATIOK m LONDON UNDEE THE SCHOOL BOARD. 283 Exjyenditicres.— The ever-grovHng ei^ipenditnre of tlie board lias excited much adverse criticism, but appears to have been unavoidable, owing to the constant increase in its oxierations. The total current expenditure in 1870 was £701,469 (a little more than $1,000,000); of this amount £40,000 ($300,090) v/ere derived from the local tax. In 1880 the total exrienditure had reached £1,371,608 ($6,858,040), of which £551,347 ($3,756,335) were derived from local taxes; in 1890 the total was •£3,000,824 ($10,004,130), of which £1,158,554 ($5,793,770) were derived from local taxes. For the year ending March 35, 1903, the total expenditure reached the sum of £3,350,486 ($18,253,430), derived as follows: From Government grant, £778,000 ($3,890,000); from miscellaneous sources, £36,080 ($180,300); from the local tax, £3,438,436 ($13,183,130). The total expenditure for the last year was equivalent to £1 12s. 8d. ($33.16) per capita of average attendance, and the rate of tax levied on assessed valuation was 14.66d. to the pound. The itemized exxjenditures were as follo'ws: Head. 1. Salaries of teaeliers . 2. Instruction of pupil teachers _ 3. Books, apparatus, and stationery . . 4. Special subjects of instruction _ 5. Inspection, instructoi-s, and miscellaneous. 6. Repairs to buildings and furniture _ 7. School keepers and cleaning . . . 8. Fuel, light, and water . . . . . . 9. Rates, rents, etc _ _ _ 10. Deaf, blind, and defective... . . 11. Evening continuation schools . . 12. Buildings not charged to loan . . 13. School attendance . . . 14. Industrial schools _ . _ 15. Ofiice expenses _ _ 16. Repayment of and interest on loans _ 17. Legal expenses. - - - - 18. Superannuation _ _ 19. London government act, 1899, Hornsey _ Total. _ _ Approxi¬ mate actual expenditure of 1902-3. Estimated expenditure of 1903-4. Increase or decrease. £1,535,942 £1,571,000 + £,38,0.58 26,319 28,200 “T 1,881 95,664 101,000 + 5,:3.36 84,684 91,400 + 6, 738 .52,207 58,700 + 6, 49,3 121,932 128,000 + 6,068 69, 1.52 71,000 + 1,848 .55,174 56,000 + 826 159, 797 161, 000 + 1, 203 47,639 60,100 + 12,561 114,274 120, (X!0 + 5, 726 53, 867 65,000 + 11,133 .58,026 60, 500 + 2,474 65,119 67,800 + 2,681 .51,216 .55, 600 + 4,384 654, 561 686,000 + 31,439 3,355 2, .500 + 165 483 1, 000 + 517 2,315 — 2,215 3, 250, 486 3, 387,800 137, .314 In addition to the annual expenditure for the maintenance of the schools the board has borrowed £13,548,756 ($67,748,780) on the security of the rates for the purchase of sites and the erection of school buildings. Of this amount £3,117,888 ($15,589,940) have been repaid. Against this indebtedness the people have above 500 valuable sites and buildings. It should be observed that the interest on loans figures in the foregoing table showing itemized expenditures. The provision and maintenance of day schools by no means exhausts the resiion- sibility committed to the London school board. Auxiliary to this charge, but inseparable from it, is a vast amount of extra work — educational or sociolog¬ ical — which has taxed to the utmost the able minds that have devoted their ener¬ gies to the service of the board. The nature and extent of this extra work may be illustrated by the follov/ing iiarticulars i-especting two lines of effort in which the example of London has been xiarticularly stimulating to other cities. Evening schools. — Almost immediately after its election the first London school board entered upon the w^ork of establishing evening schools, but after a series of unsatisfactory efforts in this respect the work was abandoned. In 1883 the effort was revived on a sounder basis, and the number of schools and the attendance upon them rapidly multiplied. The decision of the courts in 1901 prohibiting the board from applying local taxes toyhe maintenance of classes in science and arts and to the instruction of persons above 15 years of age struck a fatal blow to the evening classes, v/hich would have been closed at once but for an order of the 284 EDUCATION KEPOKT, 1903. eJncation department providini^ for their temporary continuance. The following statistics and statements from the latest official report on the subject show the growth and character of this important branch of the work carried on by the board. Stcitisfics of even in ) Three schools for special instruction in commercial and science and art subjects, 5vith an enrollment of 4,35.1. (c) Six scliools for special instruction in science and art subjects, with an enrollment of 5,315. {(J) Nine schools for the deaf, with an enrollment of 403. The total number of xmpils admitted during the session are classified as follows: Ordinary schools, 100,302; schools and departments for senior students, 10,430; schools and dex)artments for junior students, 2,556; commercial schools, 9,830; commercial and science and art schools, 4,355; science and art schools, 5,315; schools for the deaf, 403. Total, 133,191 (37,624 male pujuls, 30, 63‘,) female imiiils, and 64,928 ijuxhls attending mixed schools). Of this number, 32,859 xvere over 21 years of age (as against 34,487 in the preceding session), 1,151 under 14 (as against 7,454 in the x)receding session), and 41,516 under 16 (as against 54,990 in the pre¬ ceding session) . The whole number, comxiared with that for the preceding session, shows a decrease of 13,780, The falling off in the number of students was due to ( 1 ) the uncertainty that prevailed as to whether the schools would be continued after the decision the EDUCATION IN LONDON UNDEE THE SCHOOL UOAED. 285 case of Rex v. Cockertoii; (2) disparaging statements — the accuracy of Yvdiich v/as disputed by the board — made in Parliament by the vic8-i)resident of the committee of council on education concerning the work done in the evening schools, and (3) a new regulation of the board of education (South Kensington) discontinuing the recognition of the attendance of day school scholars in evening schools. The follov/ing table brings the attendance for 1901-2 into comparison with that for the preceding year and that for the winter period in comparison with that for the spring and summer sessions: Term. Session. Avei’age number on the rolls. Average number present at all. Percent¬ age of av¬ erage num¬ ber pres¬ ent at all, on the av¬ erage num¬ ber on the rolls. Wirter _ _ _ . _ 1901-8 1'900-18C1 73,796 78, 658 55,238 58, 682 74.9 74.6 Ircrca,so _ _ _ _ _ - . O Deci’eaee _ _ _ _ _ 1 4,862 3,444 Spring’ . . . . . . . . . 1901-2 1900-1901 ^51,987~ 51,191 38, 233 37, 627 73.5 73.5 Increase . . . . . . 796 606 Summer . . . . . . . . . 1901-3 1900-1901 20,927 18, 459 13,903 12,735 66. 4 69 Increase _ . _ _ _ 2, 468 1,168 Decrease 2.6 The programme of studies for the evening schools, including both ordinary and special schools, comprised 68 subj ects. An analysis of the detailed reports shovv^s — that the subjects or group of subjects in which the largest number of fourteen or more hours’ instruction was received v/ere: Reading, writing, arithmetic, composi¬ tion, algebra, and recitation, 19,665; shorthand, 14,610; physical exercises (swim¬ ming and life-saving gymnastics, drill, etc.), 11,935; needlework (including dress¬ making and millinery), 9,956; book-keeping, 7,730, and vocal music, 5,696. The following comments by the committee on certain of these subjects afford an interesting view of the scot)8 and spirit of the work: Dramatic literature. — This subject VN^as, as in the past three sessions, taught in some schools, but can not be classified in the table under any specific head, as it was taken under various titles. The chairman of the committee offered a prize to the best class. Pupils from 13 schools competed for the p>rize at the offices of the board on the 34th and 35th of March, 1903. Mr. Ben Greet acted as judge. Act IV, scene 3 (as far as the words “ Come, your hand; and. Daughter, yours’.’), of A Winter’s Tale, was taken. The class from Fossdene Road, Charlton (Green¬ wich) , was adjudged to be the best; but as the class had obtained the prize in the two previous years, a further prize was given to the next best school — ^St. George’s Row, Westminster. The board on the 8th of May, 1903, agreed to thank Mr. Ben Greet for his services. English literature. — Special lecturers continued to give oral descriptions of the Vvmrks of the poets, dramatists, novelists, and other prose writers, with a view to creating and fostering an appreciation of standard literature. The lectures were given in connection Vv^itli 58 schools, and the number of students v/ho received fourteen or more hours’ instruction was 838. The subject of literature was also taken by ordinary teachers in 33 schools, vCnere 444 i)ux)ils received fourteen or more hours’ instruction. First aid and. home nursing. — The number of schools vvhere first aid was taught increased from 196 to 302, and the number of pupils v/ho received fourteen or more hours’ instruction during the session was 2,914, as compared vAth 3,342 who received Welve or more hours’ instruction during the preceding session (1900- 1901) . The number of schools in which home nursing was taught increased from 127 to 134, and the number of pupils vAio received fourteen or more hours’ instruc- 286 EDUCATIO^T REPORT, 19C3. tion was 1,80:0. as compareil v/itli 2,130 who received twelve or more hours' instruc¬ tion in the precedin>< session. Included in these numbers are a few classes that were speciiilly opened to prepare teachers to :ht by duly qualified medical l)ractitioners, assisted by members of the ordinary staff, while home nursing was taught either by medical practitioners, assisted by members of the staff, or by trained nurses. IJistory of London. — In some of the schools the students were made acquainted with the history of the city in which they live. The Rev, Arthur Jephson, M. A. , offered to give copies of The Queen's London to the writers of the best essays on the subject. The examination for the books took place at the Hugh Myddelton and Childeric Road board schools on Wednesday, May 14, 1902. The questions were set and papers marked hy the evening continuation schools inspectors, and it was decided to award one book to a i)upil of the Boughley Road (Marylebone) School and three books to ])upils of the Lyndhurst Grove (Lambeth, east) School. IdujKleal exercises. — Under this head particulars of the drill, gymnastic, and swimming and life-saving classes are given. In regard to swimming and life-saving no students were permitted to attend the baths unless they had made at least twelve hours’ attendances in each of two sub¬ jects, or at least twenty-four hours in one subject during the i)eriod from Sep¬ tember, 1901 , to May 1 , 1902. Students who were proficient in swimming and life¬ saving were also refused admission to the baths unless they assisted in the instruc¬ tion of the nonswimmers. The number of students who received instruction decreased from 12,555 in the previous session (1900-1901) to 9,830 in the session now under reviev/ (1901-2). In regard to the comparatively small number of students (945) who received fourteen or more hours’ instruction, it must be borne in mind that the registered time for a lesson in swimming is thirty minutes, that the classes were held mainly in the summer, covering a period of about thirteen weeks only; that tlie lessons were of necessity somewhat few in number, and that therefore the number of scholars who attended for fourteen hours or more could not be large. The coinmittae take this opj^ortunity of stating that the board is indebted to the life-saving society for opening classes to train teachers and for other assistance in promoting the success of this useful subject. COMrUI.SORY SCHOOL ATTENDAXCE. One of the most delicate problems with v/hich the board has had to deal is that of compulsory school attendance. Public sentiment in England has been ]3articu- larly unfavorable to this x^olicy. Even that ea,rnest advocate of popular educa¬ tion, Lord Brougham, declared there ought to be in no time and in no country, whatever might be the constitution of the country and the state of society, any l)ositivo and direct compulsion as to the education of the people.” Those who advocated such a course, he said, ‘‘forgot that there was a line over which the hiwgiver ought not to pass, and beyond which he forfeited all claim to sujiport^ by the violation of some of the most sacred princiirles — a violation of individual liberty — a system intolerable for the citizens of a free state; ’•* * only fit for a country where, liberty being little known, slavery was the more bearable.” It was due in the main to the urgent and reiterated utterances of Matthew Arnold that a coinxmlsory clause was included in the education act of 1870. The clause simx)ly authorized the local school board to frame ccmx:)ulsory by-laws. The education lav/ of 1870 went further and made the duty mandatory. This lav/ further forbade the full-time employment of any child under the age of 10 years, or who, being of the age of 10 years and ux^ward, ‘‘ had not obtained a certificate of x^roffeiency in reading, writing, and elementary arithmetic in any standard not lower than the fourth, or, in the alternative, had made not less than 250 school attcsidances after five years, v/hether consecutive or not.” The lav/ of 1876 also forbade the half-time enix)loyment of any child who, being ux^ward of 10 years of age. Inid not x^assed the half-time standard or was not attending school half time in accordance with the educational clauses of the factory acts. « These provisions were made ax)X)licable to children between the ages of 5 and 14. The age for total (‘For pi-ovisions of the factory acts, see pp. 2G7-2T1. EDUCATION IN LONDON UNDUE THE SCHOOL BOAKD. 287 and j)artia.l exemption was raised to 11 j-ears by tlie elementary education act of 1899. By the last measure it was provided that a child might obtain a x^artial exemption on attaining the age of 12 years if he had made 300 attendances hi not more than two schools during each year for five years, vdiether consecutive or not. The law fixes the niaximnm iienalty to be inflicted upon iiarents or gnard- ians convicted for violations of its xirovisions, leaving to the local boards the right to fix the exact iienalty. By this general legislation the notion of jiarental obligation and of the right of the State to demand a certain degree of training for all children has been gradually diffused thronghont the country and a public sentiment has been developed in snj)- port of the compulsory policy. The special arrangements for half timers are a necessary concession to the need of children’s wages on the part of the poorer classes. With respect to London, it is noticeable that compulsory by-laws were framed by the first school board and elaborate provision made for enforcing the same. The requirements of the board for exemption from school attendance have always been the highest allowed under the general law. The by-laws adopted by the London board in 1900 placed the higher limit of compulsory school attendance at 1-1 years. Half-time attendance was abol¬ ished and the maximum- T)enalty for violation of these conditions raised to 20 shillings. The effect of the new by-la vcs, says the committee, “has been to prohibit the exemption of children under 14 years of age, except by x^assing standard VII, and consequently to xu’olong the school life of those children who are unable to obtain early exemption under the x^i’oficiency qualification. Although many difficult cases have arisen, the law has been enforced with such tact, firmness, and good judgment by the divisional subcommittees, divisional sux^erintendents, and visitors that there has been an entire absence of serious friction.” With regard to the raising of the maximum penalty the committee obtained a return relating to the infliction of fines for the year under review, of which the following is a summary: Amount of line. First offense. Second offense. Third offense. Fourth offense. 1 Fifth off’ense and over. Total number of fines. Percent¬ age of the various fines on the grand total of fines imposed (15,081). fiS jrnfl iTTiflpiT 4 1 3 8 0.05 Is _ _ - . . 34S 31 9 4 13 405 2. 68 Is 6d. _ _ 150 10 5 1 166 1. 10 2s.- . . . . 774 119 28 10 28 959 2s. 6d . - . - 1,805 367 142. 72 195 2,581 17'. 11 Above 2s. 6d. ut> to 5s _ 3,038 1,706 894 493 886 7,017 46.53 Above 5s. up to 10s - - 781 504 433 317 934 2,969 19.69 Above lOs. up to 15s . . 104 70 63 50 238 525 3.48 Above 15s. up to 2Ds . . . 71 60 45 60 215 451 3.00 Total . . 7,075 2,888 1,619 1,007 2,512 15,081 The following statistics serve to shov/ the thorough character of the truant service maintained by the board: “The number of children between the ages of 3 and 14 who are not upon the rolls of efficient schools amounts to 124,831. Of this number, 1,843 children are under instruction in -some other way — 1,00G of these children receiving efficient instruction at home and 837 attending schools not recognized as efficient. Of those who are not undqi’ any instruction at all, it should be noted that there are 101,974 children under 5 v/ho do not and can not be compelled to attend school.” The manner in which the remaining 21,014 children are accounted for is shown in 288 EDUCATION REPORT, 1903. the following table, for puriioses of comparison the figures for the previous year l)eing also given: 1901. 19f>2. Wholly exempt . 8,564 1,071 875 909 1,0.55 7.59 Blind, deaf, defective, epileptic, and other special cases temporarily absent fi om school . . . . . . . . . . Permanently disabled . . . . . . . In the country . . . . . . . 2,407 4,195 2, .501 4,131 3,264 Ill or delicate or I'esfiding in houses where there is infectious illness _ _ Out of school for want of accommodation or unsuitable accommodation. . 4,1-06 8.845 Under surveillance of the respective divisional committees.. . 8,142 253 Unclassified . . . '264 Total . . . . . 31,027 21,014 The school hoard not only keeps constant watch over the school attendance of children, but also has under its charge a number of industrial and truant schools to which unruly and vicious children are remanded. The number of these schools and their enrollment in 1902 were as follows: Number 1 of ' schools. Total ac¬ commoda¬ tion of schools. Total number sent by the board during year. Total number of board children in schools at Lady-day. (1 ) Industrial schools: Board — Bovs’ .. _ _ _ _ _ .. 2 5'.i0 127 4.35 (jrirls’ _ _ 1 70 16 70 Other- Bo vs’ . . . . . n37 «.5.320 564 2,211 Girls’ - . . . . . «26 fl 1,923 146 761 (2) Truant schools (boys’): Board . . . . . . 2 a50 oo4 328 Other _ _ _ .. . 1 100 16 18 (3; Board’s day industrial schools (boys’ and girls’). 2 3.50 175 184 Total . _ _ _ _ _ _ 71 8,613 1,608 4,007 o These figures include 17 schools for boys in which the board have secured a total number of places^and 6 girls’ schools where the board have secured 235 places, making a total of 1.580 places reserved for the use of the board. The solicitude of the committee charged with the oversight of these schools does not cease when a child's term of detention is over. Much attention is given to the satisfactory arrangement of the subsequent life of the pupil. On this sub¬ ject the official report says: It is most imi^ortant that children should be placed in situations which afford prospects of future advancement and an ultimate means of livelihood, even at comparatively low coinmencing wages, rather than that they should be placed in unskilled emidoyment, such as errand boys, shop boys, and vanguards, in which the initial remuneration is comparatively high. These latter posts are easy to obtain, but, on the other hand, they rarely lead to iiermanent adult employment; the lad in a few years has to make way for younger boys at lower wages, and he probably drifts into merely casual labor, and may even degenerate into the ranks of the so-called ’ * Hooligans. ” For this reason the committee have discouraged, as much as possible, the lu-actice of licensing boys to the latter class of situations, and they are glad to find that the managers of schools also are now generally resorting to tlieni as a last recourse for those boys who are very dull, or who have some slight I)hysieal defect which unfits them for better positions of greater responsibility. The disposal of girls is less difficult, as they are easily placed in situations in domestic service in which they have good prospects of earning high wages and of securing good, comfortable homes. In conclusion, it should be pointed out that of late years public opinion with regard to industrial schools has considerably advanced. The Government, as well EDUCATION m LONDON UNDEK THE SCHOOL BOARD. 289 as the contributing authorities, now exact a much higher standard of education and industrial training, and also require an amount of material and personal com¬ fort for the children greater than was formerly necessary or even desirable. To these demands the managers have responded in a manner as remarkable as it is gratifying, with the result that the schools at the present time have attained a degree of efficiency in all directions such as was scarcely even contemplated by the most sanguine amongst those who were engaged in tlie work of industrial schools in years gone by. This state of things is eminently satisfactory, inasmuch as the more we raise the moral, mental, and physical condition of the children intrusted to onr care the greater Vv^ill become their self-respect and self-reliance, the more will their characters be strengthened and improved, and the better men and women will they become to encounter and surmount the dangers and difficulties 1 )y which they will be met in their career through life. This survey of the work that has devolved upon the London school board may properly be concluded vvuth an account of efforts made on behalf of the physically and mentally defective. The endeavor to give this class of unfortunates the benefit of the pul)lic provision of education was begun ];)y the London board, and its example was not only soon followed by other cities, but was the immediate cause of an amendment to the education laws extending their operations to the blind, the deaf and dumb, and the physically and mentally defective throughout England. The work in London v/as started under the auspices of Mrs. E. M. Burgwin, a teacher in the board schools who had shown great interest in the cause and who made special prei)aration for this service. The following particulars are cited from a review of the work by Mrs. Burgwin contributed to the Paris monograph; Among so vast a number of children as that which comes under the control of the London school board, many are to be found who, on account of some physical or mental defect, are incapable of profiting from the instruction which is given in the ordinary school and need separate educational treatment. Not only can such children derive no advantage from the ordinary curriculum, but their presence in a class forms an impediment to the in-ogress of the other scholars. These children are chiefly cripples, epileptics, or of a low order of intelligence. The latter are not to be confounded with idiots; they belong to a class in which the mental ability, although far below normal, is capable of cultivation and im¬ provement. If the child eventually proves incapable of benefiting from the edu- ca,tion provided it usually passes, with the consent of the parent, from the control of the school board to that of the metropolitan asylums l)oard. * ■■ The Royal commission on the instruction of the blind, deaf, etc., had reported “that with regard to the feeble-minded children, they should be separated from ordinary scholars in public elementary schools, in order that they may receive special instruction. ” In March, 1891, the board considered this recommendation, and resolved that special schools for those children who, by reason of physical and mental defect can not be taught in the ordinary standards or by ordinary methods, be established and that the schools be designated “schools for special instruction.” In July, 1893, two special schools were opened, and the present writer was appointed superintendent of this branch of the board's work. In 1898 the board defined in greater detail the methods of dealing with this question. A departmental committee of the educational department had come to the conclusion that 1 per cent of the children betv/een the ages of 7 and 14 needed ^ special instruction. The board accepted this estimate, but it declared that it was not expedient at once to make i3rovision for this number of children. It was agreed that the accommodation to be provided should be considered on the basis of the needs of each locality. It was further agreed that no class should contain more than 20 scholars; that no center should, if possible, be for fewer than two classes or more than five, but that if only one class could be formed in any locality it should be conducted in the ordinary school building and not in a specially erected center. The commencement of this valuable work was not unattended vrith difficulties. No child was taken out of the ordinary school and sent to a center unless it had been examined by the board’s medical officer and the superintendent and had been certified by them as re(iuiring special treatment. But i)arents are often unwilling 10 ED 1003- 290 EDUCATION F.EPOKT, 1903. to admit the deficiency of their children, more particnlarly in mental cases. It was a (inestion, too, whether the board, although it had power to compel a child’s attend¬ ance at school, was empowered to compel it to attend any particular school. It not infrequently happened, therefore, that parents protested against the classi¬ fication of their children as defectives and demanded as of right that they should continue their education in the ordinaiy school. The cost of the education of defective children is necessarily greatly in excess of the cost of the education of the normal child. The gross cost of a defective child in the year ended March 25, 1899, was £9 8s. 3d. But until recently Government did not recognize this fact, and the centers for defectives could earn no greater grant than the ordinary schools. These difficulties have recently been overcome by the elementary education (defective and epileptic children) act of 1899. This act is framed upon the same principles as the blind and deaf children act, 1893, to which reference has already been made. The most striking difference between the two acts is that while the latter makes the education of the blind and deaf compulsory upon the education authority and upon the parent the former is permissive merely. The school authority is at liberty to adoxff its jn-ovisions or not, as it sees fit, and the obliga¬ tion to educate a defective or ex:)ilei)tic child between 7 and 16 years of age is only imposed upon the parent “where a special class or school is within reach of the child's residence.” The school authority (in this case the school board) has jiower to ascertain (1) the number of children in its district who, without being either imbecile on the one hand or merely dull or backward on the other, are, by reason of physical or mental defect, incapable of receiving x^rox^er benefit from the instruction given in the ordinary schools, and (2) the number of children who, not being idiots or imbeciles, are unfit, by reason of severe epilepsy, to attend or dinary X3ublic elemen¬ tary schools. A parent is given the right to x^resent his child to the school authority for medical examination, and also can be compelled to do so under a penalty not exceeding £5. A child is not ‘ ‘ ascertained ' ’ under the act to be defect¬ ive or ex3ilex3tic until it has been so certified by a qualified medical practitioner. The x^rovisions for the erection and maintenance of schools and for boarding out defective children are similar to those in regard to the blind and deaf, but ex^i- leptic children can only be dealt vrith in certified schools. No establishment for boarding such children may be licensed to accommodate more than 15 children in one building or comprise more than four such buildings. This restriction upon the accommodation of an establishment will greatly increase exx^enditure upon defective children, and more especially the expenditure upon exnleptics who can be dealt with in no other way. The board was so impressed v,dth the importance of this question and with other administrative difficulties which would be created by dealing with such small numbers of children that it decided to x^ostpone the x^rovision of accommodation for ex)ileptics, and it petitioned the education department to promote in Parliament an amending act excluding epilex^tic children from the operation of the clause. This matter is still pending. Meanwhile, in February, 1899, the education depart¬ ment issued rules for the boarding out of defective children and a minute regu¬ lating the G-overnment grant for epilex^tics. The grant amounts to 50 shillings for each unit of average attendance, with an addition, if manual instruction is given, of 30 shillings for younger and 40 shillings for older children. The following statistics show the status of these schools in 1902: Schools or centers. Xninber. Enroll¬ ment. Ratio of average attendance to enroll¬ ment. Number of teachers. Schools for the blind . 10 226 80.9 18 Schools for the deaf . 18 558 84 67 Schools for the mentally defectiye . 01 2,882 77.9 147 Schools for the physically defective . 5 271 76.8 11 As to the mental capacity of the children who are x^hysically or mentally feeble and the methods of instruction emx^loyed, Mrs. Burgwin says: As a rule, twenty minutes is the longest x^eriod for which they are able to work at one time. They are usually taught Scrix^ture, reading, writing, arithmetic, EDUCATION IN LONDON UNDEE THE SCHOOL BOAED. 291 singing by the tonic sol-fa metliod, clraTring, coloring, modeling in clay, basket ■vv^eaving, and needlework. Great attention is paid to physical exercises. The concrete form of instruction is adopted in the lower classes, and the transi¬ tion from this to the abstract is a tedious and most difficult process. The teacher endeavors to stimulate the dormant faculties by varied occupations which interest and give pleasure to the pupil. When once the transition from the concrete to the abstract is effected the battle is more than half won and subsequent progress is, if slow, not so painful. The elder girls attend cookery and laundry classes on two afternoons in each week, and the elder boys receive manual instruction on one afternoon in each Vv^eek. The system of instruction attains its completest triumph when it becomes possible to return a defective child to the ordinary school. This end is not infre¬ quently achieved, in the year ended March 25, 1899, out of an average attend¬ ance of 1,250 no less than 71 children retunied to the day schools. The following quotation from a letter received from a head master of one of the board's ordinary schools illustrates a case of perfect cure: “I have this morning sent one of the lads who came to me from the special school a year ago to a good l>lace in a stick factory, where the training in design, which he began in the special school and continued here, will be of use to him. He is to have 6 shillings a week to begin with, and has prospects, as some of the hands can earn £4 per week. I am very pleased, because it shows what can be done with some of these weak lads. ’ ’ But even if such a complete cure as that which is thus described can not always be effected, the system of training often does enough for the improvement of the child’s intelligence to prevent it becoming in after life a burden upon others. In many cases these children on leaving the special school are able to undertake simple employment and are thus rescued from the life of hopelessness and misery which would otherwise have been their portion. The principal developments in respect to the schools for the i3hysically defective during the years 1901-2 were — ' Commencing separate schools for physically defective children; appointing an assistant superintendent for the work in the schools for the physically defective, and a qualified nurse for each school; supplying ambulances and special chairs for cripples; also making arrangements for facilities for a midday meal by suppljfing utensils, etc. * * * The question of the care of imbeciles has occupied a considerable amount of attention, and a joint conference between the school board, the London county council, and the metropolitan asylums board was held in order to draw up reso¬ lutions to be presented to the Government departments respecting the care of imbecile children. These resolutions were finally adopted by the conference, in the following form, and have since received the approval of the school board and the metropolitan asylums board and are now waiting for the approval of the London county council: (1) That it is desirable that public provision be made for all imbecile children — i. e. , children not capable of receiving proper benefit from instruction in an ordi¬ nary school or in special classes — for whose care efficient and suitable provision is not otherwise made. (2) That a parent who is called upon to part with the custody of an imbecile child should be required to contribute a reasonable amount toward maintenance, but should not by reason of so parting with the child be considered to be in receipt of poor-law relief. (3) That the county or county borough should be suggested as the area for this purpose, and that the provision should be made by the authority for the time being responsible for the care of imbeciles, (4) That a subcommittee be appointed to settle the form of the resolutions car¬ ried and apply for a small deputation to go to the home office and the local Gov¬ ernment board, suly ect to the concurrence of the bodies appointing the deputation. [School Board for London School Man. Com., 1902.] Intimately connected with the special arrangements for the physically and men¬ tally defective is the service of medical inspection for schools, which has been well organized by the board. The present staff — Consists of the medical officer, 3 assistants (giving half time), 6 oculists (1 giv¬ ing six half days and 5 giving thi’ee half days per week), 3 nurses, 4 permanent clerks, and 1 office youth. 292 EDUCATION REPORT, 1903. Tlie chief matters coming under notice are: 1. Notification hy teachers and control by individual exclusion, class or school closure in cases of infectious diseases. 2. Examination of teachers, candidates, or employees in regard to health. 3. Other matters referred to the medical officer by committees. 4. The examination of defective children is also carried on by the medical officer and his staff, but not under the supervision of the department. Thus far, according to the official report, little has been attempted in respect to (o) condition of schools — ventilation, heating, lighting, furniture; (5) physical conditions of children — measurements, nutrition, vision, hearing; (c) school work and methods in their hygienic bearing.*' Tlie board has issued a report of an elaborate experiment in the testing of chil¬ dren's eyesight, and a report of the effect of school life in the spread of diphtheria. The latter report has led to special efforts for the discovery of the incipient stages of the disease and the j^revention of its spread. In the light of this partial survey of the great and varied responsibilities of the London board, it is easy to understand why the county council has strenuously objected to the nev/ law and the earnest stand made by men of opjiosite political views for the maintenance of the present system of school administration in the metropolis. CHAPTER V. AMERICAN UNIVERSITIES. By Charles F. Thwhng, LL. D., President of Westei'n Reserve University and Adelbcrt College^ Cleveland, Ohio. CONTENTS. The first colleges— Harvard— Willip.m and Mary— Yale, and other colleges— English influence in studies and gifts— French influence— German influence — Ecclesiastical, private, and public foundations— The three methods cooperating— Grovi^th of a national educational spirit— State universities — Governing boards — Professional schools — Graduate schools — Growth of course of study— Elective system— Education of women— Increase of endowment— Libraries— Architec¬ ture— Life of undergraduates— Athletics— Alumni associations— Fraternities— University clubs— The university and the unity of the intellectual life— Practical ideals— Literature— Research— The university and the formal government— Relation of the university to (a) the scholar, {b) the thinker, (c) the gentleman, (d) public service. The first force, in time as well as in infinence, contributing to the planting and growth of American universities was the English. Among the 21,000 persons who came to New England from 1620 to 1640, the date of the assembling of the Long Parliament, which gave ground for hope that the purposes which promoted emi¬ gration might be accomplished in England itself, were about 100 graduates of Cambridge and Oxford. This proportion of 1 graduate to about 200 of population was as large as prevailed in any country in the seventeenth century. These men brought with them such college standards and methods as they had known. Har¬ vard College, founded in 1636, and which for more than fiftj^ j’-ears remained the only college in America, was largely the product of Emmanuel College, Cambridge. Emmanuel was a Puritan foundation, made by Sir Walter Mildmay in 1584. It is told that Sir Vf alter, who was the chancellor of the exchequer of Queen Elizabeth, was asked by the great Queen regarding the Puritan founda¬ tion. He is said to have replied: “ No, madam, far be it from me to countenance anything contrary to your established laws, but I have set an acorn which, when it becomes an oak, God alone knows what will bo the fruit thereof.” From the acorn thus planted spra-ag the first college of America, and so, in a degree, many other colleges in the following generations. John Cotton, Thomas Shepard, of Cambridge, and Thomas Hooker, builders of the early Massachusetts Commonwealth, were graduates of Cambridge and of Emmanuel. From Magdalen came the first president of Harvard College, Henry Dunster; from Trinity, Charles Chauncy, the second president; from Peterhouse came John Norton, the interpreter of the doctrine and discipline of the church; from Trinity also came the leader of the Bay colony, John Winthrop; from Jesus came the apostle to the Indians, John Eliot; from Emmanuel came, above all others, John Harvard, who, through his books and a gift of half of his estate, though small, became the founder in a peculiar sense of the college in the nev/ Cam¬ bridge. It may be added that the larger number of college-bred men of the New England colonies were found in Massachusetts Bay. Of the 100 souls who came over in the Mayflower not one had received a college degree. Elder Brewster v/as the only liberally educated man in the company, but his education had not 293 294 EDUCATION" REPOET, 1503. covered the full university period. The relation between the old Canil3ridge and the higher education in America therefore is a relation definite, vital, and for many years dominant. Althougii seventeen years before Harvard College was established endeavors had been made to found a college in Virginia, it was not until 1693 that a i^erma- nent charter was obtained. Even then it was not obtained without opposition. It is told that v/hen the Rev. Dr. James Blair, a Scottish Episcopal clergyman, the founder of the college, went to Attorney-General Seymour with the royal com¬ mand to prepare a charter, he was met by remonsti'ances against the expensive liberality, Seymour declaring he saw no occasion for a college in Virginia. Doctor Blair replied that ministers of the church were needed there, as the people of Vir¬ ginia had souls as well as those of England, and that a college was necessary to educate them. ‘"Souls!’' exclaimed Seymour in reply, “damn their souls! Let them make tobacco.’’ But the charter vras soon granted, and the college entered upon a career of prosperity which, v-utli certain laiDses, it enjoyed down to the Revolutionary war. The foundation of Yale College in the first year of the eighteenth century was likewise the result of a long-continued endeavor. As early as 1648, ten years after the beginning of the Yew Haven colony, steps, which proved to be ineffective, were taken for the starting of a college. More than fifty years elapsed before the actual foundation was made. In the first year of the eighteenth century a few ministers of the colony petitioned the authorities for a charter, and also engaged to give from their own libraries books for its endowment. The charter as granted indicated a desire to uphold and propagate the Christian Protestant religion by a succession of learned and orthodox men. It also expressed the wish that the youth might be instructed in the arts and sciences and might, through the blessing of Almighty God, be fitted for employment both in church and state. Almost fifty years passed after the foundation of Yale before the establishment of another college. In 1746 Princeton, in 1754 Columbia University, in 1757 the University of Pennsylvania, in 1764 Brown University, in 1766 Rutgers, in 1770 Dartmouth, represent the noble succession. These six colleges, together with Harvard, William and Mary, and Yale, were largely the product of the church. Harvard College v:as founded largely for the 13urx)0se of maintaining a creed and for the education of ministers. Of its 76 graduates betvreen 1643 and 1656 at least 59 became ministers. Indeed, of all the graduates down to 1700 more than ha,lf were clergjnnen. A similar proportion prevailed at Yale for its first half centurjx The chief aim of the founders and early friends of Princeton was to fuinish the church, and especially their own branch of it, the Presbyterian, with able ministers. Their secondary j)urpose was to provide a liberal education for all classes. Columbia had for its first governors ministers of the Church of England and also of the Presbyterian, Lutheran, Dutch Reformed, and the French Protestant churches; and its fust class of 8 students was taught in the vestry room of the schoolhouse attached to Trinity Church. In the organization of Brown University the Baptist Church and in the organization of Rutgers College the Dutch Reformed exercised a controlling influence. In the chaider of Rutgers it is affirmed that it was founded for the education of youth in the learned languages, liberal arts and sciences, and especially in divinity, preparing them for the ministry and other good offices. The planting of Dart¬ mouth was the result of the great religious growth of the first half of the eighteenth century. Eleazar Wheelock, its founder, was moved both as a Christian and as a philanthroiiist in laffing its foundation. In the establishment, therefore, of the nine colleges planted before the outbreak of the Revolutionary war English conditions prevailed. The motives, too, were religious or ecclesiastical. In most cases the motives were sectarian, but with AMERICAN UNIVERSITIES. 205 the narrower motive was mingled a large human purpose. Religion was used as a method for the betterment of men and “for the gloiT of God,” as well as to promote denominational enlargement. The course of study of these colleges, moreover, was, like their formal origin, English. In the first third of the seventeenth century the course of study in the English universities consisted largely of Latin, Greek, Hebrew, rhetoric, philoso¬ phy, and logic.. Mathematics occupied a very subordinate place. The course of study in the American institutions was largely a transcript of the course in the English universities. _ In addition to the three ancient languages, logic, ethics, and rhetoric, together with arithmetic and geometi’y, were the chief subjects. The Bible, both in the Hebrev/ and the Greek as well as in the English, seems to have held a high place. For a century and a half after the foundation of Flarvard College the ancient lamguages, together with philosophical and rhetorical studies, occupied the greater share of the students’ attention. The changes made in the curriculum of American colleges down to the close of the Revolutionary war from the order tliPvt was first established at Harvard in 1636 were not so great as are now made in the same colleges in the course of a single decade, t The endowments of these colleges, moreover, in no small degree sprang from English sources. The trans- Atlantic benefactions to the oldest American college are mainly confined to its first century. Its cash donations in the seventeenth century slightly exceed £7,000, and nearly two-sevenths of the amount came from England. Soon after its founding Lady Moulson contributed £100 for scholar¬ ships. The bequest of Sir Matthew Holworthy, £1,000, v/as the largest single gift received in the seventeenth century. Theophilus Gale, a, distinguished ciergq^man who died in 1677, gave to Harvard College one-half his library, which for many years constituted more than half the, college library. Sir Robert Thorner, by his will dated in 1690, bequeathed £500, and William Pennoyer, twenty years before, gave an annuity of £44, which now forms the Pennoyer scholarships. To these benefactors are to be added those who, though less munificent, are of more dis¬ tinguished fame, as Sir Kenelni Digby, Sir Thomas Temple, Sir Henry A^shurst, and John Dodderidge. But the most generous benefactor in the first century of the college, on either side of the ocean, vras the first Thomas Hollis. His dona¬ tions began in 1719, and within seven years amounted to £4,840. His benefactions in the establishment of two professorships and other foundations are the largest made in the first hundred years. Indeed, so constant and so necessary was the dependence of the college upon English donations that till near the beginning of the eighteenth century it employed an agent residing in Great Britain to solicit and remit funds. It is worthy of note that in 1780 the corporation passed a special vote enrolling John Mico, of London, among the benefactors of the college, in recognition of his services as its English agent during more than forty years for which he refused compensation. William and Mary College was, down to the Revolution, as much a,n English as an American college. Its chancellors were the Bishops of London and its presidents the representatives of those bishops in the Virginia colony. Its endowment as well as its charter was more royal than obtained in the case of most colleges. Nearly £2,000 from the quitrents of the colony. Id. a pound on all tobacco exx)orted from Virginia and Maryland, 20,000 acres of land, and the income of the office of surveyor-general of Virginia were granted it. Down to the Revolution it continued to be the richest college in the country; but in 1776, inconsequence of the depreciation of paper money, it lost the principal portion of its endowment. As William and Mary was among the most thoroughly English of colleges in its establishment, so Yale was among those most entirely American. Its chief donation from over the ocean was received from Dean Berkeley, and was prompted undoubtedly by his knowledge of the college gained during his residence in New¬ port. On his return to England, after the failure of his scheme to found a mis- 29G p:ducation EEPOET, 1903. sionary training Ecliool in tlio Bermudas, he conveyed to the trustees a deed of his farm at Newport and also sent a thousand volumes to the library, which, in the opinion of President Clap, was “ the finest collection of books which had ever been brought to America at one time." For more than one hundred and fifty years the results of his beneficence have enriched Yale life. In the seventh decade of the eighteenth century England made its largest con¬ tribution in Ciid of American colleges. When its Government was deciding that “ it is just and necessary that a revenue be raised in America for defraying the expenses of defending, i)rotecting. and securing the same,*’ the agents of the col¬ leges in America were besieging the ministry for a “brief” to aid in raising funds and were canvassing every city and large parish on the island. They suc¬ ceeded ])etter in their scheme than did the Government in its legislation. Tlie University of Pennsylvania, Columbia (then King's College), Dartmouth, and Brown University received large donations. The representatives of the Pennsyl¬ vania and Kew York colleges, who chanced to be in England together in 1762, divided the country between them and by personal solicitation raised about £2,500. The contributors — more than 800 — embraced those in eveiy condition of life. The King gave £200, and the Princess Dowager of Wales £100. The arch¬ bishops, all the bishops, and many of the clergy contributed. The Duke of Devonshire, the Duke of Newcastle, the Duchess of Argyle. and a large proportion of the nobility made liberal donations. Pitt gave £50, the University of Cam¬ bridge £163, and the University of Oxford £3 more than Cambridge. The “Ijrief money," collected under the letters patent of the council from fully 11,000 persons, exceeded £9.600, But more richly than either the Pennsylvania or the New York institution did Dartmouth profit l)y the liberality of the Englishmen. Dr. Eleazar Wheelock, desiring to place on a firm basis a school for the Indians which he had founded, and finding it difficult to raise money in tlie colonies, determined to ai^ply to England for aid. From* this school arose Dartmouth College. The Rev, Nathaniel Whittaker, of Norwich, and Occiim, the Indian preacher, were prevailed upon to solicit funds. They reached London in 1766. Occuin, be it said, was the first native i)reacher who ever visited England, and v/as considered a fair example of wdiat the Indian might become under Christian influence. His preaching and that of Mr. Whittaker aroused a deep and extended influence in behalf of the X^urpose of their mission. The King gave, as he had already given to Columbia and the Pennsylvania University, £200, --Nearly £11,000 were raised. Lord Dartmouth, more distinguished for his generosity and piety than for his intellec¬ tual powers, was most efficiont in promoting the undertaking, an efficiency which was at once rocognized by assigning the name of his earldom to the college. One- third of the fund was collected in Scotland, and was xdaced in the charge of the Scotch Society for Promoting Christian Knowledge. The remainder was vested in a body of trustees, of which the Earl of Dartmouth was xu’esident. The entire X)roceeds, however, v/ere soon consumed. In 1775 they had become exhausted, and only the gift of the Hon. John Phillix^s of £1,000 rescued the college from tlie Ijrink of ruin. In the year in which Whittaker and Occuin reached London an agent of Brown University was apxiointed to solicit funds in Engffind and Ireland. His success was not as great as that won by the rexiresentatives of either Dartmouth, Colum¬ bia, or Pennsylvania. He obtained only £900. At two x^eriods of its early need has the College of New Jersey turned to Eng¬ land for assistance. In 1753 and 1754 two rexiresentatives of the trustees made a canvass lasting about a year, which was thoroughly successful. The exact amount collected is not known, but it was so great that the trustees ventured to erect what was then the largest stone building in America. At the close of the war of the AMERICAN UNIVERSITIES. 297 Revolution, in which the college suffered more severely than any other, with the exception. perhaps of William and Mary, its poverty was so distressing and the resources of the country were so depleted hy war that Dr. Withersi^oon, the presi¬ dent and a native of Scotland, was sent to England to obtain funds. But the country which had given generously to Princeton in 1753 and even more gener¬ ously to other colleges in 1763 and 1766 could not in 1783 he i^ersuaded to give £100 to the cause of American education. Dr. Witherspoon's mission was an utter failure. Its proceeds were not sufficient to pay its expenses. Since the United States became a nation the attempts to raise endowments in England have been few, and their success is much inferior to that obtained pre¬ vious to the war which made her independent of tlie mother country. The most significant of these efforts is the mission of Bishop Chase, of Ohio. In 1833 he went to England bearing among other commendations a letter from Henry Clay to the Admiral, Lord Gambler. The next year he collected in England and Scot¬ land about 5,000 guineas for Kenyon College, which formed its financial founda¬ tion. The amount of the gifts varied from £1 to £400. In his undertaking he met much opposition, but it i^roceeded rather from this than the other side of the Atlantic. The Phi Beta Kappa address of Ralph Waldo Emerson, given at Cambridge in 1837, on the American scholar, has been called the declaration of our intellectual independence. But the declaration of the 4th of July, 1776, also contained inti¬ mations of our intellectual and academic freedom from Great Britain. So funda¬ mental and vital was the separation that the suggestion was made to establish a new language in the iJace of the English. Hebrew was proposed as a substitute. Acts which made the colonies independent in political and civil affairs also served to make them independent in affairs of education. In this condition the United States turned for aid and comfort to the traditional enemy of England — France. French officers, commanding French armies and French fleets, cooperated with the American forces. Frenchmen such as Chastellux, Brissot, and Bayard, gentle¬ men of scholarship and culture, visited the country for scientific, literary, or political purposes. The American Academy of Arts and Sciences, incorporated in Massachusetts in 1780, proposed to give itself the air of France, rather than of England, and to follow the Royal Academy rather than the Royal Society.” President John Adams said that it was the talks which he had with scholars in Paris that gave him the idea of the formation of the academy. The French influence exerted upon the general educational condition is indi¬ cated in various v/ays. In 1784 the corporation of Harvard College received an offer from the King of France to furnish a botanic garden, which the college desired to establish, with every species of seeds and plants which might be required from his royal garden at his own expense. At the same time, too, an attempt was made to found a French Academy of Arts and Sciences in Richmond. Its projector, Quesnay, vras the grandson of the famous French philosopher and economist, Quesnay, who was court physician to Louis XV. He came to this country to aid in the Revolution, serving as a captain in Virginia. After giving up the military life because of ill health, he traveled through the country and in these travels conceived the idea of introducing French arts and culture, believing, also, that he could multii^ly the relations uniting France and this country. The institution was to be national, having branches at Baltimore, Philadelphia, and New York, and also international, being affiliated with similar institutions in Europe. It was designed to give what we might now call graduate instruction. Its curriculum was sufficiently broad, including foreign languages, mathematics, architecture (civil and military), painting, sculpture, engraving, experimental physics, astronomy, geography, chemistry, mineralogy, botany, anatomy (human and veterinary) , and natural history. This endeavor interested many people both 298 EDUCATION REPORT, 1903. in America and France. No less than 00.000 francs were raised toward the endow¬ ment. Amonj' the subscribers to the fund were about a hundred of the repre¬ sentatives of the best culture of Virginia. On July 1, 1780, the corner stone of tlie building was laid at Richmond and one professor was appointed. He was Dr. Jean Rouelle. But in 17SG France was in no condition to enter into schemes of education or other propagandism outside of her own territory, and the formal endeavor presently came to an end. On the tombstone of Thomas Jefferson, at Monticello, are three inscriptions indicating that he was the author of the Declaration of Independence, of the fundamental law of Virginia guaranteeing religious freedom, and that he also was the founder of the University of Virginia. In his endeavor for the higher edu¬ cation, a work which Mr. Jefferson regarded of signal importance, he was largely influenced by the methods, ideas, and purposes of France. While he was minis¬ ter at Paris he made investigations of the French systems of education. The Uni¬ versity of Virginia, established in 1825, embodied the French model. He regarded Edinburgh and Geneva as the best foreign universities. At one time it was suggested, by reason of political dissatisfaction, that the leading professors of the University of Geneva should as a body transfer themselves to Virginia. The project, of course, like that of Quesnay, was not feasible, but in the final organi¬ zation of the university at Charlottesville the French method of separate schools prevailed. Religious freedom, which characterized and still characterizes the university, represents the French rather than the English tradition. The final manifestation of French influence on the higher education of America is seen in the organization of education in the Territory of Michigan. It is specially represented in an endeavor to found what was for a. time known by the dreadful name of catholepistemiad. The project included the establishment of thirteen professorships, also known by outlandish terms. No religious condition was to obtain in the election of members to the board of trustees. This scheme, too, begun in 1817, like the scheme of Quesnay, came to an end in the form in which it was projected; but it was the germ whence sprang twenty years later the Uni¬ versity of Michigan. While the discussions between Jefferson and his friends were going on in rela¬ tion to the establishment of a university in Virginia the influence of German scholarship and teaching was beginning to be felt. For a hundred years this influence has been enlarging and deepening. Although Benjamin Franklin was a visitor at Gottingen in 1770, and although at the same university, in 1799, a Pennsylvanian, Benjamin Smith Barton, took his degree of doctor of philosophy, it was not until the first decades of the nineteenth century that the influence of German upon American education became evident. In the second decade of the century begins the long list of Americans, still enlarging, who have been students at the German universities for a longer or shorter time. Among the pioneers are Edward Everett, George Ticknor, George Bancroft, Henry W. Longfellow, and J. Lothrop Motley. Motley was a student at Gottingen in 1833. Following him at Gottingen in the next score of years were J. E. Cabot, the biographer of Emerson; Theodore Dwight Woolsey, president of Yale; Benjamin Apthorp Gould, the astronomer: George M. Lane, the eminent Latinist; Francis J. Child, the great English scholar; Henry Boynton Smith, the theologian; Horatio B. Hackett, John L. Lincoln, and Roswell D. Hitchcock. The larger number of Americans who went to Germany as students in the first half of the nineteenth century went to Gfittingen. The reason for the choice is not absolutely evident, but aside from the attractiveness of the university itself it is probable that Gottingen, being situated in Hanover and Hanover belonging to the English Crown, repre¬ sented a less foreign country than did Prussia or Saxony. Previous to the year 1850 in the universities of Gottingen, of Berlin, and of Leipzig about 150 Americans AMERICAN UNIYEESITIES. 299 were enrolled. Throughont the last half of the nineteenth century the nninher of Americans studying in German universities steadily increased. At the close of the period the number had become about 200 each year. At the present time it shows no sign of diminution. The causes which prompted students to go to Germany in the earlier time are manifold. One cause lay in Gemian literature. Coleridge and Carlyle had become moving forces in the English and American mind, and behind them was the influence of German literature. The late Prof. Frederick Henry Hedge was from 1818 to 1823 a student in several German gjnnnasia. He became a i)ioneer of German poetry and metaphysics in the Hew World. Horace Mann's Seventh Annual Report, made in 1843, discussing Prussian and Saxon schools, was a moving force.', ~ The presence, too, of Germans of noble character and of large scholarship in the United States contributed the same results. Among them were such scholars as Dr. Charles Pollen and Dr. Francis Lieber, Follen became the first teacher or German at Harvard; and Lieber, in two important institutions — one in the South and one in the Horth — for a long period illustrated in his writing and character the breadth and profundity of learning. The expulsion of German scholars in the earlier time from their native country for political reasons has resulted in the enlargement and enrichment of American education and life. But the chief 'cause of the attractiveness of German universities to American students lies in the spirit of and facilities for scholarshii). In Prussia and Saxony modern scholar¬ ship has come to its highest worth. These periods, which may in a general vray be interpreted in their prevailing foreign influence as English, French, German, are also, in respect to interior con¬ ditions, to be interpreted as ecclesiastical, private, and public. As the colleges founded in the early period were English, and as these English colleges v/ere quite entirely under the control of the church, the ecclesiastical influence pre¬ dominated. Following this period a period which may be interpreted as private or personal became dominant. Colleges were founded by individuals as individ¬ uals, not as members of a church. Such colleges are Williams, Bowdoin, and Amherst. This second period v/as succeeded by a x>eriod which may be called public or national, in which the college or university was established as the crown of the public educational system of the State. The State university embodies the essence of this period and movement. It is not to be understood -that these periods are in point of time distinct. The ecclesiastical x:>eriGd x)rojects itself down to the present day. Baptist, Methodist, and Presbyterian colleges are founded in the current year as they were in the seventeenth and eighteenth cen¬ turies. The two most conspicuous illustrations of the x)rivate or personal college belong to the last decades; the University of Chicago and the Leland Stanford Junior University are emphatically personal foundations. Although the period of the establishment of the State university belongs to recent decades, yet its begin¬ ning dates back to the last quarter of the eighteenth century. The higher education in America represents the contemporaneousness of these three movements. It also represents not only their contemporaneousness, but also their cooperation. The movement of the church for the foundation of colleges has been aided by the wis¬ dom and beneficence of individuals. Denominational colleges have been aided also by grants from the public funds, as Amherst and Williams. Foundations are fre¬ quently made by indimduals which have a distinct ecclesiastical relationship. The University of Chicago represents an offering made by an eminent member of the Baptist Church for the benefit of mankind. The State universities, too, have not been without aid and comfort offered by individuals. The University of Minne¬ sota received for many a year the gift not simply of vigilant wisdom, but also of large benefactions from Governor John S. Pillsbury. The University of Michi- 300 EDUCATION REPORT, 1903. gaii lias often been enriched by the gifts of individuals. The higher education in America is distinguished at once liy diversity of origin and by the coworking of diverse forces for its enlargement. But in general, the movements which I have denominated ecclesiastical, private, and imblic represent the tendency. While these three forces have been at v,mrk promoting the higher education, either successively or simultaneously, behind them and in them has been the State itself. The relationship between the State and the university may or may not be vital, but it has always lieen at least formal, and it has usually been more vital than some interpretations represent. Harvard College came into existence by the vote of the general court of Massa¬ chusetts Bay. Its continued existence has been, through constitutional provision and law, guaranteed by the civil authorities. The first donation which the college received was made by the general court, and for its support an annual tax was levied. For the larger part of its history the college has had a formal relation with the Commonwealth. It was not until 18Go that this relation ceased. What came to I)e known as land grants in the last half century were an early form of donation to the college in Cambridge. In 1653 the legislature gave 800 acres of land; in 1653, 3,000 acres; in 1658, 3,100, and in 1683, 1,000 acres to the college. Harvard College throughout each century of its existence has received donations from the Commonwealth, as w'ell as two so unlike institutions as Amherst and the Institute of Technology. A more distinct evidence of the State serving as a governor and benefactor of the higher education appears in the South in the last decades of the eighteenth century. The constitution of North Carolina, adopted in 1776, required the esta-b- lishment of one or more universities. South Carolina, soon after the close of the Revolution, on one day passed acts to establish three colleges. To South Carolina College the State had up to 1830 given more than $300,000. G-eorgia, founded by Oglethorpe, an Oxford graduate, as were some of his fellow-colonists, passed an act in 1775 by which it was proposed to give 30,000 acres of land in each county for the endowment of a college or seminary of learning. In 1801 the University of Georgia -was planted in the spot where it has since, with varying fortunes and misfortunes of war and of peace, served well the interests of its Commonwealth. In the year 1785 the first legislature of the State of Franklin, now Tennessee, made provision for a university in an act for the promotion of learning. As the Revolutionary war sprang out of the imi3ulse for a united and inde¬ pendent national life, so the results of this war served to deepen, broaden, and fertilize this great desire. The national spirit became more dominant in educa- t^,^al.and religious as well as in civil and political affairs. The period following of independence was a period of great intellectual activity. This activity itself in many forms. One form proved t® be denominational zeal, ^^k^zeal was both the cause and the result of the greater activity of the clergy. Each church appreciated the need of training a clergy of its own, and therefore each church founded colleges. In Pennsylvania, Maryland, Massachusetts, Ten¬ nessee, New York, Vermont, Maine, and Kentucky such colleges were founded in the last two decades of the eighteenth or the first two of the nineteenth century. Yet, while denominational enthusiasm was establishing denominational colleges the national spirit was growing. The project for a national university seems to belong to as early a date as 1775, It is said that Washington, while his troops were occui^jfing the dormitories of tiarvard College, intimated that the hope of a national university, which some of his associates entertained, vmuld be realized. The thought of such a seminary of learning seems to have l)een held constantly by Washington. In what might 1)0 called his first annual message to Congress, in 1790, he intimated that the institution of a national university was well worthy of the deliberation of the AMEEICAN UNIVEESITIES. 301 legislature as a means for securing the highest purpose of government. Five years later he referred to the matter in a public letter, and in his last will and testament occurs a bequest for the endowment of the proposed institution. The early Presidents also mentioned the subject in formal addresses or papers. In 179G a memorial was presented to Congress asking for the foundation of a university. Up to the year 181G the question of a national university appears to have been the subject of frequent discussion. It is evident that the puriiose of aiding the higher education was held by not a few of the leaders of the new Commonwealth. The presence of this sentiment helps to explain the readiness of the General Government to grant aid to the individual States for the purpose of the establishment of institutions of the higher education within their own borders. The general currency and force of a desire to receive aid from the General Government prepared the way for the creation of endowments both through State grants and Congressional appropriations. In the first years following the close of the Revolutionary war, while the churches were engaged in the administration of colleges already founded, or in the estab¬ lishment of new colleges, no small share of the body of the people came to realize that their needs were not fully met by institutions already existing. Too many of these colleges were the colleges of a sect or a faction. They were not colleges of and for the whole body of the people. As this feeling deepened and broadened it became apparent that the need could be met in one or both of two ways. One method was the method of supervision of and cooperation vfith existing institu¬ tions. Through such a relationship it was thought that these institutions might become more closely adjusted to the needs of the Commonwealth. The second method of the people ministering to themselves through the higher education was the establishment of new institutions to be administered directly by the people. In various forms the adjustment of the old institutions to modern society was attempted, but the results of the attempts were vain. The “ Dartmouth College case ” illustrates such an attempt. It was only after the lapse of half a century and more that the adjustment of the ecclesiastical or private institutions to modern needs was accomplished. Therefore, throughout the nineteenth century endeav¬ ors many and earnest were made to found new institutions under the full and direct control of the Commonwealth. Out of this desire to promote a most vital type of the higher education sprang such grants of land as followed the passing of the great ordinance of 1787 and the issuing of the Symmes patent in 1794. In the first half of the last century grants were made for the establishment of insti¬ tutions of the higher education in 22 States and Territories; and through 32 acts of Congress, passed largely in the same period, somev/hat over a million acres were granted for the endowment of universities. By means of what is known as the Morrill Act of 18G2 and acts amendatory of it about 10,000,000 acres have been granted to no less than 45 States in aid of the higher education. This vast amount of public domain, though allotted primarily for the endowment of agricultural and mechanical colleges, has frequently become a part of the endowment of the university of each of the States concerned. The value of these vast donations it is now impossible to estimate, but it is probable that the States have realized from them no less than $250,000,000. « « The authority given for this estimate is the late Prof. B. A. Hinsdale, in his article on “Ameri¬ can educational history” in the Report of the Commissioner of Education for 1S92-93, page 1385. It includes all the common school lands (some 68,000,(XK) acres), as well as college and university lands (agricultural and mechanical 9,600,000 acres, seminaries or universities l,4O0,0CK)), making a total of 79,000,000 acres, which he states would he worth $99,000,000 at the minimum price of $1.35 per acre; “but it may be safely estimated that these educational grant lands have realized to the States more than $:350,000,000.” By other good authority it is considered doubtful if the average price received for these lands, for all the States, amounts to more than the minimum, viz, $1.35 per acre, which yields $99,000,000, as above stated. 302 EDUCATION KEPOKT, 1903. Therefore, ont of the donhle condition of a noble intellectual activity and dissat¬ isfaction with the narrovrer administration of the older American colleges has arisen, in the general atmosphere of a desire for the national promotion of the higher education, the modern State university. No less than 41 so-called State universities nov\^ exist. They represent the interests of each Commonwealth in the higher education. The impulse for their creation was in most instances derived from the grants of land made by the nation; but these grants now provide only a small share, in the case of the larger number, of the funds necessary for their annual administration. The people of each Com¬ monwealth, through the legislature, determine that a certain share of the annual revenue of the State shall be used for the benefit of the university. The amount is usually fixed by statute. The people also, through the same lawmaking body, at each session, make special appropriations for special needs, such as buildings and equipment. The annual income that is thus received from the State by the university is subject to a great variation. The amount received by several rei^- resentative universities is as follovvs: Of the University of Michigan the total income (as reported by the Commissioner of Education for 1899-1900) was $554,700, of Minnesota $351,842, of AVisconsin $389,935, and of Illinois $482,779. The colleges and universities founded by churches or by individuals or by the Commonwealth, or the institutions that were founded in no small degree by a cer¬ tain cooperation between these three forces, have come in general to labor in harmony and efficiency. Universities of each type are found in most of the great Commonwealths. Each type, too, represents the fulfillment of the needs of the Commonwealth. There are at least three kinds of work which the State univer¬ sity is specially fitted to do: (1) Technical, (2) advanced scientific or graduate, (3) professional, excluding the training of clergymen and including the training of teachers. In the first kind is included all the work for the making of engineers of every type, who serve society in the betterment of its physical and material conditions. In the second kind is included in the most comprehensive form all that which is included in research, a scholastic value of the highest significance for the progress of men and for the development of the forces of the earth and of the air. In the third kind is included the training of those to whom is specially committed the duty of promoting the personal rights and the development of the personal powers of each individual. There are also works which the private or denominational college is specially fitted to do. The most important service of this character relates to religion. Other services there are, but this service is first in its manifold relations. Those who claim that the denominational college performs a large and important func¬ tion in American life are inclined to interpret religion in most general relations and conditions. They argue that religion represents the relation of man to abso¬ lute and ultimate being. Religion gives to the student, as to every man, it is said, the highest and noblest. To his intellect religion offers, it is affirmed, the great¬ est being which he can apprehend; to his conscience religion offers a lawgiver whose principles he is to hold and whose laws he is to obey; to his will religion offers a force, or Force, more or less known and more or less unknowable, with which he is to associate himself — if in cooperation, for better; if in antagonism, for worse; to his heart religion offers a being which, if he regard as personal, is to be loved, and which, if he regard as impersonal, is to be worshiped. Such intellectual, volitional, ethical results, it is argued, are secured better in the personal or denominational college than in one under State control. The private college is usually organized on the religious foundation; its trustees are chosen with greater or less regard to religious affiliations; its teachers, though in the older colleges seldom selected on denominational grounds, are yet, by pre- AMEEICAN UNIYEESITIES. 303 sumption, sympathetic with essential Christianity. The routine of each clay begins with a chapel service, and Sunday is used as a day of and for the church. That these two types of the university — the State and the denominational — may work together in happy efficiency receives illustration in testimony given to me by the president of the State University of Iowa and by the president of Iowa College. Dr. George E. McLean says: To draw civilization out of the depths of ignorance we need the threefold cord of private, church, and State education. In the never-ending contest of liberty with tyranny we must have the same threefold cable to make a cordon against the dominance of tyranny. When the private institution is constrained to ham¬ per freedom under the pressure of a private patron or the church institution to sacrifice freedom to ecclesiastical policies or dogmas, then we must turn to the State for freedom. When the politicians would constrain freedom in the State insti¬ tution, then we must depend upon the one or the other of the first two institutions to save the day. The community of interests among these institutions, each hav¬ ing a special cause for existence, is greater than their diversity of interests. It is as shameful for the institutions of culture not to have cordial relations and to propagate ‘ ‘ sweetness and light ” as it is for the so-called Christian denomina¬ tions to quarrel. There is work enough for all. * * * It especially falls to the university, by law established and supported by the State, to maintain the high¬ est standards and to be a crown of the public school system. At the same time the State university must recognize that the other colleges are jts constituency, and it must endeavor to serve them. In this State, through the college section of the State Teachers’ Association, of which the university is a member, through certain standing committees, we administer the tests as to what makes a recog¬ nition of a standard college; we promote common entrance requirements, and the university, by the inspection of schools, the results of which are freely given to the other colleges, serves them as well as itself. In turn President D. F. Bradley, of Iowa College, at Grinnell, says: My feeling about the relation of the State university and private or denomina¬ tional colleges is that they supplement each other. Between them should be the most cordial and friendly relations. As a matter of fact, Iowa College and Iowa State University and Agricultural College are on very friendly terms. We do a work which can not be done at a State university, and the State covers a wide field which we do not expect to enter. The State university, for instance, can not teach religion, and it must needs be limited in that direction. It must also have some regard for the ideas of the dominant political party, and its teachers are not entirely free to teach or utter views repugnant to the majority controlling the legislature, which appropriates money for their support. The private or denomi¬ national college is freer in all these lines, and it is a constant force steadying and strengthening the best scholastic development of State educational institutions, enabling them to maintain themselves against political and educational charla¬ tanry. But for the private college State institutions would be likely to require lower standards in their work, under the pressure of popular demand, and I have no doubt that the present splendid development of State schools is due to the fact that private universities insist upon keeping the standard high and making it still higher year by year. The private or denominational college, too, is stimulated by the State institution. It can not be narrow and sectarian and hold its own. It must use every effort to enlist men of means in its behalf. The tw^o systems are thus together causing the torch of learning to burn brightly and to induce thou¬ sands of young people to secure a higher education. If I had my own way I would not hinder any of these schools or hamper them, but encourage them all. A better understanding is coming among all school men and less jealousy. I have no quarrel whatever with the schools maintained by the State. Such harmony of relations does not obtain between the president of a great university of a great State and the president of its chief private and denomina¬ tional college in the case of every Commonwealth. But such harmony becomes more common and stronger. The increasing x)ower of any college in a State should mean an increasing power of every other. In case the State University of Colorado or California seems to be making rapid progress, as each has made, the method for the private or denominational college is not to lessen the State appro¬ priations to the State institution, but to quicken the life and enlarge the resources 304 EDUCATION EEPOET, 1903. of the private and the church colleges of Colorado or California, as has also been done. In cooperative efficiency all colleges of a single Commonwealth of the whole United States are to do their work for and through the people. The increasing breadth of the movement of the higher education is evidenced by the enlarged constitution of the governing boards. The first colleges in America usually had as their governors clergymen. The laws of not a few colleges required that clergymen of the Commonwealth should constitute a majority of the board of trust. In Harvard College until 1834 all clergymen who were members of the board of overseers were required to be Congregationalists. Such requirements h^wG novr largely passed away. The governing boards of most colleges are close coii:»orations. The members are chosen on the ground simply of fitness, and not of professional condition. In many institutions the alumni are the electors of certain members. Alumni are usually guided in their choice by reason of per¬ sonal rather than of x)rofessional fitness. The regents or trustees of State univer¬ sities are in certain cases appointed by the governor and in certain cases elected by the people at large. Personal fitness is of chief value in either instance, although partisan considerations in a few States have great, too great, place. The two and a half centuries and more of the higher education in America rei^- resent, furthermore, a general enlargement of purpose, method, and constitution. The first colleges Vv^ere founded in no small degree as schools of theology. The clerical purpose was succeeded by the purpose of training men for the great busi¬ ness of living. The later colleges, as well as the older, have ceased to be profes¬ sional schools; but not a few of them have called into being, as distinct educational agencies, schools for training men for the two or three great professions. Although some schools of theology still continue to exist on distinct foundations — as Andover and Newton — yet schools of medicine and of law are usually integral i3arts of the university system, and many schools of theology are integral parts of a univer¬ sity, such as the Methodist School in Boston and the Congregational School in New Haven. The first schools of laAV and the first schools of medicine — as the Medical School in Philadelphia, founded in 1765; of law, as the school at Litchfield, founded in 1784 — were independent schools. The first law school connected with a university and authorized to confer degrees was established in Ha,rvard in 1817. In the enlargement of the function of the university has been founded the school of graduate studies. Its purpose is to promote the cause of research, to enrich the scholarship of the student, and to serve as a training school for teach¬ ers in higher institutions. Thirty years ago this agency was beginning its great career of usefulness in and thi-ough the university. Its students numbered about 200. In a generation it has so increased as to represent a student body of more than 5,000, and has so enlarged its facilities as to become one of the most significant forces of the higher education. Schools, too, in a greater or less degree of a practical nature have been included in the university. Most conspicuous of these schools are the technical or scientific. Although a large number of such schools still rest on an independent foundation, yet the great universities, as Harvard, Yale, Columbia, Cornell, and Princeton, embrace schools of science as a part of their organization. Agricultural, com¬ mercial, pharmaceutical, pedagogical, and library schools are also included. The growth of such technical, professional, or semiprofessional schools in the last twenty-five years of the last century, in respect both to number of students, equipment, and public infiuence, has been most significant. Therefore in the two and a half centuries since the foundation of Harvard the higher education, beginning with the college designed as a training school for ministers, has been enlarged to include all of the sciences and not a few of the arts. The university has become a great human agency for the promotion of scholarship, for the enriching of manhood, and for professional equipment. AMERICA IT UMIYEESITIES. 305 Througlioiit this long period has occurred a most significant development of that important element of the university — the course of study. That development has proved to he largest in the nineteenth century. From the foundation of the first American college up to the beginning of tliat century the development had been indeed slight, as slight as it had been from the fall of the scholastic philosophy down to the foundation of the first American college. The two ancient languages, together with, in certain cases, Hebrew and certain philosophical and rhetorical studies, represented the early curriculum. But from the first decade of the last century the enlargement and the enrichment of the higher curriculum has been great and constant. The law of the enlargement and enrichment has been deter¬ mined by the enlargement and enrichment of the field of knowledge itself. As this field has become greater and finer, so also has the course of study. As science has developed through successive discoveries it has become part of the academic discipline. As modern languages have become necessary for the practical affairs or for the scholarship of man, they have been included in the course of study. The general development of the science of economics and of sociology has simply preceded the introduction of these topics into the college. In his sketch of Har¬ vard College Sixty Years Ago Rev. Dr. A. P. Peabody says: The range of study was much less extensive than nov7. PTatural history did not then even profess to be a science, and received very little attention. Chemistry, under auspices which one does not like to recall, occuiDied and utterly wasted a small portion of the senior year. French and Spanish vcere voluntary studies, or rather recreations, for the recitation rooms of the kind-hearted septuagenarian v7ho had these recitations in charge was frequented more for amusement than for anything that was taught or learned. Italian and German v/ere studied in good earnest by a very few volunteers. Most general has been the enlargement of the curriculum of the American uni¬ versity. The fundamental science of mathematics has progressed by slow degrees until recent years. The first classes of Harvard v/ere admitted without a knowledge of the subject, and it v/as not taken up in college earlier than the senior year. The course consisted of arithmetic, geometry, and astronomy. Such continued to be the essence of instruction throughout the eighteenth century. In 1726 the Hol¬ lis professorship of mathematics was established. Following the Revolutionary war what is known as English mathematics was introduced, and in the second quarter of the nineteenth century the French. In the last fifty years the develop¬ ment of mathematical studies has been rapid. The development of the natural and physical sciences has also, although beginning later, been made by slow degrees. The first academic chair of chemistry was founded at Princeton in 1795, In 1802 a chair was established at Columbia, the next year at Yale, and at South Carolina College and Dickinson in 1811. The growth of a department quite unlike mathematics and chemistry, the department of history, has likewise been slow. Although classical history has long been studied, the oldest college had been in existence more than two hundred years before a formal professorship of history was endowed. Plarvard established the McLean professorship of ancient and modern history in 1839, and appointed to it Jared Sparks. Economics is likewise a study confined to the last century. Betv/een 1820 and 1835 the study was intro¬ duced into Harvard, Yale, Dartmouth, Columbia, Princeton, and Williams. The modern languages, too, represent a later addition to the curriculum. French preceded the German language many years. Instruction in French was offered at Harvard in 1780, but it was not till 1815 that the Smith professorship of French and Spanish was founded. In the case of each of these and of other subjects the development of the facilities for giving and for receiving instruction has been swift and rich in the last half of the nineteenth century. At the present time the recognition of the value of all studies as disciplines has: ED 1903 - 20 306 EDUCATION EEPOKT, 1903. become general and hearty. Althongii there is a great difference between knowl¬ edge as knowledge and the same knowledge used as a subject for the training of yoiith. yet it has become evident that knowledge of any department of being may be s:> formed and formulated as to become a worthy academic discipline. The American nniversity therefore nsnally includes in its curriculum all knowledges. Out of the vast enlargement of the field of knowledge has grown what has come to be knovrn as the elective system of study. This system represents simply a melliod by which the student is allowed to select such studies as he desires. In the introduction and growth of this system of elective courses Harvard, under the leadershix^ of its great president, has exercised a dominant influence. This system, introduced by the gradual methods of enlargement, has resulted in making noth¬ ing less than a revolution in the content’of the higher education. Adopted by most colleges in the teeth of strong (and in certain cases of violent) opposition, yet it has steadily won its way. Having good elements and bad, the latter have been gradually eliminated. The advanced age at which men enter college and the higher courses pursued in the academies and high schools have served to eliminate many reasons against its adoption. The freedom of choice allowed the student has been hemmed in by various sets of checks and balances. The distinct relation which the system bears to professional preparation has been worthily emphasized. But wdiatever may be said for or against its worth, it has now become evident that its introduction was simply inevitable. The enlargement of the field of knowledge, the privilege of the college of cultivating the whole domain of scholarship, and the duty of the college of training men and women for many and diverse forms of pu,])lic service have rendered its adoption imperative. In the last three score years and ten of this period the higher education of women has come to occupy a most important place. The higher education of women grew, in part, out of the enlargement of the opportunities for the sec¬ ondary education of women, and, also in part, out of the enlargement of opportu¬ nities for public service. As girls were admitted to the high schools, the wish became urgent that their education should not cease with these schools. All the reasons which could be urged for the education of boys and of men were also to be urged for the education of their sisters. The foandation of Oberlin College in 1833, of Antioch, by Horace Mann, in 1853, and of such State universities as the Uni¬ versity of Iowa in 1855, of Kansas in 1866, of Minnesota in 1868, and of Nebraska in 1871 represent successive stages in the development. Although the University of Indiana was opened in 1820, it did not admit women until 1868, and although the University of Michigan dates its existence as far back as the establishment of the State in 1837, it was not until the year 1870 that its doors were opened to women. The universities of Illinois, of California, of Wisconsin, and of Ohio were also opened to women in the same decade. Missouri offered its advantages to women in 1870, and Cornell in 1872. These colleges, and in fact all the State uni¬ versities with the exception of Virginia, Georgia, and Louisiana, are coeduca¬ tional. Of the five hundred colleges in the country, about 70 per cent admit women as well as men. Separate colleges for women have also been founded, of which the most famous are Vassar, founded in 1865; Wellesley, founded in 1875; Smith, founded also in 1875, and Bryn Maww, founded in 1885. In addition to the coeducational and the separate method of the education of women has filso grown up a method which has been denominated the coordinate system. It represents the affiliation of a college for Vvomen with a college for men. The most famous of these colleges are Radcliffe College, affiliated with Harvard; Barnard College, affiliated wfith Columbia; the Women's College, affili¬ ated with Brown; the College for Women, affiliated with Western Reserve Uni¬ versity; and the H. Sophie Newcomb Memorial College, affiliated with Tulane AMEEICAK UmYEKSITISS. 307 University. The affiliation in the case of these colleges dilfers in the different institutions. In certain colleges, as at Radcliffe, the entire teaching is given by the staff of the older institution; in others, as in Y^estern Reserve University, a faculty quite separate is provided. This method is based upon the method of Cambridge and of Oxford, as witnessed in Newnham, Girton, Somerville, and other colleges. These three types of method in the higher education of women are found in all parts of the United States, although the coeducational form is the more common in the West. In Uew England are found colleges for women alone, for both women and men, and for women and men under the coordinate system. In the Middle West coeducation begins to be more common, and west of the Mississippi it is the prevailing method. Each method has its ov/n advantages and disadvan¬ tages. These adva,ntages and disadvantages spring largely from the fitness or unfitness of a particular method to the needs of the individual student. The enlarging place which the American university holds in the interest of the American people is indicated in the rapid increase in its endowment and in the facilities of its equipment. The American university has been poor in the pov¬ erty of the American people; the American university is now becoming rich in its inches. In the year 1830 the first written statement of the finances of Yale College was made. At that time the entire productive fund, excluding land, amounted to between $30,090 and $31,000. The total income from funds that year was less than $2,700. The following year the receipts from all sources, including tuition, were a little less than $20,000, and the expenses a little more. In 1832 the receipts increased to a few cents more than $20,000, and the expenses had increased to a few dollars more than $23,000. In this year the income from funds was slightly less than $2,800. At the present time the endowment of Yale College exceeds $5,000,000. The v/hole amount of money received by Harvard duifing the seventeenth century was slightly in excess of £6,000, and during the eighteenth century aggregated £27,000. In the year 1846 the whole amount of the productive funds of the college vras $650,000, and the -income derived from all sources v/as slightly in excess of $45,000. At the present time the productive funds exceed $13,000,000, and are rapidly increasing. In the United States sixteen universities have endowments of between one million dollars and two; four between two millions and four; three between four millions and eight, and three have an endowment above ten millions. Although Harvard and Yale make a somewhat unique appeal to the generosity of benefactors, yet it is to be said every worthy college has in the last half century received a vast addition to its funds. In recent years about $10,000,000 have been annually given to American universities. Ho cause makes a more wise or a stronger appeal to the hearts of the American people than the American university. All motives for large and last¬ ing beneficence unite in the making of a gift. At the present time the amount of the productive funds held by American universities and colleges has a value of about $150,000,000. Great as this sum is, the auguries indicate that endow- m-ents are to become much larger in the forthcoming decades. The value of buildings and grounds and apparatus is also about $150,000,000. Halfway between the intellectual and material growth of the American university stands its library. It is significant that the foundation of our two oldest and best known colleges is vitally associated with the donation of books, for John Harvard bequeathed not only a part of his small fortune to the college which renders his name illustrious, but also 320 volumes. It is further to be said that the magis¬ trates and ministers of the Bay Colony, out of their own libraries, gave toward the foundation of the college books 'which are valued at £200. (The Harvard Book, Chap. I, p. 112, article by J. L, Sibley, librarian.) It is a tradition preserved by 308 EDUCATION EEPOET, 1903. President Clap that vrhen the founders of Yale College came together to make a formal establishment they could find no act more fitting with which to represent their purpose than the giving of books for the library. It is also significant that some of the more conspicuous gifts for these two colleges throughout their earlier history were books. The name of Thomas Hollis is one that lives in the Cam¬ bridge college in several relations, but among the objects of his benevolence was the library. Beginning with 1720, the date of his earliest benefaction to the library, he sent books and made appeals in behalf of the library to authors, pub¬ lishers, and corporate bodies. The most valuable gift that the library of Yale ever received up to the first (piarter of the i^resent century was a gift of books from Bishop Berkeley. It consisted of about 1,000 volumes, and is judged to have cost about £400. (Yale College, Vol. I, p. 185, article by Addison Van Name, librarian. ) That a gift of books ’was to a degree a constituent factor in the foundation of these two colleges, and not a laying of bricks, is prophetic of the place which the library occupies in an American college two centuries after. In the year 1841 William Gray gave to Harvard College, for the benefit of its library, the sum of $25,000. It w^as the largest gift of the kind which the college had received up to that time. From the time of the making of these first donations of books to Harvard and to Yale the growth of the college library has been constant and great. The growth of the Harvard library in particular has been most significant. The number of books under the control of this university exceeds 600,000. But it must be con¬ fessed that the libraries of most colleges are inadequately furnished and ineffi¬ ciently administered. As one looks over the statistics of American universities he reads such figures as, for one college, 5.000 volumes; for another, 1,000, for another, 25,000, and for another, 50,000 volumes. About one-half of all the books in college libraries are found in institutions of the north Atlantic, and about 35 per cent in institutions of the north central division of States. In an address given at the convocation of the University of Chicago, at the beginning of the year of 1895, Seth Low said that the growth of the library has three stages: The first is found iii the collection of books; the second, in the making books accessible; and, third, in the causing books to be the creators of other books. These three stages in particular belong to the library of the university. Above every other form of library the library of the university represents a continued thread of knowledge, uniting the past, the present, and the future. The architecture of the American university represents all forms — and, it must be added, no form — of design and of construction. Although the first colleges were in point of course of study based upon the English model, yet their build¬ ings adopted a new typo. What is known as colonial architecture seems to have been quite as natural to the colonists for their academic and administration build¬ ings as was the round arch to the Eoinaii or the architrave to the Greek builder. As the Oxford and Cambridge colleges had close relation to cloister foundations, and as the new colleges of America followed out the religious purpose, it might be supposed that the cloister wmuld represent the American type. But usually the buildings of the early American collego? were placed in a row and not in a quad¬ rangle. The first college buildings were adaptations and enlargements of the forms of buildings used for dwelling houses and for warehouses. The earlier buildings were built not about a square, but in a row, as at Yale, Williams, Amherst, Bowdoin, and Hudson, Ohio. The three earlier buildings of Dartmouth were placed in a line, although the fourth building mterrupted this arrangement. This simple type and method prevailed on the whole into the second quarter of the nineteenth century. At this time a new influence appeared. This influence was the Greek or the classical form. Its most conspicuous illustration is found in the creation of Jefferson in the University of Virginia and in the main building of Girard College, at Philadelphia. The Philadelphia structure, erected between AMERICAN UNIVERSITIES. 309 1833 and 1847, conforms, in many respects to the Parthenon, although the columns are Corinthian and not Doric. Follovv^ing the dominance of the Greek type, the Gothic emerged. This induence arose from the interest of the people in the Middle Ages. Yale College in the last fifty years represents more significantly the T)resence of Gothic architecture than any other. Its first building of this form was the library, built in 1843-184G. From that time to the iiresent some dozen buildings have been built in the Gothic style. The finest illustration of Romanesque which America offers is seen in the build¬ ings of the Leland Stanford Junior University. These buildings might probably be called a Romanesque-Oxford. The form is quadrangular, and the type is of the monastic cloister. Throughout the last hundred years no one type or form of architecture has commonly prevailed. Gothic, Romanesque, colonial, and Greek are intermingled on the same college campus. For the college chapel the G-othic type has, on the whole, proved to be more popular. For the college library many forms have been used. For the college lecture or recitation room it must be confessed that a mixed design has proved more acceptable. For the ledooratories, as of chemistry, x)hysics, biology, and geology, are also found many types, from the colonial to the Roman¬ esque and Gothic. The type of architecture fitted for a scientific laboratory still awaits formulation. The reason for the vastness of diversity and the incongruity of structures arises from several causes. One cause is found in the individuality of donors of build¬ ings; one cause also lies in the lack of attention on the part of governing boards to the x^roper placing of buildings and in the lack of a reasonable knowledge of architectural design and construction. Boards of trust have, on the whole, been too indulgent to the individual preferences or prejudices of donors of buildings, and also too indulgent toward their own architectural ignorances and short¬ comings. In the development of the American university the life of the undergraduates has become highly organized. Whether students live together in dormitories— a method prevailing more in the institutions of the East than of the West — or in private lodgings, their life is subject to many and diverse relations. Outside of fraternities, of which distinct mention is to be presently made, clubs and societies of all sorts are formed. In such universities as Yale and Harvard no less than fifty undergraduate organizations are formed. They are formed for purposes most diverse and with constituencies large or small, compact or loose, homogeneous or heterogeneous. Clubs political, musical, literary, social, dramatic, debating^ religious, aesthetic, and athletic of all kinds, from tennis and football to revolver, are the more common. The athletic organization of undergraduate life has become the most significant of all forms. The beginnings of such organization appeared about sixty years ago. As early as 1840 football was played at Yale, but it was as then played largely a scrimmage between the sophomore class and the freshman. For the next thirty years the game was played with much irregularity, both in time and method. It was not till the year of 1873 that an intercollegiate league was formed. The members of the class of 1844 at Yale and of 184G at Harvard formed the first boat, clubs in those colleges; and in 1852 Yale challenged Harvard to a race, which was rowed on Lake Winnepesaukee on August 3, in which the challenging college was defeated. Baseball was introduced at Yale in 1859, and at Harvard three years later. Harvard played her first intercollegiate game with Brown in 18G3, and Yale her first intercollegiate game with Wesleyan in 1865, and the first Harvard-Yale game dates from July 25, 1868. From these simple origins the three great college sports have so progressed, 310 EDUCATION KEPOET, 1903. that they now occupy no small part of the emotional interest of undergraduates and absorb easily their more superficial enthusiasms. These games represent, too, the point where the public, through the newspaper, most readily touches undergraduate life and affairs. There are other distinct concrete features of the American university which should be included in this sketch. Among them are the alumni associations, the system of fraternities, and the university clubs. The alumni association of a college is simply a society of its graduates. In cer¬ tain cases it is incorporated; in more, not. It represents those who have received a degree from the institution. Its chief meeting is at the annual commencement time, its chief business making vital the relationship of the graduates with their college. Every association of this sort is of direct and important support to the college. Its members either individually or as a body are among the benefactors, and its interest never ceases in “ alma mater.” The association of students with each other is a constant form of university life throughout the world. At Upsala it takes the form of the nation’s houses ; in Germany, of corps of various forms ; in Oxford and Cambridge, of the fellowship of the common room, and in America, of the fraternity. In American colleges and universities of conspicuous power and place are some thirty different frater¬ nities. They enroll among their graduates and undergraduates more than 100,000 members. The largest of them has a membership of 15,000. Each society repre¬ sents a common fellowship in each college. Each society of its name in one col¬ lege represents cooperation with other branches of the same name in other col¬ leges. The fraternity system is a vital and lasting force in academic life and personal character. Through the fraternity the graduate members keep in touch with the undergraduates and with the university. The fraternity i^epresents a mighty force in college order and organization. It has been suggested that the fraternities in different colleges might become the foundation of the English col¬ lege and university system in America. Recent developments, however, give no evidence of such a result. It should also be said that what are known as university clubs are found in each of the great cities. These clubs are an association of gentlemen who have received degrees from universities, either American or foreign. These societies are pri¬ marily social, and secondarily are remotely scholastic. In these clubs in Ameidca are probably enrolled not less than 7,000 members, and they hold property of at least a million dollars. The university club in America represents the point at which the university life touches the communal life and also the point at which the life of the community may i^ut itself in touch with the relations of the higher education. I have so far considered the history of Americaji universities largely as inde¬ pendent foundations and monuments. But these universities do not exist for their own sake. They represent important functions in the American community and in the American commonwealth. To a few of these functions I wish to refer. One function of a university in a democracy is the promotion of the unity of the intellectual life. In a prosperous democracy the tendency is strong to break with all the past. A prosperous democracy desires to make till things new, for it is in x)eril of becoming intoxicated with its own past triumphs. In this condition the university stands as the preacher of conservatism. It draws from the past its exx->eriences for the enrichment and ennoblement of the present. It declares that man is still man in all times. The value of the university in x>romoting the one¬ ness of the intellectual life through conservatism it is hard too highly to esteem. The peril of the democracy is that in breaking with the past it will speedily enter into intellectual bankruptcy. It seeks to pay intellectual demands with drafts on the emotions. In resiiect to intellectual conservatism, promoting unity, the uni- AMERIOAIT UmVEESITIES, 811 versity represents the great law of evolution; tlie present receiving the past, and the future receiving what is now the present — enlarging, enriching, and develop¬ ing it. The university also represents the intellectual oneness of the community through its own unities and associations. A democracy tends toward disintegra¬ tion — the centrifugal tendency is stronger than the centripetal. Institutions of different classes and of different sections war against each other. Universities, through the associations of the student body, as seen in fraternities, debating leagues, political organizations, and scholastic associations, tend to unite all parts of the diverse democratic body. The relation, too, of the American university to the American democracy con¬ cerns what may be called sx)iritual ideals. This relation is of large and of serious v/orth. It applies to and for itself the laAvs of self-preservation. That its own integrity may be assured , it is inclined to be content with the customary and the commonplace. The relationship content vAth the positive is not apt to end with the superlative or even to reach the comparative. Democi’acy seeks the greatest good for the greatest number, as it ought, but in this seeking it is inclined to con¬ sider the greatest number of the present time and to take no cognizance of the yet greater number of the future. Every great nation and every great age devotes itself to some supreme object. In the Hebrew time and nation its devotion was to religion; in the Greek, to liter¬ ature and art; in Eoman, to law and to empire; in mediaeval Italy it was to the church; in America it is, or was, to liberty. But at present the American com¬ monwealth seems to find its chief ambition in the making of pov/er through material forces. This ambition emphasizes the fact that a democratic and pros¬ perous people does need the constant inspiration of the highest ideals — a constant incoming of strength other than material. It is inclined to allow a mateiial con¬ tentment to satisfy the desire for a higher enrichment. Therefore a democratic people needs the constant inspiration of highest ideals and the constant supply of the strongest strengths. This filling of its needs is most efficiently done by the university. Itself seeking the highest ideals, untouched by selfishness, the univer¬ sity is able to move democratic communities unto the highest and the best. The university should constantly keep before the democratic community the duty of a love for truth, of a love for moral excellence, and an appreciation of the beautiful. The appreciation of beauty exercises itself in the fine arts. A political democracy is prone to make its fine arts merely decorative. It is hard to teach or to convince people that the fine arts minister to the highest education of man. The university, however, through both teaching and example should lm|3ress uiDon the democratic community that painting and poetry, architecture, sculpture, and music repre¬ sent fundamental desires, passions, and needs of the human character. It should also show to the community that such ideas as truth, sincerity, j^urity, and honesty are most impressively embodied for the benefit of humanity on the canvas and in the marble. But, be it said that the worth of the fine arts in a democracy is not so great as the worth of a university, which not simply inspires an ai^preciation of the fine arts, but also arouses and quickens the love for truth and the love for moral excellence. Among the most important spiritual ideals and conditions of a democracy is literature. The relation of the university of a democracy to the literature of a democracy is at once of general and of particular import. The relation is not simply that the university gives an education to poet, essayist, historian, although this relation is significant. For one does not forget that if Shakespeare was trained as an actor and not as a student the names of his contemporaries, even if less great, and of his successors are found in the matriculation registers of the English universities. With the exception, too, of Heine, who has left on record his contempt of uni- 312 EDUCATION REPORT, 1903. versity men and of universities themselves, the great names in the literature of Germany are names found on the university rolls. One can not forget, moreover, that in the year 1775 the Earl of Chatham paid, in the House of Lords, a most eloquent Irihute to tlie intellectual force, the literary sympathy, and the decorum of the state papers recently transmitted from America, papers then lying upon the table of the House of Lords, which proved that the little colleges of the Ameri¬ can colonies had served to constitute those colonies not only an integral part of the civilized world, but had also made America a member of the republic of let¬ ters. (Tyler's History of American Literature, vol. 2, p. 310.) But one is also more impressed with the general truth that the university repre¬ sents and x)repares the general condition out of v.diich a national literature grows. The university teaches men to study themselves; it promotes self-reflection. The university teaches men to study nature; it promotes observation. The university teaches men to study history; it promotes wisdom. Self-reflection, observation, and wisdom are the materials out of which literature is developed. “ While I was musing the fire burned, then spake I with my tongue."’ Scholarship may not be literature, but without scholarship there would not long be a worthy literature in any nation; and the university is the mother of scholars and of scholarship. Learning may not be literature; but it is the brick kiln, or at least the clay pit, from which the house of literature is built; and the university is the mother and nurse of learning. The university represents all that man has aspired unto and failed to reach and also all that he has achieved. The university iiromotes those spiritual conditions of largeness of intellectual vision, of purity of heart, of dig¬ nity of conduct and of social relationship — conditions for the creation and the growth of literature. The university represents those atmospheres and relations of both the individual and the vzhole community which are necessary to the prog¬ ress of the literary art. Yet one is obliged to confess that the effect of the forces of the American uni¬ versity on American literature in recent decades is not so great as in the earlier. From the discipline of a single college, and from the tuition of a single teacher of English in this college, -were reared such writers as Emerson, Andrew P. Peabody, Oliver Wendell Holmes, Charles Sumner, Jolm Lothrop Motley, Richard Henry Dana, James Russell Lowell, Henry D. Thoreau, Edward Everett Hale, Thomas Wentworth Higginson, and Charles Eliot Norton. At the present time in this college, having many teachers of English, no such personalities or writers are appearing. What is the reason that under the great Channing so many great writers appeared and that at the present time so few great writers are appearing? One scholar declares that the reason lies in our neglect of Greek literature. But the reason is more fundamental. The reason lies in the absorption of men in things material. A most important function of the university in a democratic, as, indeed, in any government is its duty of i:>romoting research. What is technically known as research is simply the inquiry for truth. This inquiry is pursued for its own sake. Truth for truth's sake is the great rallying cry of research in the last decades. This research is, of cour.se, i)ursued systematically. The enlargement of human knowledge respecting man and respecting the world in which he lives has been the endeavor of man ever since he has laiown or reasoned at all. Two great periods of investigation has the race passed through, been impressed by, and used. One was the Renaissance, and the other began fifty years ago and is still continuing. The Renaissance had relation primarily to the world of man; it was humanistic. The present awakening has relation to the world of nature; it is scientific. When one thinks how long man has lived in the world, daily seeing the sun rise and set, nightly beholding the stars move in their orbits, impressed by the phenomena of light and darkness, of heat and cold, of forces AMERICAN UNIVERSITIES. 313 and of facts, it is a surprise that his kno^wledge of the matenal world is so inade¬ quate, superficial, narrow. But the world is still comparatively unknown. Man himself still is hardly better known than the exterior world. Even that most manifest part, his body, is still the object of prolonged inquiry. As a phys¬ iologist has lately said: Although we have a considerable acquaintance with the gross structure of the body, this is by no means complete. Microscopical investigations, especially of the nervous system, promise rich results of great practical importance. Our knowledge of the j)hysical and chemical structure of the cell is still very crude, although these form the basis of its life and functions, and therefore of the func¬ tions of the entire body. What we know of these functions is restricted to their ultimate mechanical, chemical, or structural phenomena. The mechanism by which these phenomena are brought about is an almost complete mystery to us, although the greater number of investigators who have penetrated most deeply into this question consider that its solution is not impossible. (The Needs of Medical Research, by Prof. Torald Soliman. Western Reserve University Bulletin, Nov., 1902, p. 133.) If the body of man is still so unknown, what shall be said regarding the igno¬ rance on the part of man of his own spiritual organization? For the better knov*dedge, therefore, of the world without and of the world within, scholars should devote all their powers and attainments. For such devo¬ tion are necessarj^, first, the love for truth as truth; second, the undying passion for searching for truth, and, third, the conditions necessary for finding the truth. The conditions necessary for finding the truth are, (o) the giving to the scholar time, (5) freed.om from interruption, (c) freedom from care as to his material sup¬ port, and (d) ability to coordinate and to concentrate efforts in research. As the investigator from wdiom I have already quoted says: Organized cooperation may be expected to prove as beneficial in scientific research as it has i^roved in commercial enterprises and in similar directions, by supplying a graded system which will obtain from every man the best work which is in him; by preventing wasteful competition and enterprise along unprofitable lines, and by effecting a saving of plant, material, and opportunities. This organ¬ ization of research would naturally and gradually follow the other improvements which I have suggested, and is in no way revolutionary. The larger laboratories throughout the world have tended torvard such organization as the principles which have been exposed in the preceding pages were more and more clearly recognized and as the means for carrying them into effect were provided. Certain of these four (a) (b) (c) (d) conditions are not infrequently found exist¬ ing in men of inherited or acquired riches. One of the most useful investigators of electricity has, through the practical results of his investigations, made himself a rich man. He uses the leisure which his riches allow him to enjoy in theoretical investigation. One of the most useful astronomers is using inherited wealth in building observatories in remote parts of this country and in foreign parts as well. The number of such independent investigators will undoubtedly increase. But the peril attending research done under these conditions is that it will be spasmodic, in method unsound, and also unworthy of the time and money spent upon it. The field chosen for investigation, too, may not be worth investigation. The investigations, too, may not be conducted in wisdom. Investigations have been carried on, and of course are still carried on, by independent researchers who depend on some regular vocation for their support. This method was apimoved of by John Stuart Mill and was followed by this great thinker for himself. But this method is open to the objection of duplication and of amateurishness. Research is severe toil, or ought to be, and it can not be done but as an avocation. Either the research suffers or the researcher suffbrs. Therefore, be it said, the best method for inquiry after truth is found in and under the university. The university is a collection of trained workers. Each worker helps every other worker; inspiration is gained. The university represents the materials for the 314 EDUCATION EEPORT, 1903. study of all truth; truth is a unity, and the truths of one department bear close relation to the truths of many other departments; proportion is secured. The universit}’ sets before the researcher investigation as a duty and also as a part of the birthright of academic freedom. Indolence or indifference should have no power over him, and his work should be done in freedom. He should be trusted, and he should be trusted because he is worthy of trast. But it may be said that the university may be unwise in the conditions with which it surrounds the investigator; it may be arbitrary in the commands or suggestions which it lays upon him. It is certainly true that all the advantages for research do not rest on the side of the university. In general it may be said that in England most researches have been conducted privately, and that in Germany most researches have been conducted under the auspices of a university. Charles Darwin at Down, on his own estate, an estate difficult to reach or to go from, moving the world from his little laboratory, is the type of the normal English searcher for truth. Immanuel Kant, at Koenigsberg University, occupying a professorship, lecturing to a few students, moving in the free atmosphere of scholarship, writing his blind books which are yet to open the eyes of mankind, is the type of the Ger¬ man searcher for truth. The duty of research in the United States is lu’gent. The peril of a democracy is that it will search for truth not for truth's own sake, but for the sake of what truth will do or bring. It makes investigation into electricity to get light, or heat, or power, not to discover the laws, nature, and relations of electricity. But be it said, truth is primary, and the search for truth for its own sake is a primary duty. The great thinker who gave as a reason for his passion for the theory of numbers that it is a pure virgin that never has been and never can be prostituted to any practical application whatsoever, represents the type of the wisest investigator. This lesson of the value of truth for its own sake is a lesson that every democracy should learn. It is a lesson which the university is of all human forces best fitted to teach a democracy. Democracies, too, are naturally fickle. The search for truth, therefore, should be conducted under the most stable and permanent of all human institutions — the university. This conclusion is practically embodied in the most important agency for research ever founded, the Carnegie Institute. The larger share of its immense annual income, approaching a half million of dollars, is devoted to the prosecu¬ tion of investigation by university professors. From this foundation richest results may with reason be expected. The university also bears a very direct relation to what is called the Government. For the American Government, as a distinct institution, the American university should do three things: First, it should aid in disseminating a sound idea of the nature of government; second, it should, as a process of carrying forward the Government, make plain that government by parties, the natural method in a democracy, is a means and never an end; third, it should train men who may become worthy officers of the State. The university should train gentlemen who may become worthy officers of the State. It may educate men for service of two sorts: The one kind is the clerical and the less arduous administrative type. Such is the training given to the young Englishmen who are to occupy positions of a clerical grade in the colonial service. The training is valuable and leads to resulting values in the interest of the Govern¬ ment and of humanity. The other kind of training is less direct, and yet it is the more valuable as it is the less directly immediate in its purpose. It relates to gen¬ eral preparation for the most important administrative and executive places. It is a prepara,tion which is general. The primary purpose of such a preparation is iden¬ tical with the primary purpose of education. It seeks to make each man a thinker, a weigher of evidence, and judge of relations. It does not fit one to become a Presi- AMERICAN UNIVERSITIES. 315 dent or a legislator or a member of the supreme court. It desires simply so to train the intellect, as well as all the other parts of one’s nature, that the man, if chosen President or legislator or appointed judge, shall do the work belonging to the position with efficiency and satisfaction. It looks upon government in its higher relations as first a means and second an end. Government in its lower relations is first an end and secondarily a means. No nation has had a diplomatic corps of so noble a character or of so great fitness for diplomaci?- as has had England. She has had no school for this training. She has had schools for the training of men for the clerical and subordinate positions of the various colonial boards, but the men whom she has called into her service and the service of humanity of large relationships have been trained as gentlemen, as scholars, and as thinkers at her universities. Through such a training these men have been best fitted to con¬ sider and to perform the special business committed to them. In a democracy it would be useless, and to some extent ridiculous, to seek to train men for the higher positions of government. Such training would sacrifice a noble elevation of mind and a fine sense of universal relationship to mere professional narrowness and technical effectiveness. In government, as in certain other of the largest interests of mankind, the specialist or the expert is not the man of the largest wisdom or the most permanent serviceableness, important or necessary as are the services which the expert and the specialist render in most departments of life. For government is not a realm for specialities. The qualities which constitute a good legisla,tor are the simple qualities of sound judgment and interpretation. The qualities which constitute a good secretary of the treasury are the same quali¬ ties which constitute a good banker or a good fiduciary trustee. In preparing men for the highest places in and through the government, let the university be content with making the thinker. Once able to think, the special problems sub¬ mitted to an administrator for his solution he will solve with ease, and the special duties imposed for his doing he will do with satisfaction to others and with facil¬ ity for himself, A second work which the higher education may accomplish for the govern¬ ment relates to parties. In a prosperous democracy public attention is usually fixed on the party in power, and upon this power as an end and as a good in itself. This consideration is of the nature of a transference of the interest which belongs to an end to the means for securing that end. This transference is not unnatural, for one becomes so accustomed to the party as a necessary method or means for carrying on the government that one is soon led to believe that the party is the government itself, and even that in extreme instances the government exists to perpetuate and enrich the party. The university is therefore to impress upon the people the truth that the parties exist in order to give the most efficient govern¬ ment, and that that party only has special rights to be in power which gives the most efficient government. Therefore the universities have been a silent factor in political affairs. They have been concerned not only to maintain a sound and efficient government — they have been, and are, the most eager to remove any political party which has become weak v/hile it has been trying to govern. In the United States the universities have been the most conservative element in pre¬ serving the present Government as a republic. They would be, of all classes, the most averse to a monarchy of any sort; but no body of citizens would be more eager to dislodge a political party which had proved itself to be incapable. The answer to the third question vdiich I suggest is also clear and simple. The university is to declare and emphasize the idea that civil and political government is only one of the organizations into which humanity forms itself for the sake of securing its own highest purposes and privileges. Its categories are the common principles which constitute the best of life — honesty, capacity, and faithfulness. So human are these relations, so high are its aspirations, so powerful its members, 310 EDUCATION EEPOKT, 1903. so fundamental its principles, that the university, concerning itself with all men and all things, may and must relate itself to the government as an inspiring, instructing, and constructing force. The university also may render vast service by conserving the institutions of society. A republic is in peril of being concerned with movements. The great results of the Middle Ages are still found in institutions. Institutions are the foundations and supporters of a lasting rei)ublic. The first in importance and in time of all these institutions is the family. Following it is the church, and by the side of the church in significance is the civil power. The civil power may be interpreted at once as a condition and as a force. As a force it aids the people in their pursuit of good of all kinds. As a condition it promotes the endeavor of the people themselves for securing desired utilities. To these institutions as institu¬ tions, and also as embodying historic conditions, and also as representing the great movements of a prolonged past, the universicy bears a close relation. It is to be an interpreter of their significance to the present age. It is to impress their teachings and historic valuations upon the present age. And it is also to seek to adjust them to the service of a new world in a nev/ time. In mentioning other relations of the university in a democracy, the writer con¬ tents himself with the consideration of one further relation most comprehensive and definite. It refers to the relation of the university to the training of personality. In relation to personality the university should accomplish four things — it should make (1) the scholar, (2) the thinker, (3) the gentleman or the lady, and (4) it should unite all these creations and truths into noblest character. A prosperous democracy is prone to neglect scholarship. A prosperous democ¬ racy is primarily concerned with itself. A prosperous democracy is concerned with the present and the future. Scholarship) is concerned Vv’’ith the past for the sake of the present. A prosperous democracy is concerned with effects, which may p)riinarily be applied to the external senses. Scholarship) is concerned with intellectual relationships. A prosperous democracy is in danger of being intoxi¬ cated with itself. Scholarship is humble and reverent. A p)rosp)erous democracy makes its own achievements its p)rimary ap)peal to the will and to the heart. Scholarship) makes its p)rimary ap)peal to the intellect. A p)rosp)erous democracy interprets itself in terms of long and square and avoirdup)ois — miles, acres, and tons. Scholarship interprets itself in terms of knowledge — books, truth, and learning. But a p)ro3perous democracy, in its heart of hearts, knows that to secure highest results it must unite intelligence with its material qualities. It bears no antagonistic mood to scholarship. It merely suffers scholarship. It is indifferent to scholarship). But, in its highest moods, a p)rosperous democracy unites itself with and cooperates with scholarship). The function, therefore, of the university in making the scholar is a most impor¬ tant one. For scholarship) is the living expression, in the midst of democratic materialism, of the worth of ideas. Scholarship also represents the unity of life to a p)3ople who are inclined to forget that there has been a p)ast and who inter- p)ret the future in terms of vagueness or of dread or of both. The scholar uncon¬ sciously teaches the lesson of self-forgetfulness in an age which is wrapped up in its self-consciousness. The scholar is a daily incarnation of the truth that the unseen things are the eternal things and the seen things merely temporal. The scholar suggests that there are other standards of measure than the tables of cubic measure, and other solids than those that are measured by avoirdup)ois, and that qualities imponderable are the weightiest and the most p)recious. A similar function the university p)8rforms for a p)rosp8rous democracy in mak¬ ing the thinker. If the scholar is the p)ossessor of the house of knowledge, the thinker is the keep)er of that house and the one who is most able to assess it at its true value. In a p)rosp)erous democracy the scholar may not be regarded as an AMERICAN UNIVERSITIES. 317 important part of its life. Ent a democracy can not scorn tlie thinker. The scholar may limit his special usefulness to the single field of learning. But the thinker is required in every field. The need of him is great, both in time and space, as is the need of efficiency. Every process of the democracy — legislative, judicial, financial, civil, political, commercial, domestic — demands the thinker. In the legislature he is required. The presence on the statute books of laws which can be interpreted in opposite ways, the presence of superfluous laws, the presence of laws which, however well intended, are pestiferous, promoting the very evils which they are designed to cure, are proof that the absence of the thinker is a serious misfortune in any government, and esxiecially in a democratic government. The need of the thinker in the judiciary and in the financial departments of a prosperous democracy is iiainfully evident. The power to think is strictly the power to weigh evidence. This is largely the function of the judge. In com¬ merce also the thinker is the ruling power. Therefore the university is rendering large advantage to the v/orld through the training of the thinker. The university is also to train the lady and the gentleman for social duty. A democratic society is in |)eril of lacking the note of distinction. It is in more peril of a leveling down than a leveling up. It is in peril of being the level of the Mississippi i^rairie rather than the level of the Rocky Mountain plateau. The uni¬ versity is to train the man into the gentleman without loss of power. It is to teach him to adjust himself to any condition, to be at home in any society, to be a prince among princes, and also to be a prince among bores without awakening boorishness. The university is to teach him to say nothings, and yet with dignity; to talk with weight and yet with dignity, and to inspire respect. It is to make him a gentleman of manner and of manners and one whose manners are the natural doings of a free character. In particular in America the university is to fit men to live in useful and noble relationships. In the first years of a political democracy the leisure of those who are its members is usually given to sports and x>astimes of a nature not of a serious character. This is the natural effect resulting from the materialistic constitution of the democracy itself. But as a democracy develops, its pleasures, like its work, become more and more noble in time and method. Therefore the university should train men into the noblest use of their leisure; for there are many ele¬ ments in the best service of the people which can be more easily taken up by indi¬ viduals than by the formal government. In England men of leisure enter politi¬ cal life and become useful members of Parliament or of local government or of municipal boards. In the United States it would be well if such men v/ould enter political life, but the cost of securing a nomination and an election is so great that men hesitate to seek such offices. But such men in America should devote themselves to service of a semiofficial sort which is for the benefit of human¬ ity. College graduates who are relieved of the necessity of earning their living should do all they can to make the life of the community finer and nobler. The older civilizations to a degree illustrate the value of the motto “ noblesse oblige.” The communities of the New World have largely illustrated the truth that riches confer obligations on their possessors. It remains to show in the same com¬ munities, both ancient and recent, that culture and social efficiency united with wealth represent potencies of the highest value which are to be devoted to the service of man. CHAPTER VI NOTICES OF SOME EARLY ENGLISH WRITERS ON EDLTCA^ TION, 1553-1574. WITH DESCRIPTIONS, EXTRACTS, AND NOTES. By Peof. Foster Watson, Of University College, Aberystwith, Wales. [This chapter is an interesting contribution to the history of education; it gives the needed evidence of the state of education in England in the century preceding the English colonial set¬ tlements in America, setting at rest many qiiestions as to the schools of the home country in which our forefathers were instructed in their early youth.] CONTENTS. Note.— The date given to the left of the title is the date of the earliest edition of the work. Sir Thomas Wilson (cl526-1581); Page. 1.553. The Art of Rhetoric . . . . . . . . . . . £20 1551. The Rule of Reason . . . . . . . 821 Thomas Phaer (1510?-1560): 1553. The Regiment of Life . . . . . . . S22 1.555. The InstitutioJi of a Gentleman . . . - _ _ 322 Williani Bavande (translator): 1559. The Commonweal of Joannes Ferrarius Montanus _ _ 323 Lan-rence Humfrey (cl.527-cl590): 1580 (Latin text). The Nobles.. . . . . . . . . . . 324 Sir Nicholas Bacon (1510-1579): 1.561. The Bringing up of Wards . . . . . . 327 Sir Humphrey Gilbert (1539-1.583): cl.572. Queen Elizabeth’s Academy . . . . . . 328 Count BaJdassare Co.stiglione (1478-1.529): 1.561 (English text). The Courtier (translated by Sir Thomas Hoby) _ 330 Cheke’s letter to the translator _ _ _ _ _ _ _ _ 331 Account of Castigldone . . . . . . . . . . 333 Guliehnus Gratarolus (1.510-1562): 1563. The Castel of Memorie. _ _ _ _ _ _ _ _ _ _ 334 (Other books on memory) . . . . . . . . . . 336 1574. The Health of Magistrates and Students . . . . . . . . . . 336 Thomas Ingelend: 1,570. The Disobedient Child . . . . . . 337 John Sturm (1507-15S9): 1570. A Ritch Storehouse . . . . . . 338 Other books . . . . . . . . . . . . 339 T. Blundeville (translator): 1,570. Furio’s “ Prince ” _ _ _ 342 Sir Geoffrey Fenton (1539?-1608): 1.574. A Form of Christian Policy . . . . . . . 343 Edward Hake: 1574. A Touchstone for this Present . . . 344 319 320 EDUCATION EEPOET, 1903. Sir Thomas Wilson, c 1526-1581. Tlte Arte of Rhetorique, for the use of all such as are studious of Eloquence, set forth in Euqlishe hjj Thomas Wilson. R. Graf tonus. 1553. 4to. (B. L.) 117 ff. The same with Ami noic neiclie settc foorthe againe, with a Prologue to the Reader. Anno Dili 150:?. •[ Imprinted at London by Ihon Kingston. Also 1567, 1580, 1584, 1585. All (B. L.). / This work gains a good word from Hallam, Introdnction to the Literature of Europe (4th ed., vol. ii, pp. 193, 209), and high praise from Warton (History of English Poetry, Hazlitfs edition, 1871, vol. iv, pp. 239 et seq.). Passages from Wilson are included in English Prose Selections, edited by Henry Craik (vol. i, pp. 285-293). This is the first text-book of importance on composition in English. Warton even regards it as a system of criticism. There had been a book, Warton notes, on rhetoric, viz. The Arte or Crafte of Rhetoryke, by Leonard Cox, in 1532, but this was merely “ a technical and elementary manual.” Wilson's treatise is more liberal and discursive, illustrating the arts of eloquence by example, and examin¬ ing and ascertaining the beauties of composition with the speculative skill and sagacity of a critic. It can not be said that Sir Thomas Wilson advanced the theory of education, nor that he consciously dwelt on method. But that a writer well esteemed as he greatly influenced education will be seen if it is remembered that he strongly took up the positions, first, that the orator or writer should always accommodate himself and his words to the people whom he is addressing, and secondly, that simplicity of language is to be aimed at as more beautiful and effective than strained and iiompous words. The following passages will show Wilson's efforts in these directions: IIoiv needf ul fables are to teach the ignorant. The multitude (as Horace doth say) is a beast, or rather a monster, that hath many heads, and therefore, like unto the diversity of natures, variety of invention must always be used. Talk altogether of most grave matters, or deeply search out the ground of things, or use the quiddities of Dunce to set forth God's mysteries, and you shall see the ignorant (I warrant you) either fall asleep or else bid you farewell. The multitude must needs be made merry, and the more foolish your talk is the more wise wfill they count it to be. And yet it is no foolishness, but rather wisdom to win men by telling of fables to hear of God's goodness. Un¬ doubtedly fables well set forth have done much good at divers times, and in divers commonweals. The most famous passage in Wilson's book is that on the Avoidance of inkhoryi terms: Among all other lessons this should first be learned, that we never affect any strange ink-horn terms, but to speak as is commonly received, neither seeking to be over fine, nor yet living overcareless, using our speech as most men do, and ordering- our wits as the fewest have done. Some seek so far for outlandish Eng¬ lish that they forget altogether their mother's language. And I dare sweav this, if some of their mothers were alive they were not able to tell what they say; and yet those fine English clerks will say they siieak in their mother tongue, if a man should charge them for counterfeiting the King's English. Some far- journeyed gentlemen at their return home, like as they love to go in foreign apparel, so they will powder their talk with over-sea language. He that coineth lately out of France will talk French English, and never blush at the matter. Another chops in with Eng;lish italianated and applieth the Italian phrase to our English speak¬ ing * * *. The lav/yer will store his stomach with the prating of pedlars * The unlearned or foolish phantastical, that smells but of learning (such fellows as have seen learned men in their days), will so Latin their tongues that the simjole can not but wonder at their talk, and think surely they speak by some EAELY ENGLISH WEITEES ON EDUCATION. 321 revelation. I know them that think rhetoric to stand wholly upon dark words ^ and he that can catch an inkhorn term by the tail him they count to be a fine Englishman and a good rhetorician. There is a somewhat similar passage quoted by Professor Sclielling; Life and Writings of Gascoigne, in Publications of the University of Pennsylvania: I have alwayes bene of opinion, that it is not impossible eyther in Poemes or in prose to write both compendiously and perfectly in our Snglishe tongue. And therefore although I clialenge not unto myself the name of an English Poet, yet may the Reader finde oute in my wry tings, that I have more faulted in keeping the olde English wordes (quamvis jam obsoleta) than in borrowing of other lan¬ guages such Epithetes and Adjectives as smell of the Inkhorne * * * i have rather regarde to make our native language commendable in it self e, than gay v/ith the feathers of straunge birds. (Epistle to the Reverend Divines, preface to ed. of 1575, Haziitt ed., I, 2.) Caxton had spoken similarly: Vol. ii of the Short History (illustrated edition), pp. 578 and 579. Green says: He (Caxton) stood between two schools of translation, that of French affecta¬ tion and English pedantry. It was a moment when the character of our literary tongue was being settled, and it is curious to see in his own words the struggle over it which was going on in Caxton’s time. “Some honest and great clerks have been with me and desired me to write the most curious terms tlpat I could find; ” on the other hand, “ some gentlemen of late blamed me, saying that in my translations I had over many curious terms which could not be understood of com¬ mon people, and desired me to use old and homely terms in my translations. ” His own taste pointed to English, but ‘ ‘ to the common terms that be daily used ’ ’ rather than to the English of his antiquarian advisers. “ I took an old book and read therein, and certainly the English was so rude and broad I could not well under¬ stand it.” while the Old-English charters which the Abbot of Westminster lent as models from the archives of his house seemed ‘ ‘ more like to Dutch than to English. ’ ’ As Hallam says, “ The rules in Wilson’s treatise are chiefly from Aristotle, with the hell) of Cicero and Quintilian, but his examples and illustrations are modern.” One further point from Wilson. Pie has been discoursing on memory, and has expounded systems of “ i^laces ” (as, e. g., to make the nose, the eyes, the fore¬ head, the hair, the ears, and other parts to serve as pegs to hang consecutive ideas on) . Pie has spoken of what we now call association of ideas. “Yea, sometimes a window maketh some remember that they have stolen in their days something out of it. Sometimes a chimney telleth them of many late drinkings and settings by the fire.” He winds up his section, however, on the art of memory: The best art of memory that can be, is to hear much, to speak much, to read much and to write much. And exercise it is that doeth all, when we have said all that ever we can. Sir Thomas Wilson also wrote: The Rule of Reason, confeinying the Art of Logiqiie,setforthinEnglishe'by T. Vuilson, B, L. R. Grafton, London 1551. 8vo. Also 1552, 1553, 1583, 1567, 1580. Sir Thomas Wilson was born about 1526 at Stroby, in Lincolnshire. Educated at Eaton and King’s College, Cambridge. Taught in family of Charles Brandon, duke of Suffolk. Studied law at University of Errara. Imprisoned in Rome on account of his treaties on logic and rhetoric. Soon after Elizabeth’s accession was made master of requests and master of St. Katharine’s Hospital. Sent on various embassies. Died in 1581. For further account see Chalmers’s Biograph¬ ical Dictionary, vol. 32, pp. 172-174; Warton, History of English Poetry, 1871 ed. vol. iv, p. 240; Dictionary of National Biography, vol. 62, p. 132. ED 1903- •21 822 EDUCATION REPOET, 1903. Thomas Phaer. 1510?-1560. The regiment of life, lehereunto is added a treatise of the pestilence, with the Booke of Children, neivlij corrected and enlarged by T. Phaire, B. L. J. Kyngs- ion anclH. Sutton. London, 1553. 8°. Also 1560, 1565 (?), 1567, 1570?, 1596. This l)ook has its significance as an early treatise on the health of children. In his preface the author exjfiains his position: My purpose is here to do them good that haTe most need, that is to say, chil¬ dren: and to show the remedies that God hath created for the use of man," to dis¬ tribute in English t(3 those who are unlearned, part of the treasure that is in other languages, to provoke them that are of better learning, to utter their knowledge in such like attempts. He concludes: I hope to see the time, when the nature of Simples (which have been hitherto incredibly corrupted) shall be read in English, as in other languages: that is to say, the perfect declaration of the qualities of herbs, seeds, roots, trees & of all commodities that are here amongst us, shall be earnestly and truly declared, in our native speech, by the grace of God. To the which I trust all learned men (having a zeal to the commonwealth) will apply their diligent industries: surely for my ovm part I shall never cease during my breath, to bestow my labour to the furtherance of it (till it come to i3ass) even to the utmost of my simple power. Phaer was the first Englishman to attempt a translation of the whole of Virgil’s ^neid. He did not complete the task, and the translation appeared under the title: “The nyne fyrst bookes of the Eneidos of Virgil converted into Englishe vearse by Tho. Phaer, doctour of Phisike, with so inuclie of tenthe booke as since his death coulde be founde in unperSt ]3apers at his house in Kilgaran Forest in Pembrokeshire. 1562. 4to,” Tlie translation vcas completed by Thomas Twine and published in 1584. See, further, Mr. Sidney Lee's account of Phaer, Dictionary of National Biography, vol. 45, p. 140. The Institution of a, gentleman. Anno Domini 1555. Imprinted at London in Flete-strete at the signe of the Princes armes, by Thomas Marshe. Also, 1568 (pages unnumbered). Of this there was a reprint, privately published in 1839, by G. S. (George Soaper) . The contents are: The Epistle— The Prologue — The Institution of a Gentleman — Gentle gentle, i. e., the offspring of gentle pai-ents, who is himself gentle— Gentle ungentle, i. e., the offspring of gentlemen, who are themselves ungentle in behaviour— Ungentle gentle, i. e., the man born humble, v^ho raises himself to high esteem and office- How Gentlemen may profit in bearing offices in a Common¬ wealth-How a Gentleman may much profit his country in being a soldier or Captain in the wars— How Embassies be most meet for Gentlemen— How a Gentleman dwelling in the country may profit others by his office or otherwise— How a Gentleman should differ from other sorts of men— What pastimes Gentlemen ought to use, how and after what sort, and what games are unmeet to be used— Shooting in the Long Bow- What sort of apparel is meet for a gentleman and what order ought to be observed therein— Of honour and worship— To read Histories and avoid idleness— Examples of Pity, .Justice, Wisdom, Gentleness, Uprightness, Learning, Peace, etc. The book is useful as showing what it was that education was required to aim at, rather than as giving detail of subjects or method. There is an interest in tho fact that the author, whose name is unknown, quotes from Chaucer: Lo who that is most vertuous alway Pi'y'^y© Ei^nd apart [sic], and most intendeth ay To do the gentle deedes that he can Take him alwaies for the greatest gentleman. This is the writer's own refrain throughout the book. Further on he says: Remember further that this word Gentleman is a comx30und word (so called) whereas of two words are made but one vocable: as gentle one tvord, [and man EARLY EN-GLISH WRITERS OR" EDUCATION. 323 another] , as much to say a man of gentleness, and (as I think) the fairest name a gentleman can deserve to have, is to he called and hclden an honest man in that by his honesty he is made gentle, and by vice, ungentle. Hoic a geritleiixan differs from others. Like as the rose in beauty passeth all other flowers and is an ornament and set¬ ting forth of the place where it groweth, and so by the excellency that nature hath given it leadeth a man’s eye sooner to the aspect and beholding of it than of other flowers, so ought a gentleman by his conditions, qualities and good behav¬ iour, to excel all otlier sorts of men and by that his excellency to set forth and adorn the whole company among whom he shall happen for to be; and thereby to lead the eye of man’s affection to love him before others for his virtue sake. The reading of histories and idleness. To avoid this blemish of idleness, which defaceth utterly the life of gentlemen, it behoveth them always to be occupied, and although there want sometime meet occasion of corporal exercise, yet the mind of man may be occupied much to -the increase of his knowledge and understanding; wherein there can be nothing more meet for gentlemen than the reading of histories, a most excellent and laudable exercise for them, even so much as histories are called the books of kings and princes, because unto rulers of this earth the knowledge of histories is most prof¬ itable and very necessary to be read of all those which bear oflice and authority in the commonwealth. William Bavandh, Translator. lUri^er, Joannes Ferrarius Montanus. A. tooorke of Joannes Ferrarins Montanus, touchynge the good orderynge of a common weale: ivherein as ivell magistrates, as private persons, bee put in remembraiuice of their dueties, not as the Philosophers in their vaine tradicions have devised, but according to the godlie institutions and sounde doctrine of christianitie. Englished by William Bavande, 1550. Imprinted at Loiulon, by John Kingston for Thom. Wight, dwelling in Paules Churchyarde. 4.to. In the fourth book, after dealing with divines, lawyers, physicians, Ferrarins treats of the education of children. Ferrarins shows that a learned man may find friends everywhere. He praises the '‘studies of humanity,” shows the use of them to lawmakers, quotes Horace and Cicero. Then he goes on to show that youth must be brought up in learning. “ Socrates judgeth him more profitable to a commonwealth which maketh many fit to rule, than he that can well rule himself.” He gives a chapter each to the divine, the lavfyer, and the physician, dealing with their several training. The seventh chapter has for argument; ■' That it is necessary in a commonweal that children be virtuously trained up, that by their good education they maybe the better able to bear rule in the commonweal, and then under what schoolmasters.” He quotes the usual authors, Plato and Plutarch, and insists that the mother’s milk is most expedient for the child. 3Ieet schoolmasters. It is requisite to have such as can discreetly handle and well instruct the child, even as soon as he can creep out of his mother’s lap, and is able to receive any learning, lest the ill demeanour and ignorance of schoolmasters corrupt and hinder their pupils * * Schoolmasters must be men of a good zeal and such as stand not too much in their own conceit, challenging themselves a glorious name of profound learning; but they must be learned indeed, of honest conversation, favourers of virtue, and such as can take their scholars as their children, whom the scholars must so much- the more reverence, because they receive the begin¬ ning of their living of their parents, but of living well, of their schoolmasters. Follow Quintilian and Fives: Advice of Cicero. Now in vfiiat sort they ought to be trained up, in what tongues and authors, it is no part of my purpose to discourse, but Quintilian doth both largely and learn- 324 EDUCATION REPORT, 1903. edly, sho-w na an order in that point. To whom if ye do join Joannes Liidovicns Vives, it Avere Ijotli necessary and profitable. But special heed must be taken, that no child be set to anythinj^, wherewith his Avit and nature cannot agree, but Ave mnst chiefly follow that AAdiich Tnlly full well calleth a continual and earnest occupying of the mind when it doth apply itself to any thing, with delight therein. Filth u authors: Honesty c.rcellcth learni) This also must be seen to, that there be no writers taught, which be filthy, unclean, ungodly, and little helping the honesty of life. For it is very expedient to consider, in AAdiat kind of arts, and AA^hat kind of manners, young children be nusselled from their tender years, Avhich I Avould rather have (if I should needs be put to choose) honest without any learning, than Avithout honesty, highly learned. For honesty by the excellency and worthiness of itself is able to adorn and set forth a man's liAring, but the other although it have never so excellent learning, A\dth misdemeanour it is shadowed and as it were utterly dai'kened. Erection of schools. To touch (of this) in long discourse is no part of my enterprise, AAdiich intends not to stand in the reformation of every enormity, but only generally, and as it were through a lattice to show, Avhereby the society of man may be united together, and the honour of the commonAA^eal preserA^ed. Laavrence Humfrey. c1527-c1590. The Nobles, or Of Nohilitye. The original nature, clutyes. right and Christian Institiicion thereof. Three Bookes. Fyrste eloquently icritten in Latine by Lawrence Humfrey D. of Divinity and Presidente of Magdalcine Colledge in Oxforde, late englished. Whereto, for the readers cornmodititye and matters affin itye, is coupled the small treatyse of Philo, a Jewe. By the same Author out of the Greeke, Latined, now also Englished 1563. Imprinted at London, in Flete Strete nere to S. Dunstons Church by Thomas Marsh. 12 mo. Published at Basle in 1569 as Optimates, sive de nobilitate ejusque antiqua ori- gine, etc. Should the nobility be learned? This [viz. Learning] that blesseth the wretched, honoureth the blessed, enrich- eth the poor, nobleth the rich, renowneth the base, honoureth the noble: this, I say, post they [the nobles] to the poor and needy, v^hom scornfully they term students and scholars, saying it belongeth not to them. As it longed not to them, to be AAuse. Or beseemed not him that glittereth in braA^ery, to glitter in mind. Why say they, will you have a nobleman a priest or minister, to instruct the peo¬ ple. '' Truly as in charge and office, I recpiire it not, so in skill and knowledge fainest v,’'ould I (Avere it possible) have him pass any. How many foully err. I am not ignorant [that] many study, Avho notwithstanding, in the mean, Avay, manner and choice of arts and authors, foully err. For first read they human things, not divine, love toys not fruitful lessons. Venus’ games not weighty stud¬ ies tending to increase of godliness, dignity, or true and sound commodity. As Ovid, Of the Art of LoA^e, Boccace, and others, nor sound nor pure writers, in whom tliey study strange tongues to the decay of godliness. Which might yet better be borne, Avould they byAvhiles meddle herewith holy Scripture, as a con¬ trary and triacle,* to expel from manners, that pestilent and pernicious poison. * Treacle, i. e., reraefly, especially an antidote against poisonous bites of animals. The example of Diogenes and the Cynics in training youth. [Diogenes] proved liimself no simple Avorkman in framing Nobility. Seasoning them first Avith literal arts. 'Which as a foundation laid, then brake he them to ride the great horse, to sling, to cast the dart, and shoot. Thirdly, out of poets and other writers, gathered and selected such sentences, as he thought fittest for them, to ken by rote. Fourthly abridged the sum of all they learned. That at EARLY ENGLISH Y/RITERS OK EDUCATIOK. 325 one glimpse they might see much, which being little might surer abide. Fifthly, enjoined them obedience to their parents. Charging them diligently to serve them, living themselves with thin fare and clear water. Sixthly forbade them to bush or curl their hair but poll it. Seventhly commended them the practice of hunting. These be Diogenes’ lessons. Without refined minds, nobles are ivithout nobility. For what jest were it (think ye) if a musician of seemly favour, and well i^ro- portioned body, just height, and manly beautj^ well clad in silks, holding a sweet m_elodioiis instrument, should enter in honourable presence: and having thus on, ail xjarties raised great exx)ectation: all noise hushed and soleinpne silence made, suddenly began to bleat with a harsh, rustical and rude voice: and mow with his mouth? * * Or how hiss we out a well apparalletl player, if counterfeiting a king on the stage, he fail of his gesture, speak yawning, have a sour and harsh voice, miss his a,ction or use unseemly gesture for so sta.tely personage? Doth not he then much more abandon himself to laughter and contein]pt, who abounding with all the gifts Grod and fortune may give; placed by them in chief and swarm¬ ing plenty, lifted to the highest type of honour, his body decked and trimmed at all x)oints, beareth about a rude, rustical, and rough mind? And with filthiness of life, defameth both himself and his ancestors. Vvliat nobles should be taught. First be he taught the art of v/ords, then the pratique of deeds, that both he know how to frame his talk discreetly, well and wisely: and order and dispose his life and doings comely and consonant to virtue, nature and God’s v/ill. That these metes and bounds, determine a man’s school, it is manifest by Homer, saying one Phoenix was allowed Achilles, by his father Peleus to make him an orator of words and practiser of deeds. Of the first grounds of grammar and principles of speech and talk I Vvdll say naught. Thus much onely at this present I warn, be he with all speed provided a master, both learned and godly. For hardly is it razed, that is graven in tender years. Hierom, of the institution of a noble gentleiconian. Writing to Laeta, Hierom says: A master must she be provided of reasonable years, faultless life and learning. Kor will any, I think, refuse to do for his sister a Koble virgin, that Aristotle did for Philip’s son, whom, for want of A B C masters, himself teught his characters. A nobleman's school and manner of study. After tiie precepts and rules of grammar [have been] most briefly and compen¬ diously abridged and taught out of some one. not many authors (sith there is great diversity and confusion) tlied the best Latin writers follow. The famiiiarist, exquisitist, and briefest of Cicero's Epistles, Dialogues most delight that age. And therefore, Cicero’s Cato or Laeliiis, may they read. Hereto may certain chosen colloquies of Castalio and Erasmus be coupled. Timely to sow the seeds of god¬ liness and virtue in their tender hearts. And Terence also but with rii^er years and judgraent. If any filth be intermeddled, let the trustj^ diligence of the teacher remedy it, using sounder authors as treacle to expel it. Nor truly Vvmuld I yield Terence this room but for I saw Cicero so much esteem him. who took not the least part of eloquence of him, as Clirj^sostom of Aristophanes, the excellence of the Attic tongue, a poet nevertheless both nij:>ping in taunts and wanton in talks, and no less hurtful to honesty. But be the ha,rdest, first imprinted. For grown riper in years and knowledge, they lightly neglect them as trifles. Therefore, not little heipeth it, even at first, to learn them Greek and Hebrew, preposterously do all universities, schools and teachers that contrary it. For about the bush run they to arts, v/ho understand not the original tongues. Of the Greek, no unpleasant authors are Hilsop, Joachim Camerarius, Ethica Arithmologia, a little book but lading few precepts with great store of learning. Of orators, Isocrates, Demosthenes and the most reverend author and Orator Christ Jesus with the Apostles whose writings I allov/. ever first and last. The Hebrew out of the Bible’s most purely, and onely floweth. In these harder tongues, much availeth the trusty, plain and learned explication of a painful teacher. Of the poets. The ancient Nobility reverenced chiefly poets. Therefore Seneca’s Tragedies, Plautus’ Comedies, V'ergil’s Georgies and Warrior, of the Latins for the stateli- 326 EDUCATION EEPORT, 1903, ness of the matter and style are most honoured * Euripides, Cicero’s authority prevaileth to admit, whose every verse he deemeth as many oracles. The divinity of Sibil’s « verse commendeth itself. And Pindar and Homer sith Alexander so much i)raised, no nobleman may despise. Nay, they ought rever¬ ence. For in the sack of Thebes he spared Pindar’s house, Homer oft he read and bare in his bosom both in war and peace. In sleep [he] made him x)artuer. or rather privy Councillor of his state, and companion of his cares. By night [he] lapped him under his pillow. On whom by day he waked, by night to sleep. Rhetoric, logic, and ethics. Rhetoric and Logic are necessary to file the talk, whet the wit and imprint order: v.dierewith Aristotle, the prince of pleading and reasoning, instructed his Alexander. The preparative to Rhetoric, to yield their talk both more plenteous and xdeasant: containeth Erasmus’ book of the Coi)y of Words and matter, most juofitable if well and wittily he be read. But much lover-pass. Both for I mind not to reckon all, and for I teach a Noble-man, who wanteth not to read all. But this much shall make him a good reasoner. Besides the art of words he must be stuffed with store of matter. To become therefore first Ethic and moral, read he of the Greeks, Isocrates, chiefly to Demonicus and Nicocles, Epictetus, and other like. Of the Hebrews, Deuteronomy and Ecclesiastes. To learn in the entry of his years of the one, God’s laTvs and commandments; of the other, the world's vanity. But chiefly ken he Salomon’s proverbs. The like acconijA make he of David's Psalms. For further study Humfrey advises: Aristotle Of Manners [i. e. Morals] , Cicero’s Duties, Erasmus Of Civility, the House-Philosophy of Xenoi:)hon and Aristotle, w^hich also Paul touched, vrriting to the Ephesians, Timothy and others. Daily and nightly ought the young noble to read Aristotle and others on Civil knowledge, and ought to know the ordinances, laws and manners of the Lacedaemonians, Athenians, Jews, Romans, and other Christians in Europe. The icriters on nobility. Read he also all writers of Nobility. Erasmus, Of the Institution of a Christian Prince, [John] Sturm's Learned Nobility, Philo, Hierome Osorius, Lucas Gauri- cus, who handle the self theme, and almost all Plutarch’s works, in them as mir¬ rors to see and behold himself. Among historical v/riters Humfrey recommends among the Greek, Plutarch, Appian, Thucydides; among the Hebrews, Josej)hus, the books of Genesis, Exodus, Judges, and the Kings; among the Latins, Csesar, Livy, and in his own time, Sleidan, Paul, Jovius, and Beinbus. In civil knoivledge. Justinian's Institutions, the Pandects and the whole course of the civil law. And ])oth all anticpiity and the lav/ and statutes of our own realm, wherein so skilful ought he to be, as he dare profess it. For, the Nobles’ palaces ought to be the whole country’s Oracles. Plato had I almost overpassed, with whose laws and commonwealth, he ought, most familiarly acquaint him. In the inatheinatics. Humfrey on astrology. Arithmetic, can he not want. Geometry much helpeth, to idacing, framing and conveying of buildings. Great delight and xmofit, bringeth Geography. But Astrology, I see so ravened, embraced, and devoured by many, as they need no sxnir to it but rather a bridle from it, no trumpeter to encourage them, but a chider to tt Presumably Kumfrey refers to such books as the following, which I find in book-catalognes. The dates are later than Humfrey, but clearly a similar book was extant in his time. Sibylline Oracles. — Sibyllina Qracula Gr. Lat. cum Notis illustrata D. Joanne Opsopseo Bret- tano, engraved title and 10 fine engravings— Oraculalliagica, Zoroastris cum Scholiis Plethonis et Pselli nunc jjrimum editi. — Oracula Metrica Jovis Appollinis Hecates Serapidis et aliorum, Greece et Laiine, in one thick vol, 8vo. Paris, 1599, and again 1G07. Blondel ( David).— Treatise of the Sibyls so highly celebrated by the Antient Heathens, Eng¬ lished by J. Davies, of KidiveUy, .sm. folio. IGGl. First Edition, dedicated to Sir Edw. Maunsell of Margam, in the co. of Glamorgan. EAELY ENGLISH Y/RITEES ON EDUCATION. 327 restrain their vehement race I condemn not universally the art, hut thereto get they me nor counsellor nor favourer; it hath x)lenty enough of X)raisers. Th e fine of tJieir ivhole study. Be the fine of their vrhole study, first to Imov/ God, next themselves, to govern well their family, the state. Thus leave I much to private reading, and overpass both Christian and heathen winters of later age or nearer years. I pass by also the Catechisms and institutions of Christian religion. Wherein the chief of our age is John Calvin. Humfrey commends the reading of Alexander Severus, “wherein as a most compendious form is closed the sum of their [the nobles’] whole study. For he was not altogether estranged from our religion. But in his oratory and secret closet, besides the images of Alexander and Apollonius he had also Christ’s and Abraham’s counterfeits.” The following work. gives an idea of the nobleman’s character and office, though the educational methods and material of instruction are not so clearly described as in Humfrey: Tke Five BooJces of the Famous learned^ and eloquent man, FLieronimus Orosius, contayninge a discourse ofCivill, and Christian Nobilitie. A tvorlce no lesse pleasant than pro f table for all, but especially e the noble Gentlemen of England, to view their lives, their estates, and conditions in. Translated out of Latine into Englishe by William Blandie late of the Universitie of Gxefqrd, and now felloiv of the middle Temple in London. Land. 1576. Uto. Sir Nicholas Bacon. 1510-1579. Doctor Furnivall refers in his Forewords to the reprint of Sir Humphrey Gil¬ bert’s Queenc Elizabeth' s Achaderny to an essay on Sir Nicholas Bacon, Lord Keeper, by John Payne Collier. In that essay an account is given « of: Articles devised for the bringing up in vertue and learning of the Queenes Majesties Wardes, being heires male, and lohose landes, descending in piosses- sion and coming to the Queenes Majestie, shoJl amount to the cleere yearly value of c markes, or above. This iiaper was sent to Sir William Cecil in 1581, when he had been appointed master of the wards. Bacon describes his view as to — The 'way of reform 'with the zvards. That the preceding hath bin preposterous appeareth by this: the chief e thing, and most of price in wardeship is the vv^ardes mynde; the next to that, his bodie; the last and meanest, his land. Nowe, hitherto the chiefe care of governaunce hath bin had to the land, being the meaneste; and to the bodie, being the better, very small; but to the mynde, being the best, none at all, which iiiethinkes is playnely to sett the carte before the horse. The following is Mr. Payne Collier’s account of Sir Nicholas’s suggestions: It may appear singular that in these articles, dravm u]3 by Sir Nicholas, so m.uch stress is laid upon instruction in music ; but it only serves to confirm the notion that the science was then most industriously cultivated by nearly every class of society. The v/ards are to attend divine service at six in the morning: nothing is said about breakfast, but they are to study Latin until eleven; to dine between eleven and twelve; to study with the music-master from twelve till two; from two to three they are to be with the French master; and from three to five with the Latin and Greek masters. At five they are to go to evening prayers; then they are to sup; to be allowed honest pastimes till eight; and, last of all before they go to bed at nine, they are again to apply themselves to music under the instruction of the master. At and after the age of sixteen they were to attend lectures upon temxioraland civil law, as v^^ell as de disciplina militari. , n Archgeologia, yoI. 30, pp. 343, 344; tliere printed from manuscript. 328 EDUCATION EEPORT, 1903. 3Ir. Collier says; It is not necessary to insert inrtlier details,” though one can not help wishing we had heen given the whole essay. He says that “ the educa¬ tion of wards was shamefully neglected, while their lands Vv^ere carefully culti¬ vated for the benefit of the Crown or of the i)rivate guardian appointed by the Crown,” and that even Lord Burghley was unable to cope with the mischief. “ It lasted,” adds Collier, “ more or less, as long as wardship was maintained.” Sir lioiriiREY Gilbert. 1539-1583. Q ncene EJizahcthcs Aclicidem y. By Sir Humphrey Gilbert. Lansdowne MS. , 98, art. 1, leaf 2. Edited by F. J. Furnivall, M. A. Early English Te^t Society, 1869. The erection of an Achademy in London for educacion of her Jlajestes Wardes, and others the youth of nobility ami gentlemen. Sir Humphrey Gilbert considers an academy desirable for Her Majesty's wards, so that they should not fall into the hands of those of evil religion ” or “ insufii- cient qualities.” The staff of the academy. One schoolmaster to teach grammar, Greek, and Latin; salary to be 40 li. Also there shall be allov/ed to him four ushers, at a salary of 20 Zi each. Also one who shall read and teach the Hebrew tongue, at a salary of 50 li. A teacher of logic and rhetoric, who shall also on certain days, weekly, ‘‘see his scholars dispute and exercise the same,” and shall be yearly allowed therefor 40 li. The exercises and orations to be in English. When the Orator shall practice his scholars in the exercise thereof, he shall chiefly do it in Orations made in English, both politic and military, taking occa¬ sions out of Discourses of histories, approving or reproving the matter, not only by reason, but also with the examples and stratagems both antique and modern. For of what commodity such use of art wnll be in our tongue may partly be seen by the scholastical rawness of some newly cominen from the universities: besides, in v/hat language soever learning is attained, the appliance to use is principally in the vulgar speech, as in preaching, in x>arliament, in council, in commission and other offices of Common Weal. I omit to shovr what ornament will thereby grow to our tongue, and how able it will appear for strength and iflenty, when, by such exercises, learning shall have brought unto it the choice of words, the building of sentences, the garnishment of figures, and other beauties of Oratory, — whereupon I have heard that the famous knight Sir J ohn Cheke devised to have declamations, and such other exercises, sometimes in the universities performed in English. Training toward poirer as well as hnowledge. This kind of education is fittest for them, because the;/ are wards to the prince, by reason of knight's service. And also, by this exercise, art shall be xmactised, reason sharpened, and all the noble exploits that ever were or are to be done, together wuth the occasions or overthrows, shall continually be hejit in fresh mem¬ ory; whereby wise counsel in doubtful matters of war and state shall not be to seek among this trained ComiDany when need shall require. For not wuthout cause is Epaminondas commended, wdio, riding or journeying in time of peace, used oftentimes suddenly to ajiiiose his company upon the opportunity of any place, saying, “ What if our enemies v/ere here or there, what were best to do? ” The teaching of mored iddlosophy. The ‘'reader'* (who is to receive lOOZZ. iier year) shall divide his readings into civil x^olicy and martial policy. By directing the lectures to the ends aforesaid, men shall be taught more wit and policy then school learnings can deliver. And therefore meetest for the best EARLY ENGLISH WRITERS ON EDUCATION. 329 sort, to whom it chiefly appertaineth to have the managing of matters of estate and policy. For the greatest school-clerks are not always the wisest men. Doctor Fnrnivall quotes Chancer, Canterbnry Tales, 1, 4051, 4052: “ The grettest clerks beth not the wisest men, As whilom to the wolf thus spak the mare.’’ The reader of natural philosoiihy is to receive 40/ i. There are to he two mathe¬ maticians, one to teach arithmetic and geometrj^ with their applications to mili¬ tary science, at salaries of 100/u each, an engineer at lOOZL, and two ushers to teach the principles of arithmetic and geometry at 40/i'. per year each, a horseman who is to have due allovrance (the figures are all given) for the provision of horses, a soldier” at a salary of 66/1. los. 4c?. The second mathematician is to teach cosmography and astronomy, wnth navigation, to he paid 66//. 13s. 4c?. There is to he one to teach how to draw maps, sea charts, and x^erspective at 40//., and a doctor of xdiysics to read physic and chirurgerie, at 100//. per year. Gilbert's reason for the reader of physic. The physician shall practice to read Chirurgerie, hecause through want of learning therein, we have very few good Chirurgeons, if any at all. By reason that Chirgurgery is not now to he learned in any other place than in a "harher's shop. And in that shop, most dangerous, especially in time of plague, when the ordinary trimming of men for cleanliness must he done hy those which have to do with infected persons. 100//. is allotted for the philosoi^her and physician to have a garden for all kinds of simples. Other teachers are the following: ' Yearly pay Reader of the civil law _ 100?/. Reader of divinity _ 100//. Lawyer for grounds of common law, v/ho shall set dov/n and teach exqui¬ sitely the office of a justice of the peace and sheriff _ _ 100//. One teacher of the French tongue _ 26//. With an usher _ 10//. One teacher of the Italian tongue _ _ _ _ _ 26//. Vfith an usher _ 10//. One teacher of the Spanish tongue _ 26//. One teacher of the High Dutch tongue _ 26//. One master of defense _ 26//. Dancing and vaulting teacher _ 26//. One teacher of music “ and to play one the lute, the handora, and cittern ” 26//. W ith an usher _ 10//. Yearly allowed for a steward, cooks, butlers, and other necessary offi.cers-_ 100//. A minister and clerk _ _ _ 66//. 13s. 4r?. One herald of arms _ 26//. Keeper of library _ 26//. For the buying of hooks and instruments _ _ 40//. All printers in England shall be charged to deliver into the Library of the Academy at their own charges, one co'py, well hound, of every hook, ]proclaina- tion or panixhlet that they shall print. This anticipates the copyright act, whereby the British Museum claims a copy of every work x)ublished in Great Britain. Of the chief officers of the Academy — Per year. The treasurer is to he paid _ 100//. The rector, “who shall make trial of the nature and inclinations of the V7ards” _ 100//. The master of the court of wards, i. e., the chiefest governor _ _ 200//. For the first furnishing of hooks and instruments and for the buying of houses _ _ 2, 000//. The total yearly charge _ _ _ _ 2, 966//. 13s. 4d. 330 EDUCATION EEPOKT, 1903. The extra duties of the stajf. The public readers every six years shall* ’set forth some new books in print, according to their several professions, and every three years some translation. Twice a year sermons shall bo preached in the academy in honoiv of the founder.” G'ilbert points out that gentlemen's sons could only be educated at Cambridge or Oxford, But in those universities they regard learning only. 2'he comniodity of the academy. Whereas in the Universities men study onely school-learnings, in this Academj^ they shall study matters of action meet for present practice, both of peace and war.« And if they will not dispose themselves to letters, yet they may learn languages, or martial activities for the service of their country, if neither the one nor the other, then may they exercise themselves in qualities meet for a gentleman. And also, the other Universities shall then better suffice to relieve l^oor scholai*s, where now the youth of nobility and gentlemen, taking up their scholarships and fellowships, do disappoint the poor of their livings and advancements. 21ie outcome of such an academy. By erecting this Academy there shall be hereafter, in effect, no gentleman within this realm but good for somewhat, whereas now the most part of them are good for nothing. ^ And yet thereby the Court shall not only be greatly increased with gallant gentlemen, but also with men of virtue, whereby your Majesty's and Suc¬ cessors’ Courts shall be, for ever, instead of a Nursery of idleness, become a most noble Academy of chivalric policy and philosophy, to your great fame. And bet¬ ter it is to have renown among the good sort, then to lord over the whole world. For so shall your Majesty make yourself to live among men for ever (whereas all flesh hath but small continuance) , and therewithal bring yourself into God’s favour, so far as the benefits of good works may prevail. Mr. C. H. (^oote, the writer of the article on Sir Humphrey Gilbert in Diction¬ ary of National Biography, vol. 21, p. 327, says that the above was probably writ¬ ten after Gilbert's return from the Netherlands in 1572. Count B^uldassare Castiglione. 1478-1529. Italian and other foreign editions in British Museum of Castiglione's Courtier (translated by Sir Thomas Hoby) : 11 libro del Cortegiano del Conte Baldassare Castiglione. Nelle case d'Aldo Romano e dd Andrea d'Asola. Venetia, 1528, fob Also 1533, 8vo. Another edition was published at Florence, 1528, 8vo. Also 1531. Also 12mo, 1537, Also 1884, 12mo, and 1894, 8vo. Vinegia, 1538, 8vo, 1541, 8vo, 1547, 8vo, 1551, 12ino, 1552, 8vo. A'enetia, 1544, 8vo. 1545, fob Lyons, 1553, IGmo. 1562, loiiio. 1580, 8vo, 1538, 8vo (edited by Dolet) . Yinegia, 1556, 8vo. 1560, 8vo, 1574, 12mo, Yenetia, 1550, 8vo, 1565, 12mo. 1568, 8vo. Padova, 1766, 4to, Milan, 1804, 8vo. 1822, 8vo. Paris, 1585, 8vo. 1545, 12mo, Argentorati, 1619, 8vo. Salamanca, 1540, 4to. Medina del Campo, 1542, 4to. Yaladolid, 1569, 8vo. « Cf. Milton: “I call therefore a complete and generous education that which fits a man toper- form justly, skillfully, and magnanimously all the offices, both private and public, of peace and war.” Rather a hard judgment on the gentlemen of Queen Elizabeth's reign. EARLY ENGLISH WRITERS ON EDUCATION. 331 English editions of Castiglione’s Courtier: The Courtyer of Count Baldessar Castilio divided into four hoohes. Very neces¬ sary and profitable for yonge Gentilmen and Gentihvomen abiding in Court, Palaice or Place, d.one into Englyshe by Thomas Hoby. Imprinted at Lon¬ don by Vvyllyam Seres at the signe of the Hedghogge, 1561. 4to. (Pages unnumhered. ) Other editions: 1577, 4to. 1603, 4to. The Courtier * * done into English by Thomas Hobby . Ital. Fr. Eng. B. L. John Wolfe, London, 15S8. 8vo. B.Castilionis * * * de Curiali siveAulico,lil>ri quatuor,ex Italico sermone in Latinum conversi; B. Clerke * * * interprete. Non ante cediti. Lon¬ don, 1571. 8yo. Also 1585, 1593, and 1603. B. Castilionis Comitis de Curiali sive Aidico, libri quatuor * * * Qiiibus additus est in fine Aula, dialogus {G. Insulani Menapii) cum indice locuple- tissimo, etc. London, 1612. 8vo. Also 1619. Also, at Cambridge, 1713. 8vo. (Recensuit S. Drake.) The Courtier; or, the Complete Gentleman & Gentlewoman — Translated from the Italian original of Balthasar , Count Castiglione (by P. Samber) . In four books, London, 1729. 8vo. This edition describes itself as a Treatise of the politest Manner of Educating Persons of Distinction of both Sexes, and the Qualifications requisite in People of all Ranks from the Prince to the private Gentleman.” There is a sumi)tuous edition giving the Italian text and the English transla¬ tion by A. P. Castiglione, v/ho proudly adds, “of the same family,” London, printed by W. Bowyer, for the editor, 1727. It is beautifully printed. There is a life of the author prefixed, and an excellent engraving of the count from the picture by Raidiael. In the Tudor Translations' Series (London, David Nutt) appeared, in 1900, beau¬ tifully printed text, with a thorough _and most carefully written introduction by Prof. Walter Raleigh. A glance at the number of editions « of this book shows the vogue and influ¬ ence Vvdiich it had. Nor is the list of the British Museum Catalogue by any means complete. The, English 1729 edition supplies the following, which may be added (of the Latin translations): Frankfort, 1584, 1606; Strassburg, 1577, 1619, 1639, 1663. The first English edition contains a letter from Sir John Clieke to Mayster Thomas Hoby. It is worth quoting, for much as Sir John praised the use of English we look in vain to find any considerable utterances, of his own at any rate, on educa¬ tion in that language. He is reputed to have written a treatise De ludi magistro- rum officio, but this is not now forthcoming, and it clearly was in Latin. Here, however, is a piece of his English: Cheke's letter to Hoby. For your opinion of my good will unto you as you writ, you can not be deceived: for submitting your doings to my judgment, I thank you. For taking this pain of your translation, you worthily deserve great thanks of all sorts. I have taken some pain at your request chiefly in your preface, not in the reading of it, for that was pleasaunt unto me both for the roundness of your sayings and well-speakings of the same, but in changing certain words which might very well be let alone, but that I am very curious in my friends’ matters, not to determine but to debate what is best. Wherein I seek not the bestness haply by truth, but by my own fantasy, and show of goodness. I am of this 0]Dinion that our own tongue should be v/ritten clean and pure, unmixed and unmangled with borrowing of other tongues wherein if w^e take not « There are 25 Italian editions (besides editions and translations in other countries) from 1528 up to Signor V. Gian’s edition at Florence in 1894. 332 EDUCATION EEPORT, 1903. heed hetiines. ever borrowing and never paying, she shall be rain to keep her house as bankrupt. For then doth our tongue naturally and praisably utter her meaning, •when she borroweth no counterfeitness of other tongues to attire herself withal, but useth plainly her own with such shift as nature, craft, experience, and fol¬ lowing of other excellent doth lead her unto, and if she want at any time (as being un])erfect she must) yet let her borrow with such bashfulness, that it may appear, that if either the mould of our own tongue could serve us to fashion a word of (mr own, or if the old denisoned could content and ease this need we would not boldly venture of unknowen words. This I say not for reproof of you who ha,ve scarcely and necessarily used where occasion serveth a strange word, so as it seem- eth to grow out of the matter and not to be sought for: but for mine own defence, who might be counted over-straight a dreamer of things, if I gave not this accompt to you, my friend, and wise, of my marring this your handiwork. But I am called away, I pray you pardon my shortness, the rest of my sayings should be but praise and exhortation in this your doings, which at more leisure, I should do better. From my house in Wood Street the 16th July. 1557. Yours assured, Joan Cheek. The Translator, Sir Thomas Hoby (1530-1566), and ”The Courtier ” are also praised by Roger Aschain. See the Scholemaster, Mayor's edition, 1884, p. 119, where he says: To join learning with comely exercises, Conte Baldesar Castigl tone in his book, Cortegiaao doth trimly teach: which book advisedly read, and diligently followed, but one year at home in England, would do a young gentleman more good, I wisse, than three years travel abroad spent in Italy. And I marvel this book is no more read in the Court, than it is, seeing it is so well translated into English by a worthy gentleman Sir Th. Hobbie, who was many ways well furnished with learn¬ ing, and very expert in knowledge of divers tongues. The following is given as the Final end of a courtier. Is to become an instructor and teacher of his prince or Lord inclining him to virtuous practices: And to be frank and free with him, after he is once in favour in matters touching his honour and estimation, always putting him in mind to follow virtue and to flee vice, opening unto him the commodities of the one and the incon¬ veniences of the other: And 'to shut his ears against flatterers, vdiich are the first beginning of self-seeking a,nd all ignorance. His conversation with women is to be always gentle, sober, meek, lowly, modest, serviceable, comely, merry, not biting or slandering with jests, nips, frumps or railings, the honesty of any. His love towards women, is not to be sensual or fleshly, but honest and godly, and more ruled with reason than appetite: and to love better the beauty of the mind than of the body. Not to withdraw his mis¬ tress's goodwill from his fellow-lover with reviling or railing at him, but with virtuous deeds, and honest conditions, and with deserving more than he, at her hands, for honest affection’s sake. Final end for a gentlewoman. The final end whereto the Courtier applieth all his good conditions, properties, feats, and qualities, serveth also for a waiting Gentlewoman to grow in favour with her Lady, and by that means so to instruct her and train her to virtue, that she may both refrain from vice and from committing any dishonest matter, and also abhor flatterers, and give herself to understand the full truth in every thing without entering into self-seeking and ignorance, either of other outward things or yet of her own self. The education sketched out is rather festhetic than intellectual. In fact, all effort of education is to be obscured. The courtier is to do everything as if it were natural rather than learned with study. He is to be well spoken and fair languaged, to be wise and -^vell “ seen ” in discourses upon states, and to frame himself to the manners of the country where he stayeth. Upon every matter he is to L'e able to allege good and probable reasons. Of languages he must at least be provided with Italian, French and Spanish. He is to be good company, and not to play dice and cards merely to win money. He is to be “ more than indifferently Vv-ell seen in learning in the Latin and Greek tongues.” Castilio does not offer any views on methods. The courtier must dance, sing, and play on the li'te and EAELY ENGLISH WEITEES ON EDUCATION. 333 viol. He is not to become a jester or scoffer ‘ ‘ to put any man out of countenance. ’ ’ Above all, lie is to be skillful in all kinds of martial feats, both on horseback and on foot, and well practiced in them. In these he must bear himself nobly and magnanimously. The education of gentleivomen. The gentlewoman must be taught to do all with a good grace. She is to com¬ mit no vice, and not to be had in any suspicion of vice. To have the understand¬ ing, so that when married she can order her husband's substance, her house, and children, and play the good housewife. She is to be heedful in her talk, that she offend not when she meant it not. She is not, in her i)laying upon instruments or * in singing, to use “too much division and busy points, that declare more cunning than sweetness.” She is to “ set out her beauty and disposition of person with meet garments that shall best become her, but as seemingly as she can, making semblant to bestow no labor about it nor yet to mind it.” She is to “ have an understanding in all things belonging to the courtier, that she may give her judg¬ ment to commend and to make of gentlemen according to their worthiness and deserts.” She should be learned and “ seen in the most necessary languages.” She should draw and paint. She is to dance, and to be able to devise sports and pastimes. Above all, she is to make herself beloved for her deserts, amiableness, and good grace. (It is interesting to notice the importance of printing in these days. The printer offers a greeting to the reader; ‘ ‘ Now at the length, gentle reader, through the dili¬ gence of Mr. Hoby in penning, and mine in printing, thou hast here set forth unto thee the book of the Courtier. * * * Use it, therefore, and so peruse it, that for thy profit, first he, and then I, may think our travail herein v/ell employed. Farewell. ’ ’ ) As to Sir Thomas Hoby (knighted 1565), there is little to say. He died at 3G years of age, in 1586. He had been educated at Cambridge, and had traveled abroad in France, Italy, and other countries. (See Dictionary of National Biogra¬ phy, vol. xxvii, p. 55.) For Life of Castiglione, see edition of Courtier of 1727, by A. P. Castiglione. There is also a biography in Chalmers's Biographical Dictionary, vol. 8, pp, 406-410. He was born 1478, near Mantua; learned Latin and Greek. For the latter he had as master Demetrius Chalcondylas, and for the Latin George Merula. Raphael and Michael Angelo are said to have consulted Castiglione on matters of art, admiring his knowledge and judgment. Engaged in military service and embas¬ sies, once coming to England. Completed the Courtier in 1516. Castiglione fre¬ quently refers to classical writers, or, as Chalmers puts it, “ YVe may perceive how intimate Castiglione was with the Greek and Latin authors, having here gleaned together the first flowers of their wit, and treasured up as it were in a single cabi¬ net the richest jewels of antiquity.” In 1514 he married the daughter of Benti- voglio, who died in about four years after her marriage. Castiglione v/as sent as a legate of the Pope to Charles Y. Fie accordingly went to Spain, in 1524, and was very successful. He stayed there and became bishox) of Avila. It is said that the Poi^e intended to make Castiglione a cardinal. However, he fell sick at Toledo and died in 1529. Though written in 1516, the first edition of the Courtier was published in 1528 at Venice. The Italians, says Chalmers, call the Courtier “ il libro d’oro ” (the golden book). Professor Raleigh has given a full account of Castiglione and a particularly valuable life of Sir Thomas Hoby« in his introduction. He shows the relation of Castiglione ’s views to the spirit of the age of Elizabeth and traces of its influence in later literature. n Professor Raleigh’s account of Hohy is founded on tho manuscript autograph diary in the British Museum, entitled Booke of the Travaile and Lief of Mr. Thomas Hobij, with diverse things looorth the notinge.'’' 334 EDUCATIO^r EEPORT, 1903. Gulielmus Gratarolus. 1516-1562. TJie Castel of Memorie: icherein is conteyned the restoryng, augmeiityng and consevvyng of the Jtlemorye and Remeinbraunce . wyth the safest remedyes, and best precept es thereunto in any wise apperteyning: Made by Gulielmus Grata- -rolus Bergomatis Doctor of Art es and Phisike. Englished by TVillyam Fulwod. The Contentes whereof appeare in the Page next the following. Printed at London by Rouland IRdl, dwelling in Gutter Lane at the signe of the halfe Egle and the Keye 15G3. Svo. B. L. Also 1573. Gratarolus ’sras born at Bergamo in Italy. 1516, educated at Padua, and became a learned physician. He became a Protestant and had to leave Italy, first to Basle and then to Marburg, where he became professor of physic. He died at Basle about 1562. He wrote many books. Among them was the De Meinoria repa- randa. augenda, conservanda et Reminiscent ia . translated as above. William Fulwood, the translator, lived in reign of Elizabeth. The exact years of his birth and death do not seem to be certain. He was a member of the INIerchant Taylors’ Company, Besides his translation of the Castel of Memorie, he wrote the Enimie of Idleness. The following are the contents of The Castel of Memorie, referred to on the title page; Tlie i Chapter declareth what Memorye is, where it flourisheth, how profitable and necessary it is, etc. The ii containeth the chief causes, whereby the Memorie is hurt, with their signs and cures. The iii showeth the principal endomages of the Memory in what sort soever they be. The iiii telleth likewise the particular helps of the Memory. The V comprehendeth certain best approved and chosen medicinable compound remedies, and preservatives greatly increa-sing the Memory. The vi expresseth Philosophical .Judgments, Rules and Precepts of Remembrance. The vii chap, entreateth in few words of local or artificial Memory. Last of all is put a brief Epilogue of the aforesaid things. Then follows a dedication, in verse, to Lord Robert Dudley, in which Fulwood speaks of Maximilian, King of Bohemia, as having praised the original work, and of Edward YI, King of England, as having accepted a French translation as a right needful thing,” The translator then addresses a preface to the reader of the book, and breaks forth afterwards into the following verses: THE book’s verdict. A Castell strong I doe present Well furnished and sure: Munited eke with armoure bent For ever to endure. Whiche hitherto long tyme hath bene In (limbo patrum) hidde, But now at last may here be sene. From daungers men to rydde; Procurying them a perfecte state. And safe securitye. Whereby they may fynde out the gate Of Wysedomes lore. For why? fie that hath lost his Memorye, By me may it rone we: And he that will it amplifye. Shall fvnde instructions true. V And he that will still kepe the same, That it shall not decay: By me must learne the way to frame And my preceptes obeye. Lo here ye see my full eflecte: Aiid that I doe entende The secretes thereof to detecte. That thereby wittes may mende. Then Judge me, As I am werthie. EARLY ENGLISH WRITERS ON EDUCATION. 835 After discoursing on the nature of memory, in which, of course, Plato, Aristotle, and Cicero are called m for testimony, the author gets to his point that memory may be helped by i^hysic. The student is treated as a patient and is put through an appointed regimen, which may become very severe if milder measures are not effective, tie then insists on the exercise of memory, for it is soon “corrupted by sluggishness.” I give the epilogue, which summarizes this curious early treatise on the memory: Last of all, instead of an epilogue and as it were a conclusion I will add that w^hich Erasmus Roterodamus writeth in his 3 book of Eccles. ^Erasmus Roterodamus: To the power (saith he) of native Memory being good of third book of Xiccles. nature, must be joined intelligence, care, exercise, and order. Physicians also do promise some aid to the con- Marcillius Ficinus. firming of the Memory, and to this agreeth Marciiius Ficinus. But besides those things that we have said, a per¬ petual sobriety of life doth most of all help. For gluttony and drunkenness, like as they do dull the wit, so do they also utterly overthrow and destroy the Memory. Also the variety of cares, and the heap of businesses is hurtful, the tumultuous reading of divers volumes of books is also noy- ous. I suppose this to be the chief cause why age should be forgetful: because the poAver of strength of the mind is overthrown v/ith the multitude of things. Also an immod¬ erate bashfulness, the newness or strangeness of Auditors, care and trouble of mind do annoy the Memory; but bash¬ fulness and novitie are overcome or remedied by use and custom. Also great or careful study is likewise hurtful, in as much as it is not without an earnest and greedy desire. In another place he sayeth thus: The best art of the Memory is to understand things throughly, and being understanded to reduce them into order and best of all to repeat often Erasmus. that which you would remember. Hitherto Erasmus. If therefore you will have an excellent Memory of good things, you must take diligent heed, That you understand the perfect reason of that you go about to learn by heart. For reason is an undissolvable bond of the verity and of the memory. For this cause possibly Plato said, that thing which is once well understanded, can never be altogether forgotten. Also those things are to be committed to the mem.ory which are not only profitable but also pleasant. For such nourishments as being that sweetest taste, do the easlier j)ass and are converted into our nature: and with how much the better appetite that any thing is taken, it Aristotle. remaineth so much the longer. Add hereunto that vHiich Simonides. Aristotle and Simonides thought good to be throughly observed (to wit) that there should either be indeed a cer¬ tain and sure order in teaching or else at the least excogi¬ tated and sux)posed. Order consisteth in a certain propor¬ tion and connexion. A.nd if you take any one thing of those that are set in an exquisite and perfect order, the rest will follow forthwith by a certain necessary continua¬ tion either of Nature or of Art. It is moreover to be observed, that we do meditate many times those things that v/e have learned: for so be the nourishments of the mind digested, and as it were, turned into the mind. It is very good also to renew and rehearse very often such things as are committed to the Memory, with an elegant oration or a sweet song, as it is heretofore declared. For pleasure is the sauce of things, the food of love, the quickening of the wit, the nourisher of the affection, and the strength of the Memory. The soul also must be purged from evil things, that it may be filled with good things. 33 G education EEPORT, 1903. Another book on the same subject, but less curious, is: LibcUus dc ^femoria, vcrisshnaque bene rccordandi scientia. Authore G. P.n Cantabrigiense. Hue accesait einsdem Admonitiuncula ad A. Disconum, de Artificiosce Memoriae, quam publice profitetur, vanitate. Londini excxidebat Robertas WaUlegrave, A.nno 158h. 8yo. Both parts are in Latin. The former is divided into chapters, and treats of: 1. De IMemorife facilitate. 2. De Memorise Arte et de Propositione. 3. De Syllo- gismo. 4. De Methodo. 5. De exercitatione. The Admonitiuncula contains a list of herbs or drugs supposed to preserve the brain if it be (a) moist and cold, (b) dry and cold. A third book is: Mnernonica, Sire Eeminiscendi Ars: c artis natnreeque fontibus liansta, et in tres libros digesta. Necnon De Memoria naturali fovenda libellus: e variis doct issirnorum operibus sedido coUectus. Jam primum in lucem edita, authore Joanne Willisso, sacrae Tlieologice bac- chalaureo. Ornne bonum, Dei Donum. Londini Per Hiimfredum Loicnes, sumptibus XathanaeJis Browne. 1618. 8yo. Mnernonica; or, The Art of Memory, Drained out of the Pure Fountains of Art and Nature * * * London, Printed and are to be sold by Leonard Sowersby, at the Turnstile, near New-Marlcet, in Lincolns-Inn-Fields, 1661. { Translation into English of the above.) Maister Willis his book of Memory, called Mnernonica sive Reminiscendi, are gathered out of the best who have written thereof: out of v/hich the most profit¬ able things may be selected and used by them who are judicious. (John Brinsley in ‘‘A Consolation for our Grammar Schools, pp. 79, 80.) Willis states that the authors vrlio have been most useful in furnishing him with ‘ ‘ precepts ’ ’ for his work are : Theologi: St. Tzegedinus, Guil Perkinsus. Medici et Philosophi: H. Gualt. Rytf, Guil. Gratarolus, Fernelius, Leon. Fuch- sius, H. Ranzovius, D. Brightus. The following are the subjects of the chapters, as given in the English transla¬ tion: Book i: Of remembering common affairs— Of remembering words— Of remembering Phrases— Of remembering Sentences — Of remembering long Speeches. Book ii: Of remembering without writing — Of remembering by certain Verses purposely borne in mind— Of remembering by e.v tempore Verses— Of exonerating things charged on Memory e.c tempore. Book hi: Of Bepositories— Of Places— Of Ideas in G-eneral— Of the Quantity of Ideas— Of the Position of Ideas— Of the Colours of Repositories and Ideas— Of direct Ideas— Of RelatiYe Ideas— Of Fictitious Ideas— Of written Ideas— Of Compound Ideas— Of choosing ideas— The manner of reposing Idea.s— Of the practice of the Art of Memory — Of Dictation and Reposition— Of irregular Reposition— Of Depositing Ideas. A Treatise of Cherishing Natural Memory: Chap, i: Of such as debilitate Memory— Chap, ii: Of things coivoborating Memory— Chap, iii: Of a prescript order of life— Chap, iv: Of restoring a debilitated Memory — Chap, y: Howto discern the temperament of the Brain— Chap, vi: Of diet properly coiiYenient to every temperament— Chap, vii: Of diseases of the Brain. Grata.rolus (Gulielinus) . {A direction for the health of Magistrates and Student es * * * Englished from the Latin “ * * hij T. Newton. B. L. (London, 1574.) 8vo. The only reason for including this book in a bibliography of education is the special reference kept throughout to the case of students, their probable ailments. Probably Guil. Perkinsus. EAKLY ENGLISH WRITEES ON EDUCATION. 83T and the preventatives against illnesses to which they are prone. The anthoiv interestingly, avows: That which here we write shall he good and available in manner to all ages (childhood and extreme old age excepted) wherein my counsel is to all men, that what every man shall find, and by experience prove best to agree with his nature^ the same to use as nearly as he may. Thomas Ingelend. A j)retie and Mery new Enterlude: called, the Disobedient Child, Compiled by Thomas Ingelend late Student in Cambridge. Imprinted at London in Flete- strete beneath the Conduit by Thomas Colwell. 4to. (n. d., but probably about 1570.) See F. J. Fnrnivall, Early Education in England, in the Babees Book. (Early English Text Society.) In this interlude is a -son very anxious not to go to school. He states his objec¬ tions, we may safely say, in a very exaggerated form. He has had so pleasant a childhood that if he went to school he would seem “ driven out of paradise.” Like to the school none under the sun Bringeth to children so much heaviness. Pressed on the point as to how he has learned this, he has to confess from boys who have been to school. Boys' tcdes of school life. For as the Brute [i. e.. the schoolmaster] goeth by many a one Their tender bodies both night and day Are whipped ?md scourged, and beat like a stone That from top to toe, the skin is away. The father asks, Is there not pardon? ” The answer is: None truly none, but that alas, alas Diseases among them do grow apace. For out of their back and side doth flow, Of very good blood marvellous abundance, And yet for all that is not suffered to go, Till death be almost seen in their countenance. The father suggests the son is mistaken; but he replies: Father, this thing I could not have believed But of late days I did behold An honest man’s son hereby buried Which through many stripes was dead and cold. Finally, the son says (as to going to school): I will not obey ye therein to be plain. Though with a thousand strokes I be slain. That the son’s testimony is exaggerated Avildly may be gathered from the fact that the youth instead of going to school desires to marry a wife. The father, unfortunately, allovv^s the youth his way and this naturally leads into great trouble, and the moral of the wdiole piece comes out, as — Instruct your children and make them students That unto all goodness they do not rebel Remember what writeth Solomon the wise Qui parcit virgse, odit filium. ED 1903- -22 838 EDUCATTOX EEPOET, 1903. In this sanio interlude there is, I think, a reference of more interest than the ahove. There is a scene between a man cook and a maid cook. There seems to Ik‘ mnch difficulty in finding references to girls' schools in the early history of education, yet in this interlude is the follovring passage: Tliv )ji(i id-cooJ: had been to school. Why callest thou me fool? Though now in the kitchen I waste the day, Yet in times past I went to School. And of my Latin primer I took assay. d/a a -cook. Masters, this woman did take such assay, And then in tliose days so applied her hook. That one word thereof, she carried not away. But then of a scholar was made a cook. I daresay she knoweth not, how her Primer began Which of her master she learned then. 2Taid-cooli. I trow it began Yvuth, Doinine. labia aperies. Prof. C. H, Kerford relates the Disobedient Child, with other versions of the Prodigal Son stoiy. in his Studies in the Literary Relations of England and Ger¬ many in the Sioeteenth Century, p. 1(51. ' John Stukm.^' 1.107-1589. Translator, T. B. (given as Browne in British Museum Catalogue); but the writer of article in Dictionary of National Biography on Thomas Blundeville identifies this translation as Blundeville 's. If T. B. Gent is to be identified with Thomas Blundeville, he vcas the writer of exercises containing treatises in aritlimetic, cosmography, astronomy and geog- raiJiy, and the art of navigation. Published in 1194, it reached the seventh edi¬ tion in 16.36, when it was reedited by Eo. Hartwell: it was still in use in 1618, Vvdien it is found in William London's Catalogue. Blundeville says that he wrote the arithmetic for and at the request of Elizabeth Bacon, the daughter of Sir Nicholas Bacon, for whom he made it “ so plain and easy as was possible (to my seeming)." Blundeville also wrote books on riding (1165) and the art of logic (1199). See also p. 342. .1 ritcli Storehouse or Treasurie for Nobilitye and Gentlemen, irhich in Lcdine is called Nobilitas literata, irritten by a famous and excellent man, lohn Sturniius, and. translated i)ito English by T. P[ro?rne], Gent. * * * Iniprinled at London by Henrie Denham dwelling in pater iwster row at the signe of the Star re. 1370. 8vo. Sturniius Johannes was born at Sclileiden in the Eifel. near Cologne, 1107. Edu¬ cated v.dth the sons of Count de Manderscheid, and afterwards at Liege. In 1524 went to Louvain and spent three years in study and two in teaching. Set uxi a printing press and iirinted some Greek authors. In 1129 went to Paris and lectured in Greek and Latin. Married at Paris and kej)t boarders, who came from England, Germany, and Italy. Became a Protestant. In 1137 went to Strasburg. In 1538 opened a school there. This made into a university by Maximilian in 1566. Died 1189, age above 80. At Paris lie had studied medicine and iiublished an edition of Galen's works. He edited all Cicero's Vv^orks, in 9 volumes, in 1557. « .Joannes Stnrmius ad Wortero,s fratres NoLilitas Literata. Argentati, 15i9. 8vo. EAELY ENGLISH WRITEES ON EDUCATION. 339 A Ritch Storehouse gives the — Division of iv or k in morning and afternoon: Morning: Tnlly and writing. Aft: Other authors, such as may teach us other good arts and knowledge. Kinds of authors: 1. As a holy man ought to spend his life in holy writers so an eloquent man »ught to be daily conversant in Tullie's works. Religion and eloquence joined together make life healthful. They ought therefore to be read and studied for ever. 2. Those we read for recreation. For these it is well to have a “ Repeater’’ or Reader aloud. 3. Those we read in parts and for particular i^urposes. In the Latin tongue, should be known: Tullie throughout, Caesar’s Commentaries, Sallust and Virgil, and x)arts of Plautus, Terence, Varro, Lucretius. In Greek: Xenophon’s Cyrus, Socratic Commentaries, Herodotus, Thucydides, Demosthenes, Aristotle's Ethics and Politics, Homer and Hesiod, parts of Theocritus, Pindar, Eurix)ides and Sophocles. Geometry, Cosmography and Astronomy as far as they bear on these must be studied, and daily, style in composition be cultivated. In three years, with this programme, we shall achieve the thing we would;” that is, that the “tongue and the mind may sound alike, which I think to be sweeter than any music.” The following passage occurs in Roger Ascham’s Scholemaster (Mayor’s edition, pp. 160, 161): If a Master would have a perfect example to follow, how in Genere suhlinii to aA'oid Niminm, or in Mediocri, to attain Satis, or in HuniiJi, to eschew Pariinilet him read diligently for the first, Secundam PhiUijpicam, for the iwenii, De Natura Deorum, and for the lowest, Partitiones * * For our time the odd man to X)erform all three perfectly, whatsoever he doth, and to know the way to do them skilfully, whensoever he list, is, in my x^oor opinion, Joannes Sturmius. And again (Scholemaster, Mayor’s edition, x^. 98): I could be over long, both in showing just causes, and in reciting true examxfies, why learning should be taught, rather by love than fear. He that would see a perfect discourse of it, let him read that learned treatise which my friend Joan. Sturmius wrote de institutione Principis, to the Duke of Cleves. There is a third passage (idem, p. 189): Ascham is speaking of imitation of classical models. He has mentioned Eras¬ mus, Budaeus, Philip Melancthon, Camerarius, Sambucus, Cortesius, and P. Bembus. He goes on: But Joan. Sturmius de Nohilitate titerata,et de Amissa dicendi rat tone , far best of all, in mine opinion, that ever took this matter in hand. For all the rest, declare chiefly this x^oint, whether one, or many, or all, are to be followed: but Sturmius only hath most learnedly declared, who is to be followed, what is to be followed, and the best point of all, by what way and order, true Imitation is rightly to be exercised. For modern accounts and judgments of Sturm, see Quick: Educational Reform¬ ers, 1890 edition, pp. 27-32 (founded on Henry Barnard’s account in “German Teachers and Educators,” and on Raumer). Also, Dr. Bossier’s article on Sturm in K. A. Schmid's Encykloxoadie. Mr. C. S. Parker gave an account of Sturm in Essays on a Liberal EducoJion, edited by F. W. Farrar (Essay i, xd. 39). A comxfiete survey of Sturm is given in the Die Pddagogik J. Sturms, historisch u. kritisch l>eleuchtet: by Ernst Laas. These references are given by Mr. R. H. Quick, in Educational Reformers. The following list of Sturm’s edcational works I have collected from the Brit¬ ish Museum Catalogue: 1. J. Sturrnii EpistoJoe ad R. Aschamum. etc. 1589, 1602, 1610, 1611. For English collection of Sturm’s letters to Ascham, see Library of Old English Writers, edited by Dr. Giles. 340 EDUCATION KEPOET, 1903. 2. ^^^scliinis et Demosthenis orationes duae contrarise. Commentarioliim J. Sturmii ill easdeiii Hecatommeres, 1550. 8vo. Also 1581. 3. ’ AfjidrorsXovs AUjikgdv. — De moribiis * * * libri decern (edited by J. 8.). 1540. 8vo. 4. Aristotelis Rlietoricoriim , libri iii; in Latinum serinonem conversi et expli- cati a J. Stnrmio. 1570. 8vo. • 5. Beati Rlienani vita. 1551, IGIO, 1886. C. D. Catonis disticlia * * * additis insnper J. 8. lemmatibiis. Lat.,Gr., and Germ. 1672. 8vo. 7. M. T. Ciceronis librornin pliiloso'phicornni voluinen primnin einendatuin a J. 8. . etc. 1541 . 8vo. In addition, Sturm edited some of Cicero’s books separately. 8. M. T. Ciceronis Epistolarnm libri a J. 8. * * * confecti. 1554. 9. Phrases * •• lingme Latinae elegantiores * * * cum praefatione J. 8. 1610. 8vo. 10. De edncatione Principmn. 1551. 8vo. 11. De edncatione principis, Pt. ii. 1570. 4to. 12. Hermogenis * * * de dicendi generibns sive formis orationnm libri ii. Latinitate donati et scliolis explicati atqne illnstrati a J. 8. 1571. 8vo. 13. Hermogenis * * * de ratione inveniendi oratoria libri iiii. Latinitate donati, et scliolis explicati atqne illnstrati a J. 8. 1570. 8yo. 14. Hermogenis * * * de ratione tractandae gravitatis occnltae liber, Latini¬ tate donatns, et scliolis explicatns atqne illnstratns a J. 8. 1571. 8vo. 15. Hermogenis * * * Partitionnm rhetoricarnm liber nuns * * * Lati¬ nitate donatns, et scliolis * illnstratns a J. 8. 1570. 8vo. 16. Commentarii in Artem Poeticam Horatii, confecti ex scholiis J. Stnrmii. 1576. 8vo. 17. Pindari oda prima [secnnda] cnni praefatione J. 8. 1564. 8vo. 18. Avo UXarcDvof; SiaXoyoi * * * Dno Platonis dialog!, Alcibiades * * * et Menexeims. (With a prefatory epistle by J. 8.) 1538. 4to. 19. Thesanrns verbornmlingnEe LatinaeCiceronianns, * * * cnmpraeratione J. 8. 1570. 4to. (SchornsA.) 20. Specimen et forma legitime * * tradendi sermonis et rationis dis- cixilinas ex P. Rami scriptis collecta. Cniii praefatione J. 8. 1572. 8vo. 21. Scholia M. Toxitae in Theocriti Idyllion primnm. Ex scliolis J. 8. (1562.) 8yo. 22. Academicae Ejiistolae Urbanae Lib I. (1570?) 8vo. 23. Anrens libellns de edncatione principnm. Darmstati. 1612. 8vo. 24. De literarnm Indis recte aperiendis liber. 1538. 4to. Also 1539, 1557. 25. J. 8. ad Werteros fratres Nobilitas Literata. 1549. 8vo. 26. J. 8. Classice epistolae. 1505. 8vo.* Also 1573. 27. J. 8. de irnitatione oratoria lib. iii cnni scliolis ejnsdem anthoris. 1574. 8yo. Also 1576. 28. J. 8. de nniversa ratione elocntionis rhetoricae lib. iiii. 1576. 8yo. 29. J. 8. in Partitiones Oratorias Ciceronis dialog! dno. 1539. 8vo. 30. Linguae Latinae resolvendae ratio iternmedita accnrante J. G. Joch. 1704. 8yo. 31. Prolegomena. Hoc est xiraefationes in optimos qnoqne ntrinsqne linguae * * scriptores. 1541. 16nio. 32. Libri dno. J. 8. de Periodis nuns. Dionysii Halicarnassaei de Collocatione Verbornm alter. 2 parts. 1550. 8yo. Also 1727. 8yo. 33. Poeticnni (primnm-sextnm) volnmen, cnni lemmatibns J. 8. 1565. 8vo. Also 1572-75. 8vo. 34. Scliolae Lavinganae. 1565. 8vo. EAELY ENGLISH WEITEES ON EDUCATION. 341 The following accounts of J. Sturm maybe added to those named in Mr. Quick’s Educational Reformers: Schmidt, C. La vie et les travaux de J. S. 1855. 8vo. Veil, Dr. H. Zum Gedachtnis J. Sturm. Eine Studie. Strassbiirg. (Protestantisclies Gym- nasuim.) 1888. 8vo. Zoepffel, R. J. Stnrm, der erste Rector der Strassburgor Akademie, Rede, etc. pp. 15. Strass- burg, 1887. 8vo. Sturm's Nobilitas Literata, Englished by ‘'T. B.'’as A Ritch Storehouse for Nobilitye and Gentlemen, bears in the translation the date 1570. The Latin edi¬ tion is dated 1549. It is a response to a desire expressed by the two youths, Wer- ter, for some '‘way, order, and trade of study.” They have been for two years under George Fabricius, and Sturm undertakes to advise them for the next three years as to when to study, what their study and exercise shall be, and the order of studies. Without treating of virtue as a direct end, for it should always be joined to learning, it is necessary to say, that the virtue of diligence is requi¬ site, also of temperance and an honest measure in delights, and of constancy in them both. The position of knowledge of the brothers may be taken to be that they have studied the precepts and rules of Latin necessary for the understanding of writers. They have got a store and choice of words and phrases for writing, and some knowledge of logic and rhetoric. For the future, then, are chiefly required annotations in reading and in writing, painfulness. In Greek the “ pre¬ cepts ” of the language are known, so far as words and phrases are concerned. A treatise of this kind maybe divided into two parts: (1) The knowledge of things, and (2) exercise and practice of the language. As to knowledge of things, civil policy should be studied. Read on this subject Aristotle's Politics; but moral science must be studied at the same time. For this aspect of civil policy history must be read, e. g., Herodotus, Thucydides, Xenoiflion, Polybius, and Herodianus; Caesar, Livy, and Tacitus. In all these, however, the greatest varieties of style will be found and some of them must not be imitated; but 8.1 ways it must be remembered that Christ’s religion must be learned, not indeed so that our tongue should be hindered, but amended thereby. “ Our tongue and heart should be pure, clean, and neat alike.” Therefore civil irolicy should be pursued in the authors, doctors, and historiographers of our reb'gion. Plato’s Laws and Cicero on the same subject are to be read. There are three kinds of study: Hearing, reading, and considering. For the time of hearing two helps are necessary: (1) The reader, professor, or school¬ master to expound hard authors, viz, Plato, Gorgias, and Protagoras; Aristotle's Politics, Book 1; Thucydides, Lucian, Demosthenes, Cicero. By yourselves you can read Csesar, Xenophon, Herodian, Polybius. (2) The repeater rehearses those things which we have learned of others. This is done at home. As to a teacher, choose the one “who XDrofesseth the art he teacheth and hath long exercised the same,” not one who is both student and teacher. First and last hour of the day to be given to religion. Religious study will supply material for exercise in style. Best of morning to Cicero and composition. All Cicero will be compassed in three years, reference to works referred to in his books looked ux), and ail kinds of sentences, counsels, deeds gathered from him. In the afternoons all SLuthors, Greek and Latin, are, in some part or other, to be read. How authors ought to be read: Sturm’s advice is, read straight through, and afterwards try to understand the chax^ters, paragraphs, and sentences x^iesemeal. Three exercise books are to be x^rovided, one for things and matter (commonplace books), one for vrords, and one for precepts of art.''« Every man should have Iris own commonplace book. The xR'actice of this begins with marking and ends E. g., parts of an oration, kinds and causes of rhetorical figures and periods. 842 EDUCATIOT^ KEPORT, 1903. with comparison. Whole passages may he noted down, abridgments, and the mahing of drafts, particularly expressing literary form by geometrical figures where possible. “ To observe these things and to set them in their i^roper places doth greatly help us to practice and imitate and of itself is veiy pleasant to understand.'' For composition it must be remembered the first precept is: Let the whole nature of the thing about which you write be known. Then choose from the matter before you. In the beginning choose to write about plain things. Then practice (piickness of writing. , according to Sturm, consists in an evident desire and love to attain to that in the oration and speech of another which seemeth worthy of praise and admiration. Cicero is the model, par cxceUence. Cicero must be followed first of all: and besides him the best of everyone in his kind,'' e. g., in x'oetry, history, etc. Only those should ‘'imitate” who know the precepts of rhetoric: therefore it is quite unsuited for “ children and 1)oys.” There are three stages in this art: Fir.st. when we are learning it: second, Avhen we have learned it; third, when we X^erfectly know and understand it. As for the third stage, Sturm says: In so great variety and excellency of philosojjhers, orators, historians and poets, there will always l)e somewhat, which either we have not read or not marked before: so that still we have something to increase our knowledge. For it is a hard matter to read and understand all things: and to remember all things, I think it can never hapj)en to a mortal man. With this matter and mode of study, Sturm .sugge,sts, ‘‘ These three years’ space ?nay both make our speech beautiful and furnish us with wisdom and knowledge of divers things.” T. Blundeville (Translator). T. Blundeville translated from the Italian of Alfonso d'Ulloa the following work, written originally in Spanish by Federigo Furio: A verij hriefe and profitable Treatise declaring Itowe many Counsells and what maner of Coiniselers a Prince that trill governe well ought to have [Trans¬ lated by T. B. from the Italian version of A. d'Ulloa]. Bond. 1570. 8°, The qualities of the minde requisite in anye counseler in generall, are in number as mine Author sayth XV. that is — I 1. To be wise. 2. To be eloquent, 3. To si)eake dyvers languages. 4. To be a good Hystoriographer. 5. To be a good Morall Philosopher. 6. To be politique. 7. To be a traveler. 8. To knowe the force as well of hys Prince, as of his enymies and neyghbours. 9. To love hys common wealth, and to x^referre the x^rofite, and honor thereof before his ov/ne gain & estimation, 10. To have a right judgement in all things without partialitie, esteeming lion- | estie and truthe more tlian friende or kinsman, and to be no maintainer of any " sect or faction, which lie perillous members in anye common wealth, ? 11. To be just in correcting the evill without rygour, and in rewarding the good ; according to their due desertes. ' 12. To be liberall. 13. To be beneficiall towards his common wealth. 14. To be affable, that is to saye, courteous and gentle, in hys speech and behaviour towards all sortes of men both poore & ryche. 15. And finally, to have a noble, stowte, couragious, and constant minde, not fearing to lose both lyfe and goodes for the truth sake. i EARLY ENGLISH WRITERS ON EDUCATION. 343 Sir Geoffrey Fenton. 1539-1608. A forme of Christian pollicie gathered out of French hy Geff ray Fenton. Loud. 1574. 4to. I have not been able to gather the French source of the booh, lint it is no doubt due to John Calvin's influence, direct or indirect. Book V treats of Education: Chapter i. Of the institution of youth, which is a thing lu-oiitahle and necessarie in a conamon- weale: the prayse of free scholes: what provision ought to he made to huilde and endue them. Chapter ii. What Principall and Regents ought to he called to institute a Colledge: it is requi¬ site they be learned and of good life: instructions who they ought to he hy many comparisons. Chapter iii. A continuance of the discoimse of Colledges hy other comparisons. Chapter iiii. Wisdome, science, vertue, diligence, and fervent zeale with love to their Disciples, are very necessarie for Schoolemaisters. Chapter v. Instructions to know by the way of contrary oppositions, by the comparisons of the other Chapters, the miseries which happen to the world hy reason of leude schole Masters. Chapter vi. Amplifications of the sayd comparisons touching wicked Masters: with aunswere to the objections made to reject Doctrine: prayse of Science: evils of ignorance, and lewde education. Chapter vii. Continuance of the said Comparisons. Chapter viii. Masters ought to instruct their disciples whome they receive into commons touch. ing the body with the same labour wherewith they institute their mindes; prayses of Science. Chapter ix. A continuance of the praise of science: exhortation too huilde Colledges in Townes. Chapter x. Examples of commodities which Science hringeth to the learned: with a hriefe enumeration of the profites which happen to the world hy men of knowledge. Chapter xi. It is necessary for many reasons that all schollers remaine in one colleadge. Chapter xii. In a Colledge or Schoole, there ought to bee statutes authorised hy the Univer.si- ties: the dutie of Governours and townesmen to the Principalles and Begentes: the office of maistersto their Disciples, and — of the schollers to their maisters. Chapter xiii. Refutation of the false judgements of some proude worldlings touching the pro¬ fession of schoolemasters: with a praise of that profession. Chapter xiiii. An exhortation to young Children to studie. Ill one of the chapters of Book VI Fenton discusses the office of fathers and mothers toward their children and the duty of children to their parents, and in a further chapter he treats directly on the education of young children. They must be “first entered in the knowledge of God and elementary grounds of faith and the commandments, sacraments, and principal points of salvation,” and for this wise masters must be chosen; but for the rest it is folly to attempt to change “ their vocation, natural or rather divine,” and some “peculiar trade’’ may be more to their “ proper profit ’’ than study. Amongst the philosophers “it was an opinion to do nothing against nature;” but in no case ought a parent to discourage or despair the lively v/ill and spirit of a young child “ taking jileasure to study.” As for maids, they should be kept under close supervision and stern subjection. Due occupation should be provided for poor men's maid children, to draw their minds from foolish and vain thoughts; for the rich “ science and labor ” are nec¬ essary. “ There are six things to keep maids from corruiition: Doctrine, shame, fear, subjection, sobriety, and iierpetual travell” (i. e,, work). Sir Geolirey Fenton was the translator of certain epistles, as follows: Golden Epistles, gathered as ivell out of the Remaynder of Guevarae's ivorkes as ' other authours, Latine, Frenche, and Italian, 1575. Edward Hellowes had translated Familiar Epistles of Sir Anthonie of Guenara, 1574, 1577, 1584. Fenton’s best-known translation is the Certaine Tragieall Discourses vsritten out of French and Latin (i. e., the tales of Bandetto), which have recently aiipeared in the series of Tudor Translations of Mr. David Nutt. They illustrate the reading of a Tudor gentleman. 344 EDUCATIOT^ EEPOET, 1903. Edward Hake. A Touchstone for this time present, exprestbj declaring such mines, enormities, and (dfuses as trouble the Churehe of God and our Christian eommonivealth at this daiye. Whereunto is annexed a perfect rule to be observed of all Par¬ ents and Scholemaisters, in the trayning of their Schollers and Children in learning. Newly set forth by E. 11. Imprinted at London by Thomas Racket, and. are to be solde at his Shop at the greene Dragon in the Royall Exchange. (1574.) 12mo. From the epistle dedicatory to Master Edward Godfrey, merchant, E. H. is seen to be Edward Hake. Very little is known of Hake. He appears to have been a lawyer. In 1576 he was recorder of Windsor, 1578 a bailiff, and 1588-9 was mem¬ ber of Parliament for Windsor. (Mr. A. H. Bnllen, in Dictionary of National Biography. ) He wrote the following works; 1. News out of Paules Cliurchyard, 1579. Reprinted in 1873 by Mr. Charles Edmonds in the “Isham Reprints.” 1 2. A Translation of Thomas a Kempis’ Imitation of Christ, “amended and polished by Sebas- tianus Castil.” And other small works. Hake's view of the condition of the clergy. Would God (I say) that the holy house were not pestered at this day with such hypocrites and damnable sort of lurkish, loitering lubbers, who (notwithstanding their great blockishness their palpable ignorance and extreme want of learning) do keep within their claims (?) the livelihood of true pastors and painful labourers. ■ Hake is an emphatic i)essimist, as the following passage will serve to show: Religious pjathology. All have heard, all have seen, yea and all have felt as well salvation prof erred, ■ as plague for sin threatened. Ignorance may not be pleaded, neither is there at t all any excuse to be received. But alas, of so much seed, what is the fruit? Of so much travail, what is the gain? Even this forthwith to be reaped: Stubble for | the fire, and horrible sins for the scorching flames of hell: And for this cause, i came light into the world, that man seeing should not believe: and not believing I should be damned. f The natural history of the age. 5 From our very cradles we are nourished in sin, we are practised in our infancy | and made perfect in our childhood. In man's age we are very sin itself, in middle \ age monsters, and in old age, devils. O terror, O horror, O rusty beaten Age! Oh age wherein iniquity is so much and so mightily prevaileth, and wherein Bel- zebub so greatly beareth rule. Wb^it should I say of us but even this? Sin, receive thy guerdon. Man, receive thy doom. Thy doom (I say) to be burned in the glowing gulf of perpetual damnation. i The full force of Hake's morbidity is only realized when it is remembered that | his age was the age of the defeat of the Spanish Armada. It seemed necessary to f give the above passages that the reader may the better judge of his estimate of I current education, and also judge of the difficulties of educators to undo so much & of the tendency to the thought of hopelessness of progress induced by such writers 'i as Hake. /' The education of girls. ; This passage « receives extrinsic importance through the rarity of references to the education of girls in early times. «Part of which is quoted hy Warton, History of English Poetry, ed. Hazlitt, vol. iv, p. 305, and by Vicesimus Knox in Liberal Education, jd. 297. EARLY EE^GLISH ^YRITERS OE" EDUCATIOR-. 345 If I slioukl s'peakof the edncation of daughters * * the very Pagans, Infi¬ dels and Turks would stand up against us. I cannot tell whether through sorrow, I should cry out and bewail them, or for shame commit them to silence: so im¬ moderate in apparel, so lascivious in talk, so bold in behaviour, and so unseemly in gesture is the universal estate, almost as well of wives as of damosels. And that which most of all should be regarded, I mean the provident care of parents over their daughters in their young and tender years: that is altogether neglected and set aside. No sooner is the daughter of age of understanding but she straightway and therwithal learneth the high path to whoredom, and the principles of vanity and lewdness. Either she is altogether kept from exercises of good learning, and knowledge of good letters, or else she is so nouseled in amorous books, vain stories and fond trifling fancies, that she smelleth of naughtiness even all her life after, as a vessel which being over seasoned doth never forego the scent of the hrst liquor. Such Vvurds Hake dares to use in the days of Queen Elizal)eth. What vestige of truth there is in the account is a matter of great difficulty to investigate. But there are indications sufficient to show that Hake's generalizing is quite unwar¬ ranted. Yet in another passage he says: But even as I do see very few, and almost none at all in this our extreme and too impious time anything desirous to attain either unto virtue or learning: so that soine small number which have any knowledge at all, do so greatly abuse it, that much better were it they should unlearn that again which they have already learned than miserably to abuse it as they do. Trades and occupations for girls. I Vv^ould to God that maids at the least wise might be brought up. if not in learning, yet in honest trades and occupations as amongst the very infidels hath been used, accustomed, and most carefully observed. Aim of parents in bringing up girls. It is to be lamented (as a case too grievous) such parents as do bring up their daughters in lea,rning, do it to none other end, but to make them comi^anions of carpet knights, and giglots for amorous lovers. The cost of daughters' apparel. I am ashamed, and do tremble to utter — of a truth, the substance which is con¬ sumed in two years space iiiwii the apparel of one mean gentleman’s daughter, or upon the daughter or wife of one citizen, would be sufficient to find a poor student in the University, by the space of four or five years at the least. Mine eyes have seen the experience, and with sorrow have I found out the truth thereof. To make the measure of his pessimism comi^lete. Hake next attacks the sons. Small hope, also, for sons. But even as the lives of parents and elders are, so is the bringing up of children and younglings; not only of daughters, which I have before touched, but also of sons, of whose education in learning I have somewhat written, though briefly in a few quires hereunto annexed. As into whose education in life and manners, I am much loath to descend, the field being so large, and the hope of amendment so small. Omitting therefore the first ill, handling of them in their infancy, the other great neishness and delicacy that by parents is infused into their little sons, even in those years when as they should chiefly be framed unto such constitution of body as the importance of study doth look for and require, and as through want whereof, they become unfit in after age both for learning and all other good exer¬ cises tending to the succour of a common wealth, as falling through their said ill-education into feminine delights and vain curiosities. I come only to that looseness of manners v/hereunto they are haled and set at liberty, at such time as their frail youth ought chiefly and carefully to be held in restraint, namely and universally, the contempt of superiors and government; whereunto they are directly procured or rather enforced by two spurs of wicked provocation ministered unto them by the mean vanity of parents; I mean through excess in their apparel and liberty in their speech; whereof dispositions of their sons never so temperately set. That one vanity were of itself able violently to withdraw them from virtuous delights and forwardness to learning, unto a very sea of fantasies and v/icked behaviours. EDUCATION REPORT, 1003. 84() The com pcmliovs form of education for this time present annexed to the Tonch- .stone is a translation of the Latin tractate. It is in verse, and the following passages will illustrate its style and matter: Leamdng better than toys for the very young. Xay. what will children sooner do Which once have power to cheat Whenas they see no remedy Than still to think on that? How much more profitable is't That that same age should he Stirred up vrith learninj^’ than with toys So mean have his degree? Fond parents overfeed their ch ildren. They bring their infants unto feasts Of strange and divers food: In bancp-iets that till midnight last. Parents indiscreetly dress up) their children. They pinch and crook their lx)dies in. The little corpse they strain With garments far unmeet such age, And to be thought as vain. They cock them up with coats of pride They use them for their squires, They make them cockneys in their kind And apes in their attires. Instead of setting them to school, the fathers listen to their friends who presage careers for them. “ This child vrill prove vrell learned.” says one. The father at once declares, will procure some prebend or provostship for him.” Another says, ‘-This child will make a man; see how his limbs be pight.” The father says, “ He shall be a courtly knight.” But if anyone says the child ought to be trained in learning, the parents reply, “ He is too young.” The mother particu¬ larly insists that the child ‘’hath how to live ” (i. e., a competency). He shall (I trust) a living get Although he never give Himself unto such needless toil And travail at his book. The 2yoet's ansicer to the mother. And hath he so in deed, good wife? What shall he have such stay? So much the more he learning need’th, To shield him from decay. The larger that the ship is fram’d, And freighted up with wares. So much the more undoubtedly i Should be the shipman's cares. Yea, and so much more it need'th, A steersman's having skill. Through want of wdiom the freighted ship, FaTth into danger still. Public schools or no schools. All men may plainly see Tliat many sooner are'^ refor- -Med by the fear of one. Than one instructed perfectly. By onely one alone. Wherefore I think there either ought To be no school at all. Or else that that same school should l.)e A school in general. EARLY ENGLISH WRITERS ON EDUCATION. 347 The i^oem is a dialogue, in which PhiloiDas asks questions and Chrysippns answers them. Here only the substance of the answers is given in the passages quoted. A child slioidd not have many teachers. The country Caria ^vas destroyed « In such a case as this. So many men, so many ^Yits, Young infants are dismayed When that the thing they learn today Tomorrow are unsaid. The first condition of learning. The first degree to learning is The Schoolmaister to love; Whereby it comes to pass in time, As skilful teachers prove, That little child which loved first His book for maister’s sake. In time through love to learning doth, Like love to maister take. For as those gifts are loved most. Which come from those we love. So babes that know not why to love For maister’s cause do love, Isocrates hath rightly said. That he doth learn most, That hath the most desire to learn, And thinks no labour lost. And as to learn, we learn best Of those we best do love: So love to maister is the cause. That love to book doth move, For parents even themselves cannot Prevail if they shall use To break them all by fear and force And gentle means refuse. Unqucdified schoolmasters and careless parents. Hovr ill therefore do they foresee, The safety of their child, The beautifying of his brains Witli skill and manners mild That turn him in his tender age, To ghastly mazing school Where throned sits a maister strange Blunt, rude, and half a fool Oft-times infected with disease, Inveterate and old: Which makes the wayward testy fool YHth little lambs to scold. And surely, we do see there can Be none so abject fools So base and void of sense, but now, . Men use them for their schools. A man would say it were no school But slaughter-house indeed. « Multiti-ido imperatorum Cariam perdidit. 348 EDUCATION KEPOET, 1903. What the teacher should do. Let's watchful be t'instruct them well, No labour let us spare. To teach and train them up to good, Let that be all our care Sometimes to read, and of things read Again for to require A just account: lo, these be thumps That tender wits desire. What the teacher should say. This man (say thou) through learning skill Is come to high degree: This man to wealth by learning, this To power and dignity. But this again, through ill-desert Through want of learning's lore, Reproach, contempt and poverty Hath gained himself therefore. What is to he done ivitli the obstinate? But some perhaps will say to me, Vv^hat shall be done with those Whom we to study cannot frame, Except it be with blows'? To such I answer in this wise: What would you seem to do To asses or to oxen, if They come the school into? What? would you not soon drive them forth Into the country soil. The one to the mill, the other with The Plough and Cart to toil? And certainly, no less are men Unto the Plough staff born Than is the ox: no less to the mill Than the ass with labour worn. Philopas says, ‘‘Yes, then the schoolmaster loses his scholars and his fees.” Chrysippus says the worthy schoolmaster will let them go. If the schoolmaster is gooil, then the civil and ecclesiastical magistrates should look after him. But how rare to find the “ right wise man indeed ” as a teacher. The training of the school master. The Magistrates should see: That as the Soldier trained is, And fitted for -the field. As singing men are taught to tune The counter verse they yield: So much more should they see that man Be taught, much more be trained ^ That to the worthy teaching trade Hath any way attained. The writer then cites the instances of Vespasian, Plinius, and Nepos, as aiding learned men, and urges that teaching must be kept up by the “ x^nblic care.” The schoolmaster' s method. The schoolmaster you see To win the child, should seem a child And child again should be. To teach to sx'*eak and eat and walk, imitation is brought into x^lay. EAKLY ENGLISH WEITEKS ON EDUCATION. 349 Tlie school subjects of teaching. Love unto the Latin tongne In childhood first should grow. Whereto (as hath been said before) The fables do invite, With moral saws in covert tales: Whereto agreeth right Fine Comedies with pleasure sancehl Which (as it were by play) Do teach nnto philosoxdiy A x)erfect ready way; Then sentences and i^roverbs choose And apophthegms of men, Vv^herein great wisdom rests, wherein Great learning aye hath been. Which fables and which comedies They better far shall learn. If once they know the arguments. And some thereof discern. Verbal and reed kiioicledge. The names of Trees, of plants also And names of monsters strange. With natures of them finely taught, Doth cause their minds to range. To seek abroad for farther sight With longing minds to know Where this beast lives, where that bird breeds. Where this strange tree doth grow. This, above cdl: That whatsoever pleasant is. What thing so ever eke Is easy to be understood. That children best do like, For surely as it is absurd To look for grapes in spring, In harvest also to look for Rose Or such like blooming' thing: So Schoolmasters must well adapt Such things as they shall teach, Unto their child's capacity - * * Children must not be taught the “ wantonnesses " of the poets, but be given “ good stories ” from the Bible and Quintus Curtins, and led on to write accounts of them by rewards. Remember of children: What they cannot learn at first. That learn they at length: Though strength they have not as an ox Yet as an ant they have. Hence people are v.u’ong who say. Don’t teach a child before 5 years old; there is no profit in it. But the writer says. Shall we delay — Whenas there’s nothing half so rich As Time is, nor half so good As learning is. 350 EDUCATION REPOKT, 1903. Examples of great men: Ovid, Lucan, Ursinns, Alexander the Great, all were taught witli the highest profit when young. Teach carlij, hut teach (celt. (The Epilogue.) Consider well, what portion and What dear possession eke A son is: and how flittingly Man's mind doth knowledge seek. How weighty education is. What ableness is fomid In tender child's capacity What quickness doth abound. If children {ire only sent to learned men — And unto such as gentle are, Which teach them all by play: Things easy first, and harder things When harder things they may. The remarkable metrical composition is in substance translated (see Mr. A. H. Bullen's account of Hake in the Dictionary of National BiogTaphy) from a Latin tract, De pueris statiin ao liberaliter instituendis.*' Warton, in his History of English Poetry (ed. Hazlitt, vol. iv, p. 204), says: In the dedication to Maister John Harlowe his approved friend, he [Hake] calls himself an “Attorney in the Common Pleas,” observing at the same time, that the name of an Attorney in the Common Pleas is nowadays grown into contempt. He adds another circumstance of his life, that he was educated under John Hop¬ kins. whom I suppose to be the translator of the Psalms, ‘'You being trained up together with me your poor schoolfellow with the instructions of that learned and exquisite teacher, Maister John Hopkins, that worthy schoolmaister, nay rather that most worthy parent unto all children committed to his charge of education. Of whose memory, if I should in such an opportunity as this, be forgetful, etc.” I regret that I can not give the passage in full, but Warton stops short at this point, and the dedication and early pages of the tract are missing from the British Museum copy. The reading of the passages quoted carries with it the confirma¬ tion that the John Hopkins referred to is the translator of the Psalms. CHAPTEE VII. THE PITBLIC SCHOOL SYSTEMS OE THE UNITED STATES. By Aaron Gove. Superintendent of ScJiogJs, Denver, CvJo. The public school systems of the United States present a scheme of education not national, but, by an interesting history and experience, so nearly unified as to be not improperly designated a ‘‘national school system.’' The sovereignty of each State of the United States and its relation to the National Government vir¬ tually xirohibit the interference in or direction of such conduct of public schools as may be prescribed and executed by each individual State. One finds, whether he look to Massachusetts or Missouri or California, State imblic school plans modi¬ fied one from the other by changes of environment, by geograxihical and indus¬ trial conditions, and more especially by circumstances attending the admission of the State into the National Federation. Throughout the entire Union, in the forty- fxve States is found provision for the education of the children at the expense of the public inirse. The property of the State is taxed for the education of the children of the State. Whether this school attendance is compulsory or voluntary, and to what extent free text-books and other instruments are provided, depend upon the legislation of the State. However, certain general methods of management obtain in all, modified only by the above-named conditions. The conduct of city schools of municipalities of 10,000 people or more is quite similar, whether East or West, North or South. The controlling power of the schools consists of a imblic corporation, its composition varied in size and sex, though not many women in the country have been xilaced upon school boards. The members of this corporation board are variously determined, sometimes by election by the people; sometimes by appointment of a court of justice; sometimes by appointment by the mayor or other officer. Usually the board is scarcely limited in xiower except by the statute under which it exists. In a fev^r cities the municipal government controls the expenditure of money — that is, the apiiropriation of money to the school board must have the approval of the municipal government. Usually, especially in the newer parts of the country, the school board is absolute, not only in the expenditure, but also in the xiower to levy a tax on the x'>roperty of the city, limited only by the constitution of the State. This board organizes the schools of the city, usually by the selection of one executive officer, commonly termed the superintendent of schools, and by the erection and conduct of as many, schools as are necessary for the accommodation of the children of the city between the ages of 6 and 14; in some cities 6 and .21. In a few States x^i'O vision is made for the kindergarten system, x>roviding for the education at iniblic expense of children under 6; The school buildings in the large cities are of various sizes, sometimes accom¬ modating 2,000 and even 3,000 xmxnls; in the smaller cities, one or two room houses are found. The medium-sized city of the country has for its tyihcal schoolhouse a building of 12 or 15 rooms, which means schoolrooms from about 28 to 32 feet square, each seating 50 xmpils, with 1 teacher, and a x^rhicixial or master of the building, who has charge of the whole school. 351 352 EDUCATION REPORT, 1903. The course of study provided includes all the elementary branches, from a first reading book and primary a,rithmetic to the completion of the arithmetic, English grammar. United States history, and during later years much hand and tool work, for which shops are provided in some one of the rooms. For convenience and corresponding efficiency in work, although rigid adherence is not always found, eight years are commonly set apart for elementary education and for tlie course of study in the typical city school, and for further convenience the work of each year, set aside by itself, is called a class or grade, thus making eight grades in the elementary schools, the 6-year-olds being called the ‘‘first grade " and the 14-year-olds the eighth grade.” In well-conducted schools the limitations upon promotion are few; the brightest pujiils find it easy and possible to complete the eight years' work in sev^en and frequently in six years. Beyond the elementary schools, at the time corresponding to the period between the fourteenth and eighteenth birthdays, high schools are provided. The term “high school" is (paite indefinite, and the courses of study provided in the high schools, while they are similar in a general way, yet are varied in detail and fre¬ quently in sequence of studies. The adjustments and aiipointments of the high school are necessarily different from those of the lower grades; more complete apparatus and quite well-appointed laboratories, for instruction in physics, in chemistry, and in biology, in fact, in all natural sciences, are provided. The instruction demanded in the high school requires a different assignment of teach¬ ers from that in the graded school. A great change with the pupils takes place at thisi)eriod of public school life. Up to the fourteenth year they are gathered in groups of between 30 and 50 pupils in daily and constant association with one teacher, who conducts all the studies and respectively covers the entire ground for which j^rovision is made by the course of study. When the pupil leaves the graded school and enters the high school he becomes associated with many teach¬ ers daily; specialists are necessary in language and history and science; the pupil or teacher passes from room to room, and if the school is of sufficient size, number¬ ing several hundred, the i^upil daily is in the comx^any of no one teacher to exceed one recitation period of from forty to sixty minutes. This wrench of school habits, occurring at the time of life when the young peo¬ ple are changing most, is a source of some embarrassment. The pupil no longer has one teacher in whom to confide and to whom to go for direction and assistance. The intimate ties ])etween teacher and pupil are broken, so that the boy or girl finds that the personal equation of i)revious life has been materially changed. It would be better for the training of character and disposition if this change could be postponed until entrance to college, when the student is more mature; but com¬ petent instruction can not otherwise be given covering so large a field as does the course of study in the high school. The high school, or secondary, education, as it is termed — synonymous terms — to distinguish it from elementary education on the one side and college' education on the other, is generally well equipj^ed. Frequently large and complete reference libraries are at hand for the use of the student. Specialists in the several branches are employed who devote their time exclusively to the work in hand. Examina¬ tions occur from time to time to test the scholarship of the pupil, the results of which determine largely the advancement or promotion of the individual. The expense of educating the pupil in the high school is two and sometimes three times as much as in the elementary school. Perhaps a fair statement of the expense of the education would be $25 per capita in the elementary schools and $50 in the secondary schools. Both sexes attend the usual high school, although in some of the older cities will be found separate high schools for boys and for girls. Coeducation, which is looked upon by our European friends with so much dread, seems to have been PUBLIC SCHOOL SYSTEMS OF THE UNITED STATES. 353' productive of good results in America. There is, however, a respectable minority in the nation, which it is believed is increasing, tending toward the separation of the sexes during and after the high school periods. The industrial, commercial, and professional interests of men, relating especially to the training of the money-making ability, permit and cause secondary schools to enroll more girls than boys. In the common American city it will he found that the enrollment of girls stands to that of the boys as about 3 to 3. While many of the sisters are so situated that they are able to remain in school during their early teens, the demands of the homes of the common people compel the brothers to leave school in order to increase the financial income of the household. The course of study in the secondary schools is identical for the sexes, but lati¬ tude is given in the election of studies. Etxuivalents are substituted and accepted, so that at the end of the four years, when the young person has completed the pre¬ scribed course of study, it does not follovr that each has pursued the same line of training. Mathematics frequently is dropped by the girls before the end of the- course, paid literature or history or language substituted. Three distinct and posi¬ tive lines of training, however, are demanded, namely: Mathematics, science, and language. These three lines in some form will be found, continuing from the first to the fourth year. Some modification in the secondary school course is necessary on account of the career planned by the home for tlie young person. Training in Latin, Greek, and mathematics is required for the boy or girl who looks forward to the college beyond, while practical commercial and business branches are more sought by that larger class with wdioin the high school course terminates school life. It is noticeable hoTr little one high school in the country differs from another in the amount and kind of acquisition demanded — more remarkable vrhen it is remembered that each of the States and even each of the cities is permitted to niPike its own adjustments with regard to the course of study. Many beautiful a.nd expensive houses have been erected during the last twenty years devoted exclusively to secondary instruction. Some of them are noticeable in architectural design and construction, and so admirably adapted to hygienic conditions as to attract the attention of the civilized world with their coniplete- ness and the vronder and admiration of most people at the willingness of the com¬ munity to make such vast expenditure for the education of the young. Secondary education includes the teaching alvrays of the Latin, Greek, French, and German languages. To these, in communities connected commercially or geographically wuth Spanish-speaking people, is added the Spanish language. French and German are the chief modern languages taught. In all first-class schools, both elementary and secondary, attention is given to physical training. In the largest and best-equipped schools skillful and profes¬ sional drill is required, and the health of the young people receives high consid¬ eration. Freciuentiy well-equipped gymnasiums will be found in the buildings, where classes under competent instructors are trained in gymnastics. This part of public school education is increasing in im^portance and attendance from year to year. The hours in the elementary schools range from five to six daily — three hours in the morning, from 9 to 13, and tvm hours in the afternoon, after a noon interval of from one to two hours for luncheon. Secondary school hours, although about the same in duration, are bunched into one session, wuth a short interval at noon for luncheon. This plan does not meet with the approval of the medical profession, because a long noon rest is deemed desirable, but it is forced upon many com¬ munities because one high school only in quite a large city is sufficient to accom¬ modate the pupils, eAmn though some homes are 1 or 3 or even 3 miles away. The enrollment in the high schools of a few cities is 3 per cent of the enrollment ED 1903 - 23 354 EDUCATIO^^' KEPORT, 1903. in the elementary schools, while others can be found where 12 j)er cent of the enrollment of the elementary schools is equal to the eurollnient of the high school. Tliroughout the country will be found secondary schools where the enrollment ranges between 3 and 12 per cent of that of the elementary schools. The history of a community, the industries, the commercial and agTicultural interests, and the antecedents of the people are'some of the factors that cause this noticeable modification in the attendance at secondary schools. The schoolhouses in the United States that have been erected within the last ten years are superior in hygienic appointments, fan ventilation being the rule. Closets and conveniences are of quite complete character, but the schoolhouses have not yet generally reached in their construction measures of safety from fire that obtain in European houses. Many wooden staircases are found instead of stone and iron, yet disasters from fire have been of very rare occurrence. School furniture — that is, seats for the children — has received special notice and attention. The ” adjustable boy,"’ spoken of by a Massachusetts superintendent, in the minds of some specialists in hygiene seems to have passed off the stage of action, and one great city has spent hundreds of thousands of dollars in an adjust¬ able seat — a seat so constructed that the seat and desk can be raised or lowered, according to the physical form of the pupil. A few cases are recorded of spinal curvature and other malformations of boj^s and girls, said to be caused by badly constructed sittings in school. Like many other improvements in the school world, the efficiency of a seat perfectly adjusted to the child is conceded. The practice, however, so far has not seemed to justify the position of the extremist, who insists that every seat shall be accurately adjusted to the form of the indi¬ vidual, who at most occupies it not to exceed four hours a day, five days in a week, and two hundred days in the year. A large elementary school containing 500 pupils probably should have 10 per cent of its sittings capable of readjust¬ ment on account of abnormal physical forms. Ninety per cent of the* young- people can be accommodated safely and healthfully in an ordinary seat. The typical American child who enters school at 6 completes the elementary grades in eight years, at which time he is 14 years old. Continuing his course in the free schools through the secondary course of four years he has arrived at the age of 18, and is no\v ready to pursue his studies in higher institutions, or in the great majority of cases to enter the active world for life's duties. Many of the States provide for free instruction beyond tlie eighteenth year: college and uni¬ versity are maintained by taxation, to which institutions those vriio have com¬ pleted the high school course are admitted, usually without examination, and are 2)ermitted to remain to the end of the university course, when they receive college degrees with their diplomas. Thus it will be seen that the American free school institution i)rovides in some States for the education of the child from the time he is 3 years old in the kindergarten, from 6 to 14 in the elementary schools, from 14 to 18 in the secondary schools, and from 18 on indefinitely, usually for four years more, in the college and university, all without expense to the private treasury of the home, except such expenses as food and clothing and medical attendance. In addition to this free contribution to the training of American children, many communities and States provide for free books, a custom that seems to be on the increase. A conservative opinion is expressed that where the home is put to no expense whatever for books, paper, pencils, and in some cases luncheon, as well as instruction, the ultimate effect of such x)aternalism on the part of the government will tend to make a weaker and more iinreliant j^eople. This, however, evidently is not the general ojunion of the country to-day. The extreme conservator insists that there is no in-oi)er stopping jjlace; that with every instrumentality furnished at public exjoense, including food , the same reasoning will ask for clothing, umbrel¬ las, nurses, and medical attendance. PUBLIC SCHOOL SYSTEMS OF THE HHITED STATES. 355 An innovation not yet 10 years old, especially in the rural coinmnnities, is attract¬ ing attention on account of its efficiency and economy. The transportation of pupils from home to school has become a salient feature in the conduct of the rural schools of several States. A group of children, not exceeding 30 in number, in previous years have been furnished with a little schoolhouse, in which school, conducted most of the year, were found pupils of all ages from G to 21 and one teacher trying to cover all the ground. It is demonstrated now that in place of little one-room schoolhouses, several miles apart, one commodious and complete building can be erected, where classification can be made close and a complete institution established. Omnibuses or carriages contrived for the purpose trans¬ fer the children from their homes to school and return daily; alb this at less expense than the original cost of the one-room school and to the advantage of more ability, better instruction, and more comfortable schoolhouses. In the suburbs of large cities this custom is obtaining, and to a very great extent in the rural and agricultural districts of our great western farming communities. The salary of the teacher added to the cost of maintenance of the small school exceeds the cost of transportation to a central school. Homes situated 4 miles from the school- house are accommodated at a decreased expense, increased efficiency, and better schooling for the young members of the family. The reports of the State superin¬ tendents of Ohio, Wisconsin, and Iowa, among others, contain helpful information on rural tremsportation. The public school efficiency of the United States is gaining strength year by year. Its weaknesses have grown from lack of intelligent organization as well as from too many independent corporations. The uncertain tenure of school-teachers and the lack of men teachers are two sources of weakness. The average term of seiwice of a woman school-teacher in the country perhaps does not exceed four years, and yet the women are three-fourths of the teachers in the elementary schools. The average teaching life of a man is much longer, but that has been much hindered and hampered, and is yet, by the frequent and harmful changes in position. A small American city outside of the old States regards the school as the important institution of the village, but very rarely does one schoolmaster remain for any reasonable number of years. This results from one of the strong points of our Government, but which in the matter of schools is a weakness. Schoolmasters’ positions are often assigned for other than proper reasons. The number of men teachers is increasing. Never before in the history of the country were so many brilliant young men and middle-aged men in the ranks of the profession as are found to-day. The brightest and best intellects of the country, that hitherto have chosen the law or the ministry or medicine for their life work, are turning their attention to the schoolmaster's life. This has come about measurably on account of increasing confidence in tenure of position. One has the right to expect in the next generation that schoolmasters will be as permanently fixed in Ohio and west of Ohio as they have been for two centuries in some parts of Europe. Again, educational enterprises hawe been hampered and will be for some time to come by well-intended but ill-advised legislation. The typical American legis¬ lature, made up as it is of representatives from every part of a given State, with grievances confined to a definite neighborhood, too often succeeds in causing a law to be enacted concerning the management and control of schools which, while it remedies an evil in one small neighborhood, creates greater evils throughout the State. In educational as in other legislation it is quite too easy in our coun¬ try to make laws, and the harm is often greater in the educational than in the commercial, industrial, or professional field. The Bureau of Education, established and maintained by the National Govern¬ ment in Washington, has for its purpose the collection and publication annually of such statistics and facts as show the condition and i^rogress of education in the 356 EDUCATION REPOKT, 1903. several States and Territories from year to year, and the diffusion of such informa¬ tion respecting the organization and management of schools and school systems and methods of teaching as shall aid the I'-eople of the United States in the estab¬ lishment and maintenance of efficient school systems and otherwise promote the cause of education thoughout the country. It also has charge of the education of children in xVlasha and the administration of the endowment fund for the support of colleges for the advancement of agricultural and mechanic arts. The most powerful and influential body in the educational held is known as the National Educational Association, a volunteer society maintained at the expense of the individual meiiibers. The meetings are held one each year, in different cities, so that in the course of ten years the association is in session in each part of the country. They occur in summer time, when the schools are not in session, thereby permitting the teachers generally to attend. It has growm steadily from ifs inception in iSoT: the last hfteen years have seen the greatest increase. More than 30,000 teachers, men and Vv^oiaen, attended the meeting of 1903, which was held in Boston. Each member of the association pays $2 annually for membership and receives in return not only the advantage of listening to the papers and essays at the meet¬ ing, Vv'hich continues from three to five days, but also a printed copy of the annual report. This report, averaging about 800 pages a volume, forms, in connection with the report of the Bureau of Education, a complete reference library on education. All papers presented at the meetings and most of the discussions are reproduced in the annual report of the National Educational Association. A library equipped v’ith the two reports to which reference has been made is ample for the adminis¬ trative use of any and all school-teachers. The association is incorporated under the ju'ovisions of the act of general incor¬ poration of the District of Columbia. Its avowed purpose is to elevate the char¬ acter and advance the views of the profession of teaching and to promote the cause of education in the United States. While the meetings are general in character during part of the week of the meeting, for more direct work there are 18 separate departments, in each of which ’vvill be found papers and discussions pertaining to that line of work indicated by the name of the department. Tliese departments are styled: 1. Superintendence. 2. Normal .schools. 3. Elementary education. 4. Higher education. 5. Manual training. G. Art education. 7. Kindergarten education. 8. Music education. 9. Secondary education. 10. Business education. 11. Child study. 12. Physical education. 13. Natural science education. 14. School administration. 15. Library administration. 16. Special education. 17. Indian education. 18. National council of education. The association has accumulated a fund amounting to $150,000, which has been made up from the surplus of the dues at $2 per capita that has not been expended PUBLIC SCHOOL SYSTEMS OF THE UHITED STATES. 357 in the publishing of the report and in the maintenance of a permanent secretary’s office. The policy of the association has been to maintain this fund unimpaired, invest¬ ing it in such a way as to receive annually a goodly amount of interest. The interest is used in original educational investigations by committees appointed from year to year. For instance, some years ago the rural school problem was under earnest consideration in the association, which ax^pointed a committee to investigate and rei^ort ux:)on the rural schools and to suggest methods of improve¬ ment. This committee of eminent schoolmasters and suxDerintendents, after careful consideration, xn’epared a. rex^ort which after x^nblication was the instru¬ ment of making a marvelous iinx^rovement in the efficiency of the rurcJ schools of the country. Other means of investigation are annually in the hands of the committees of the association, and the teachers of the country are contributing the money for the expenses of these special organizations. In 1898 the art dex^tartment of the association ax:)pointed a committee of ten on elementary art education. The rexoort of that committee was made in 1902 and ax^pears in distinct form in the report for that year. Reference to this rex:>ort of the committee of ten is made to illustrate what is doing by the National Educa¬ tional Association in original investigation and suggestion. In addition to the sux^x^ort of kindergartens, elementary schools, secondary schools, colleges, and universities, many of the States expend large amounts upon normal schools. These institutions are maintained and supported by annual approxiriations from the resx3ective State legislatures. In some of the Western States one normal school exists, wdiile in many the number is five and even seven, located in various x^arts of the State. The purpose of the normal school is to x^repare young people for teaching. The short duration of the term of service of the school-teacher in the United States makes frequent and vigorous recruiting necessary. Many thousand young men and women, especially the latter, after attending a normal school for three years, are x^i'ovided with the training which will enable them to be more efficient in the schools to which they go. And yet the accom¬ modation for normal school students in this country is very limited comx3ared to the number of teachers required. The education covered in the average nor¬ mal school corresx^onds well to that of the secondary school, with the increased task of professional work. Pedagogical dex^artments are also established in con¬ nection with many of the colleges and universities. While the x^rofessional teacher as yet receives not enough training in the nor¬ mal schools, it is expected throughout the land that a x^ei’son who has a normal school training starts on his teaching career with more ability than any other XDerson. In the best elementary schools in the United States will be found not only the ordinary branches of the old-timie curriculum, but also provision and ox^x^ortunity for manual work and training. Well-equipped shox)S for vmrking in wood, some¬ what after the x^attern of the Swedish sloyd, are established and x^rovided with comx^etent teachers. The woodwork in shops usually commences at about the fourth grade and continues through the eighth. Mechanical drawing is closely allied to this shop work. Not less than two hours a week is assigned for the work. While both boys and girls are frequently X^ermitted to enter the classes, it is more usual for the boys alone to do the work, while the girls take sewing as an ecxuivalent. The equix^ment of the ordinary woodvvork shops in the elementary schools costs about $800. The classes pass to the shops once a week, remain with the teacher about two hours, when they return to their regular studies. 358 EDUCATIOl^ REPOKT, 19D3. It is believed that inanj" young people are encouraged to remain longer in school on account of the attraction which this sort of training has for many boys. But the main pui*}iose is that they become interested in that kind of education which the world has learned to know is (piite as efficient in skillful training and more helpful than one confined entirely, as in former times, to purely book drill. So important and satisfactory has this work become that it is made to extend through the high schools, and few high schools will be complete hereafter without manual- ti’aining attachments. The distinct manual-training school has. in addition to the work of a regular high school, two hours a day in the shops. The shops pro¬ vide for many months’ work in wood — including carving and turning — a few months in forging, and a year or more in the machine shop, where delicate and remarkable, frequently elaborate, pieces of workmanship are turned out by these boys, whose ages seldom exceed 18 years. For the girls this manual-training high school affords opportunity, in addition to the laboratories, for sevdng. and, in some cases, the course is complete to the extent of quite elaborate dress making and fitting and the making of all articles from textile fabrics which pertain to the domestic household. Cooking is taught (piite generally during the last j’ear of the grammar school and in the manual-training schools. All that pertains to the culinary department of the domestic household, the purchase of all material, the study of the animals that are butchered, and the different parts and kinds of cuts. To the cooking is added, in the ux)per grades, work in chemistry intimatelj" related to it; also com¬ petent instruction in hygiene, that the proper foods suited to diEerent i:>hysiGal conditions may be learned. Vocal music is taught in all American schools; sometimes poorly, frequently excellently well. It is assigned as a duty, and in many x)laces is as compulsory and carefully taught as is arithmetic or language. The purpose of vocal music in these elementary schools is, first, the training of the voice, which is so sadly needed with American men and women; second, the ability to read simx:)le music at sight, thereby enabling the individual to x)articix)ate in all jniblic exer¬ cises at church or elsewhere, and, more than that, teaching them to ax)preciate vocal music in all its shades of power and influence. It is conceded that no small part of character making depends ux^on the music with which the individual may have had association. Instrumental music forms no part of musical education in the United States. Drawing has been emxihasized more and more the last thirty years, so that at the present time drawing occux)ies more time than X3enmanshix) in most schools. Schools at the expense of the x^ublic purse were originally maintained in New York and New England, where even to-day will be found many of the earlier schools, 07ie should not expect in the South that maturity and comx^letion of public schools that obtains north of Mason and Dixon's line, because forty years only has been given for that work; however, wherever a risitor may be in tlie country he will find, in Alabama or in Maine, the same sort and kind of school- houses and school work, Tlie x)rogress made in free schools in the South since the ciril war by far exceeds that ever made in an equal number of years. At the exx^osition at St. Louis will be found a complete, intelligent, and grand x^resentation of all the schools of all the States of the entire country, and this will enable the visitor to make such comx)arisons with the schools of other nations as shall, it is trusted, be gratifying and at the same time so instructive as to demonstrate great opportunities for future growth. _ CHAPTER VIII. THE EDUCATIONAL MOVEMENT IN THE SOUTH. PREPARED FOR THE UNITED STATES COMMISSIONER OP EDUCATION IN THE BUREAU OP THE SOUTHERN EDUCATION BOARD, CHARLES W. DABNEY, DIRECTOR, BY WYCEILIFFE ROSE, PROFESSOR OP THE HISTORA^ AND PHILOSOPHY OF EDUCATION IN THE UNIVERSITY OF TENNESSEE. CONTENTS. I. Genesis of tlie conference for education in tlie South. 1. Immediate occasion of the conference. 2. Cooperating causal forces; The new regime— The new education— Causes of retarded progress— The new generation— Material prosperity— Returning national conscious¬ ness— The dream of world leadership. II. Period of self-discovery. 1. Development of the aims of the conference: Expansion of conception of Christian edtication— From the education of the negro to the education of all the people— Transfer of interest from the individual to the community — Southern education a national problem. 2. Discovery of the forces which the conference was to call into its service: The forces of the public school system — Cooperation of colleges and universities— The public press— Women’s organizations— Forces political and economic. 3. Defining its methods of operation: Genesis of the Southern Education Board — Genesis of the General Education Board— Theory of the Southern Education Board — Work of the Southern Education Board— The bureari of investigation and information— Its pui’pose— Its methods. III. Survey of the conference as it is to-day: Its inorganic character— Membership— Its agencies— What the conference is doing for education in the South— The conference as a directive power — The summer school movement— The whole movement as a liberal¬ izing and unifying force. THE CONFERENCE FOR EDUCATION IN THE SOUTH, AND THE SOUTHERN AND GENERAL EDUCATION BOARDS. The Conference for Education in the Soutli« has within the six years of its existence grown into an educational force of such magnitude as to command uni¬ versal interest. Its first three sessions, held at Capon Springs, W. Va., can hardly he said to have attracted the attention of the public even in the South, But with its meeting in 1901 at Winston-Salem, N. C., it entered upon a career of remarkably rapid expansion, both in the scope of its endeavor and in the circle of its constitnency, until nov/ it is in the center and foreground of the whole field of educational activity in the South, It occupies a unique position as an educational n This term has been used in this pajjer to stand not merely for the annual convention and its agencies, but also for this whole movement, finding expression in this meeting in the Southern Education Board, in the General Education Board, and in the many subordinate organizations taking part in the work of improving the schools of the SoiTth. 359 3G0 EDUCATION REPORT, 1903. agency and is fraught with i)oteiicies which no one who has attended one of its recent meetings Avonld attempt at this time to estimate. Coming as a spontaneous evolution from the rural South and a,t a time when all the conditions were ripe for cooperative effort, its development has heen so rapid, so inevitable; it has brought to light and attracted to itself such unexpected and incalculable forces, that even those most intimately associated with the movement have found them¬ selves borne on by its current to issues which they could not foresee. The originators of the conference,'' says President Ogden, ** did not know the extent of the forces with Vvdiich they Vv'ere dealing nor the greatness of the power they* Vv'ere calling into being." If the fathers of the conference have found its development a surx)i ise, it could not be exx^ected that the x“)'a])lic at large should understand it. Two years ago Vvdien it first came into x^ublic notice many thought¬ ful x^eoide 'vvere disx^osed to regard it as an innocent and exdiemeral fad that v»'ould l)ass away with the fashions of the season. Later, wdien it had demonstrated its vitality, it came to be a source of grave apx:)rehension. Aii}^ x^ower not understood may easily assume sinister asx)ect. Every meeting of the conference has been the occasion of reiJeated explanations of its theory; it has already borne abundant fruit as result of its direct action and of the agencies which it has called into being; it has dravv'ii to itself the syinx^pdlietic coox^ieration of the educational lead- ershii) of the South, l)otli vrithin and without the teaching x)rofession, and yet the legitimate incxuiry conies. What are the aims, what is the nature, what the x^i’ob- able future of the conference? To this imiuiry let the conference in its genesis, its development, and its x^resent work return its own ansv'er. I. — GENESIS OF THE CONFERENCE. The Conference for Education in the South owes its origin to Rev. Edward Abbott, rector of St, James parish, Cambridge, Mass. He speaks of it as “a movement whose momentum and force I realized but little at the time,’’ but as a movement to imxn’ove educational conditions in the South he conceived it, called it into being, and directed its early organization. The circumstances leading ux) to and attending the first conference can not be better given than in Dr. Abbott's own Vvmrds, which we may quote from a letter dated August 81, 1903, a,nd written in response to an inquiry concerning this matter: I have been for many years [he says] a member of the Lake Mohonk Indian Conference, assembling annually in the autumn by the invitation of Mr. Albert K. Smiley, at his Lake Mohonk Mountain House above New York, and there enjoy¬ ing his x)rincely hosxhtality. In the summer of 1897 circumstances gave me the occasion for a somewhat extended journey through the eastern Southern States. Mrs. Abbott and I visited Norfolk, Portsmouth, Raleigh, Wilmington, Charleston, Savannah, and Ashe¬ ville, and crossed the mountains by way of Lenoir and Blowing Rock and Roan ]\Iountain into Tennessee, and so on and uxi to Caiion Springs, where we were to sxiend a few weeks of leisure. In the course of this journey we made many visits to schools of various grades, both for blacks and whites; saw something of the conditions of the mountain whites, and found our interest deepened in the educa¬ tional and religious efforts xnit forth by many different organizations and institu¬ tions for the general benefit of the South. This experience, added to x>i’evious interest in the schools at Hampton, Raleigh, Cedarville, Ga., and elsewhere in the South, sensibly increased our thoughtfulness respecting the i3roblems x^i’e- sented by this great field and the manner of their solution. I was especially imx)ressed with the separateness of much of the work, the isolation of many of those engaged in it, and the ox)portunity and need for acquaintance, cooperation, mutual counsel, and syinx^athy. It was in the course of our visit to Cax^on Springs, at the hotel then conducted by the late Cax^t. ‘V'/illiam H. Sale, that I conceived the i^lan of a Capon Springs conference in behalf of the cause of Christian education at the South, after the lYan THE EDUCATIONAL MOVEMENT IN THE SOUTH. 361 of the Lake Molionk conference of the friends of the Indian. And on the evening before our departure for the North I managed to get hold of Cax)tain Sale and sit dov/n with liini in the quiet writing room of the hotel. I then and there told him what was in my mind; of my interest in the southern education jjroblem; of what I had seen of i30or whites and ignorant blacks, and of the need of coordinating efforts and workers; and then of Mr. Smiley and his Lake Mohonk house, and of the Indian conference there year after year and of what it had accomplished, and finally x^roiposed to him the plan of using his Gallon Springs house for a similar conference of the friends of education at the South. Captain Sale listened with great respect and courtesy to all I had to say, thanked me for the suggestion, said he Vvmuld take the ijroposal under advisement, consult vuth his son-in-law, Mr. Nelson, who was engaged with him in the management of the hotel, and write me laker his decision. In the course of the autumn I duly received a letter from Captain Sale telling me that he vms disposed to try the experiment of a Capon Springs conference of those interested in the cause of Christian education at the South, and designating the dade the following spring when the conference might ])e crJledjbut ux)on one con¬ dition — than I would arrange the details for the meeting. He would offer the hos¬ pitality of the hotel and extend the invitations, but I was to furnish a list of suit¬ able persons to be invited, draw wp a programme of subjects and sjjeakers, and. in general, prepare and carry out the x^lan in all its details. To this end I was invited to prepare and lay l)efore him a detailed schedule for the conference, his part of which he would undertake gladly to carry out. This was the starting point. As nearly as I remember, i invited Bishop Dudley, of Kentucky; Doctor Frissell, of Hamx^ton; Rev. A. B. Hunter, of St. Augustine’s School, Raleigh; President Dreher.of Roanoke College, Virginia, and Rev. George Benedict, of Cedarville, Ga., all of whom I knew personally, to unite with me as a provisional committee of arrangements, and this invitation was accex)ted with signs of much interest. Much corres'pondence ensued. The brunt of the prepara¬ tions devolved upon Mr. Hunter and myself, he acting from the first as a very efficient secretary. He and I met early in the iievf year at the Rittenhouse Hotel, in Philadelphia, and perfected the arrangements and appointments for the first conference. A list of invited giiests was drawn up and submitted to Captain Sale, all of Vvdiom, with some others, were duly invited, and the programme of topics and speakers vras decided ux^on and the x^roper invitations sent out to speakers. By midwinter, i think, everything was in train. And so the first Capon Sx^rings conference for Christian education at the South was held at Cax^on Springs from the 29th of June to the 3d of July, 1898. Captain Sale's hosx^itality was most generous and ample. A goodly company of invited guests responded to his cordial invitation. Bishop Dudley x^resided. Important pax^ers ^vere read and discussions conducted ])y exx^erts in the field; and a “ Mes¬ sage and ax^peal ” was adox^ted, addressed to all concerned. Thus was x^lanted the seed out of which has grow7i the Southern Educational Conference, with its widely reiiresentative inembershixi, its command of large resources, and its large and comprehensive grasx^ of a very serious and critical situation. Coo'perating causal forces. — Such is the origin of the conference as it first existed at Cax^on Springs, l3ut the real origin of the conference as vre know it to-day must bo sought in a larger complex of forces ox3erative in southern life and in our larger civilizatiom As before indicated, this movement is a natural evolution from existing conditions, and he who would understand it must keep these in mind. The neiv regime. — The close of the civil war marks the end of the old regime in the South and the beginning of the new, the most thorough-going social revolu¬ tion of modern times. It meant the comxjlete ux3heaval of cherished traditions, the transformation of institutions and habits of life, and even of fundamental points of view, social, x)olitical, and economic. The old hereditary aristocracy supX3orted by slavery gives X'>Mce to a x^olitical and industrial democracy. The war freed not only the black slaves but a large class of white slaves as well — slaves to an iron-clad caste system. This submerged class came with the new regime into a freer life with new asx3irations, new cour¬ age, and larger opx3ortunities. On the part of all classes the new order called for radical readjustment, for in a democracy of free individuals each must win for 3G2 EDUCATION EEPOKT, 1903. himself his place, and must show himself worthy of the place by winning it anew every day. In the nev.’ South not birth but worth determines place, and the cri¬ terion of worth is social efficiency, llic ncic education. — It is evident that this new order called for anew definition of the indi\idnal. F reed from the old institutions which had submerged him he must be stated in terms of the new social relations; no longer limited by the boundaries of caste, he must be conceived as a factor coordinate with his fellows in the larger social life. Tliis conception of the free individual in terms of his social function carries with it the consciousness of needed preparation for this function. The freed man must be prepared for citizenship. This free citizen is also conscious of his worth as man. conscious of the fact that he is end as well as means; that there¬ fore he has a claim to the full, free development of his personality. This concep¬ tion of citizenship and of manhood as potential in every child has given rise to the modern public school, supported by the State for the erlucation of all the people. Tins institution, impossible under the old regime, has had its development since the civil war. Just as the French after the revolution conceived a system of national instruction as the essential instrument in the hands of the State for trans¬ forming crude and monarchical material into republican citizenship, so the people of the Southern States after the war turned instinctively to the public free school as the chief factor in the work of reconstruction. The progress made Vvfithin the past thirty years is nothing short of the marvelous Vvdien vievred in the light of the difficulties to be overcome. The fact that some of the States, as Alabama, for example, are appropriating more than half their total revenue to educational pur¬ poses gives evidence of an abiding faith in the new education. Causes of retarded irrogress. — If the progress in popular education has not been all that its champions have wished for it, if the public school in the South to-day is very far below the standard set liy other sections, it is due to serious obstacles in the way. And it is the consciousness of victory over many of these difficulties that has contriljuted so largely to the fine enthusiasm of the present educational campaign. Of these retarding influences perhaps the most persistent, and in many respects the most difficult to meet because of the subtlety of its manifestations, is the half unconscious conservatism inherited from the old South. While conserv¬ ing much of the old life that is vital as well as beautiful, and thus contributing if s imrt to the larger life of the future, it has at the same time clung to old forms which have been outgrown and which progress demanded should be cast aside. There was the old aristocracy, for example, refusing to recognize the new indi¬ vidual, and clinging tenaciously to aristocratic ideals and institutions totally out of harmony vrith the democratic spirit of the modern umrld. In education this manifested itself in a vigorous opposition to the pul^lic school. Prior to the war the Southern States had no public schools for the education of all people. The education of the slave, involving obviously enough the destruction of the system, was impossible. There was no system of schools at all adequate to the education of all the white children. There were universities, academies, and private schools for the education of those wdio could afford it. This indifference, and even oppo¬ sition to the education of the masses, was an inheritance from England. So deeply ingrained was it in the tissue of southern society that when the public school appeared as the child of the ne^y regime it was instinctively opposed; opposed in jrart, perhaps, because it was a lu’oduct of the nev.?- order; opposed because it was public, offering equal opportunities to the plain people; oiiposed because it was free. Against these odds the system of popular education has had to fight its way to recognition. And to understand the present enthusiasm of the teacher and educational leader at the South one must appreciate the loneliness of his struggle at the time when he had to fight his battle single handed and alone. Add to this the poverty resulting from the war and reconstruction. The war THE EDUCATIONAL MOYEMENT IN THE SOUTH. 363 alone cost the South one-tenth of her white male population and three billions of property. Reconstruction squandered the rest; it emptied the treasuries and handicapped future generations with bonded debts amounting to more than $300,000,000. North Carolina, for esample, was left with a debt of $35,000,000, almost a third as much as the total valuation of her property; Louisiana with a debt of $40,000,000; Alabama with a debt of $18,000,000, and Tennessee with one of more than $14,000,000. Under these trying conditions the southern people began the work of rebuilding their fortunes and their institutions. From this experience the schools sulfered a double handicap, for, in addition to their inability, from extreme poverty, to give to schools the sup]Dort thej^ needed, the people had learned to ‘ ‘ hate all taxgatherers and to distrust all schemes for the ‘public welfare,’ interpreting them as devices for the private gain of the schemers. ”« This gave rise to constitutional limitations v>^hich are still in many parts of the South a barrier to adequate local taxation for educational purposes. The work of building schools was further retarded by the fact that southern society is organized on the basis of the family as the unit. This type of organi¬ zation, vdtli a population essentially rural, sparsely settled over large areas of country, has made it extremely difhcult to create anything approximating a x)ub- lic or corporate spirit and to secure the cooperation necessary for any public enterprise. • If to this we add the double burden of building and maintaining separate schools for the two races living side by side, we may form some conception of the obstacles to be overcome. Thus the educational leader at the South, with the conservatism of the old aristocracy against him, vAthan appalling and unjust debt hanging over his head, with extreme poverty staring him in the face at every turn, has had the herculean task of creating public spirit in a society extremely individualistic in its organi¬ zation, and of inducing a stricken people, taught by harsh experience to hate all taxgatherers and promoters, to build a double system of schools, one for the edu¬ cation of a i^eople but yesterday their slave. With faith and courage he wrought and awaited his time. The neiv generation. — But the years have brought to the South improved condi¬ tions. The young men of the present generation are facing toward the future; and this, without destroying veneration for the past, has given a new inspiration and a larger courage for the present. These “ young captains and young soldiers of industry,” in the words of Doctor McKelway, “refuse no reverence for the vet¬ erans of the civil war on either side, but the men of this generation are determined to run it. The sons will preserve and will magnify the fame of their fathers, but they will not foster or hght over again their feuds. They believe in factories quite as much as in pantheons, in energy more than in inquests, and in school- houses more than in graves.” Material prosperity. — The aspirations of these young leaders are reenforced by a remarkable industrial development. Within 20 years, from 1880 to 1900, the South increased its wages paid to factory hands from $76,000,000 to $350,000,000; its production of pig iron from 397,000 tons to 2,500,000 tons; its output of coal from 6,000,000 tons in 1880 to 50,000,000 tons in 1900. During the same period the total output of her manufactured products was increased from $338,791,898 in 1880 to $1,173,423,565 in 1900. The development of textile industries within the period has been phenomenal. The number of spindles has been increased from 667,000 in 1880 to 5,000,000 in 1899. In the one year 1899 there were erected in the South 365 nevv^ cotton mills, as against 17 in the New England States.^ And a Dabney, “Tbe Public School Problem in the South,” Report of the Bureau of Education, 1001, Yol. 1, p. 1009. See Proceedings of the Fourth Conference for Education in the South, pp. 89-90. 304 EDUCATION REPOKT, 3903. tins is but the beginning of the development of almost unlimited possibilities, of vdiich the people of this new generation are becoming conscious. But this mere beginning of an industrial evolution has already accomplished three things for education. It has initiated an era of prosperity, which makes an adequate system of schools a thinkable possibility; the establishing of larger trade relations inci¬ dent to industrial progress has tended to strengthen and expand the social con¬ sciousness, and has brought to bear upon education, as upon all social questions, a larger iterspective; and, finally, it has demonstrated that the traditional cur¬ riculum, organized for the education of ministers, physicians, and lawyers, is inadecpiate to the demands of modern life. The effect of this whole tendency ai)i:)eared in a wholesome unrest, finally issuing in the present educational renaissance. Returning national consciousness. — With this growing consciousness of creative ability and the hoi:>e which it carries with it of economic independence, there has come to the South the desire to regain the place which it once held in the councils of the nation. During all these years of preoccupation with the rebuilding of material fortunes the memory of pastleadershii:) has lingered as a beautiful dream. With the bounding, buoyant life of this present generation, this dream has been transfo.nied into a definite aspiration. The dream of ivorld leadership. — Then comes the epoch of national expansion quickening the national consciousness throughout the land. There has come to all our people in these latter days the feeling that v.m are climbing into world leadership. At any rate, we have assumed the position of a world power, and it is clear tliat our destiny is to be wrought out in cooperation with all the other modern nations. This larger aspiration, carrying its larger responsibility, has brought to the American people. South as well as North, a keener sense of the solidarity of American life, amd has put the x^rovincial thinker under the necessity of trying to interpret tin life and institutions of his own community in terms of the larger movements of civilization. Into this larger life the Conference for Education in the South of 1898 was caught up and transformed into the Conference for Education in the South as we knov7 it to-day. Although organized by a small body of men interested i)i’ima- :rily in the southern negro, it rapidly developed into an 0]3en forum for a frank discussion of all the problems and interests of a democratic society so far as they center in the education of the child. Before the conference there were in the educational work all over the South men of vision and of power. These are men vvdio, in the words of Doctor Dickerman, “ with clear intelligence and unwavering purpose, have toiled while others slept, giving themselves with all their hearts to the task of thinking out these intricate mazes of popular necessity and trying every clew to a solution. They are to be found in every State and distributed in positions of educational pov^er, clear-headed, pure-hearted scholars who find no joy so unalloyed as to serve the people among whom they live.” But these men Vv'ere working out their problems in lonely iso¬ lation. In the conference they found a clearing house, and the vague dreams and unexpressed aspirations of individuals have been, as by magic, transformed into a social ideal with a definite programme. IT. — PERIOD OF SELF-DISCOVERY. The period from the first meeting of the conference at Capon Springs in 1898 to the fifth meeting at Athens, Ga., in 1902, is one of rapid expansion and of self- discovery. The men who met as the guests of Captain Sale in the first confer¬ ence knew that the South contained a large colored population but yesterday freed THE EDUCATIONAL MOVEMENT IN THE SOUTH. 365 from servitude and by act of Congress endowed with all the prerogatives and responsibilities of citizenship: they knew that a very large proi:)ortion of these people were illiterate and that no adecmate provision existed for their education; they knew that there was an alarming degree of illiteracy throughout the South¬ ern States, and in a general way that the facilities for removing this illiteracy, white and colored, were meager enough; they felt that this situation was a matter of national concern; and, impelled by a desire for social service, they came together to see what ways and means might be devised for bringing light and life to the toiling thousands who dwell in darkness and for lifting the nation’s illiter¬ ate into intelligent citizenship. But beyond this there urns little that was definite, and the real work of the conference during these four years Vv^as that of ( 1 ) dis¬ covering and defining its aims, (2) discovering the forces which were to be called into the service of these ends, and (3) devising methods of operation. The history of these four years of its development, therefore, is a record of progress from relatively narrow and nebulous aims, with a general striving for social service, toward purposes larger and more definite, with a system of organized agencies for carrying on a definite scheme of activities. 1. — Development of the aims of the conference. Expansion of the conception of Christian education. — The first conference was styled the Conference for Christian Education in the South. Of the 31 members enrolled 20 were ministers of the gospel. Interest was centered primarily in church schools organized and maintained for the education of the colored race. The dominating aim seemed to be to make these schools more effective in the development of Christian character. The first paper closes with a quotation from General Armstrong: Iilake the schools vdiat they should be. Teach the boy and girl, the man and woman, that American citizenshi]:) means hard work, temperance, morality, the habit of right living, and there will be no room for disapx)ointment. The negro will justify the faith of his friends. The second paper on ‘‘ Industrial education" closes with this sentiment: The hope of our country is in schools dominated by Christian influences. Self- government is impossible to the many if the many be ignorant, and just as impos¬ sible if the many be vicious. The heart and the conscience must be educated as well as the brain and the hand. At the end of the third paper we find the same note: The Christian religion has been the great mother of schools. Christ, who is the truth, has given the great stimulus to all human culture. And yet we must not forget that intellectual culture was not the primary end of His work, but only a part of it. The Christian education in which the conference was interested was that administered by the church within a relatively narrow field. “ It will be under¬ stood, of course,’' says Rev. D. J. Satterfield in the introduction of his paper, “ that we are considering only the educational interests of the missionary work in the South.’’ But in this same paper it is shown that there is an intimate relation between the denominational school and the public school, and that since the pub¬ lic schools are the only means for lifting up the masses it becomes the mission of the denominational school to cooperate in this field of educational endeavor. President Meserve, of Shaw University, Raleigh, N. C., after a similar plea for cooperation,^ adds that “ the denominational schools ought to be allowed to devote their energies exclusively to the training of leaders for the race, and leave to the public schools the education of the rank and file.” The most significant paper of this first conference, as representing the line of advance toward the larger aim, is by Doctor Mayo, of Boston, on “ The New Edu- EDUCATION REPOKT, 1903. 3G6 cation,” in ^yllich he maintains that the family, the church, and the state are not separate institutions, hnt the same people, acting as parents, churchmen, and citizens for the complete education of the neyr generation of young Americans. The American common school [says he] is founded upon and lives hy the spirit of the ne w education, whidi is the last and highest resi)onse of the whole people to the al)solute religion of the Great Teacher, as applied in the art of living together hy TO. 000. 000 of our people. The American common school is founded upon the nature and possibilities of the child announced by Jesus. Its benevolent scheme of disciidine is in accordance with this declaration of the law of love to God and man. In no church or family are the Christian virtues more thoroughly recognized and enforced than in the rules and regulations of a good common school. Nowhere are American children more shielded from temptation and better protected from their lower selves than in a good common school. In no body of luildic or professional people can be found a higher average of character, a more accurate knowledge of children, and a more devoted spirit of self-sacrifice for their good than among the 400,000 teachers of the 12.000,000 of children and youth in the common schools. While it does not assume the functions of the family and the church, its pupils and teachers live in the homes and are gathered in the churches, and are to a great extent what they are there made. In addition, the imblic school alone practically trains the children in the higher life of society and citizenship, where every principle of Christianity in which the life, liberty, and happiness of the whole j)eople is involved. Under these circumstances the old sharp distinction between the “ Christian ” and the ‘"secular” education disappears. All American life is sacred, and there is no corner of it •‘common or unclean ” to the view of the Christian citizen: and when the clergy and Christian parents realize this fact, and come forward heartily to make the school as the church and the Government what it ought to be, the old contention will disappear, and in their several relations the whole American people will ‘‘ work together for good " for that ‘' general welfare’' which jneans the test for 70,000,000 people in God's best country in God's world. In harmony with this larger view of Christian education, and as indicative of this expansion of the conception of its aim, the •‘ Conference forChristan Educa¬ tion in the South ” became in the second year of its existence “ the Conference for Education in the South.” At this second meeting there was a much larger x)er- centage of business men and men representing the so-called secular” schools. The event of the conference at this session was a survey of the educational field of the South by Dr. J. L. M. Curry. In an address of characteristic eloquence and power, with all the earnestness of his intense nature, Dr. Curry pictured the conditions of the rural South; urged the cause of the common school as the college of the people; presented the American child wherever found as the future citizen of the Republic, and on these premises made a fervent idea for universal educa¬ tion through the use and improvement of every educational agency from the kin¬ dergarten to the university. This address turned the tide of interest and of endeavor toward universal education through State-established, State-controlled, and State-supi)orted schools. In resi)onse to this larger outlook, the conference at the close of this session authorized the executive committee to appoint a field agent, who should work under the direction of Dr. Curry, and whose duty it should be to study conditions in detail and to ascertain such facts with respect to Southern education, both pub¬ lic and private, as would make more clear what methods and agencies should be encouraged and what avoided or reformed. Dr. G. S. Dickerman, New Haven, Conn., was appointed, and at the third conference he made an exhaustive report with recommendations. His conclusion Wiis that the children of the rural com¬ munities of the South need schools which are adapted to the conditions that exist, and that to insure this the school must lie developed on its own ground, and that this work was being done by the xieople of the South, especially in their public sc-hool system. Pointing out the difficulties of this work, he recommended that aid be given at this point. THE EDHCATIOHAL MOYEMEHT IH THE SOUTH. 367 Mr. Robert C. Ogden, New York, in speaking of the objects of the conference from the point of view of a Northern business man, said: In my judgment, as a business man, the Capon Springs conference can find a wide sphere of salutary influence by bringing the whole subject of popular educa¬ tion urgently before the business men of the South as a business iiroposition, touch¬ ing very closely their individual and collective interests. It is repeating a truism to state that the prosperity of the community depends upon progress, progress upon intelligence, intelligence ui)on education. That he voiced the larger aspirations of the conference was indicated in his elec¬ tion to the x^residency, a position which by unanimous will of the conference he has held evm’ since. No man could have been better prepared to direct its endeav¬ ors toward catholic ends. In this he was strongly seconded by the environment of the fourth annual ses¬ sion at Winston-Salem, N. C. For more than ten years this State has been the scene of an active and aggressive campaign forxiopular education, and its governor, Charles B. Aycock, who delivered the welcome address at this meeting, had just been elected on the platform of longer schools ox)en free to every child in the State. Both the discussions and the executive work of this session were in keep¬ ing with the spirit of the environment. The address which was most fruitful in stimulating and directing the aggressive policies of the conference, was by Presi¬ dent Charles Yi. Dabney, of the University of Tennessee, on “The public school problem in the South.” Education as administered by the denominational school has with this fourth conference become a secondary interest. This Winston- Salem meeting brought together a large number of educational leaders who had already consecrated their lives to the cause of popular education. They domi¬ nated the deliberations and secured before the next year the organization of the Southern Education Board, with its bureau and field agents, for conducting an aggressive campaign for universal education throughout the South. The confer¬ ence has thus definitely entered upon its larger field of activity, and its piiixpose is thus voiced by President Ogden at the opening of the next session: This conference exists for a holy cause; holy in the highest sense. Its creed reflects the divine love, broad and beneficent as the universal sunshine and expressed in the simple dogma that every child in this broad land possesses the natural right to a good English education. The mission of this conference is by means of a sweet reasonableness working through many and diverse agencies to so enforce its dogma that the moral rights of children to education shall by law, by x)hilanthropy, by public opinion, be made forever so secure that they shall nevermore be questioned. Thus it may come about that the capacity for intelli¬ gent citizenship, the opportunity for abundant life, the enjoyment of liberty, the attainment of happiness become universal possibilities. From the education of the negro to the education of cdl the people. — These first guests Avere invited,, to Capon Springs, as Ave have seen, in behalf of the education of the negro, and out of this beginning grew the larger interest in the cause of uniAm’sal education. There were references in the first conference to the educa¬ tion of both races; but the first strong impetus toward interest in the improAm- ment of schools for the white people came from Doctor Curry in the memorable address already referred to. In sx^eaking of vdiat the South had achieA’ed and suffered he said: It need hardly be said that our institutions of learning shared in the universal poverty Avhich swept over our land. The colleges in some cases were used as laarracks and hospitals for the soldiers. Libraries and apparatus v/ere remoAnd or destroyed, and in some instances there has been a AA^eary waiting for compensa¬ tion after proof, clear and full, leaving no hook to hang a doubt ux)on. Buildings for dormitories and science halls are not furnished for want of funds. Profes¬ sors, faith.ful and scholarly, are poorly paid. Most pathetic calls from 3’oung men and j^oung women Imngrj^ for education are heard, and jot thej’’ must be turned away in the absence of scholarshix^s and endoAA^ments. Some single col- 3G8 EDUCATION REPOKT, 1903. ored scliools have a larger animal income and expend more for running expenses than any nniversity except Johns Hopkins, and as nmch as the combined outlay of four or five white colleges. The white institutions of the South have had no lielp from the generosity of the Nortli except what one family has given to the Vanderl)ilt and the University of Virginia has received from the estate of Fayer weather. * •• I siiall not stultify myself by any fresh argument in favor of negro education, but I must be pardoned for emphasizing the fact that there is greater need for the education of the other race. The white people are to be the leaders, to take the initiative, to have the directive control in all matters xiertaining to civilization and to the highest interests of our beloved land. History demonstrates that the Cau¬ casian will rule. He made our Constitution: he achieved our independence; he is identified with all true progress, all high civilization, and if true to his mission while developing liis own capabilities he will lead, out and on, other races as far and as fast as their good and their possilhlities will justify. This white supremacy does not mean liostility to the negro, but friendship for him. On the intelligent and more rehned class of the wliite people the negroes have been compelled to rely heretofore for the educational advantages which they possess, and on them in the future they must depend to prevent a widening of the breach between the races and to bring about their higher advancement. It is hopeless to think of the small number of educated negroes protecting themselves against wrongs unless there be men and women, cultured, courageous, broad minded, to correct, elevate, and lead public opinion. Some wild enthusiasts of the negro race, some purblind fanatics of the white race, may expect or desire subordination or inf eriority of the white people, but that is the crazy dream of a kind of racial cosmoj^olitanisni or fusion which portends loss of national unity and is the forerunner of decay. This sentiment was seconded l^y Mr. William H. Baldwin, New York, in an address on Negro education,'' in which he urged that the cause of negro educa¬ tion can not be successful unless the education of the white man be provided for, and referred to Doctor Curry's broad x:>oint of view of education for both the whites and the blacks and of his thorough understanding of the whole situation as fitting him above pJl others to lead in a general organization for southern industrial education. From this time forward the transfer of interest vms as raxud as it was inevi¬ table. At the Winston-Salem conference the education of the ^yhite children of tlie South vras the sul)ject of discussion, and wdtii the organization of the South¬ ern Education Board there began an active campaign in behalf of universal edu¬ cation. Official expression v/as given to this exxiansion of purpose in the oxiening address of President Ogden at the Athens conference. It is liroper [he says] for me to say of this comx)any from the North that it includes men and women of force and liower and thought and experience, and while we were originally interested in the South through negro education, our imxmlses have risen from negro education to the question of the entire burden of educational responsibility that you have throughout this whole section of country. Transfer of interest from the individual to the community. — A third line of adA'ance by the conference in the definition of its purx)Ose was from the education of the indiAudual to the education of the community. The original j)roblein was how to prowlde better equiinnent and better methods in certain southern schools for the education of the individual i^upils attending them. But as interest grew in the larger problem of universal education it became evident from a knowledge of educational conditions in the rural communities throughout the Southern States that any scheme for the i)ermanent imin-OA^ement of these conditions to be suc¬ cessful must undertake to enlighten the community and to touch tlie social con¬ science. Doctor Dickerman, in his report as field agent to the third conference, distinctly says on this i^oint: There are two educational methods. One is to fix on the individual and ask how to give him the completest development, leaving out of vieAV for the time every other consideration. The other is to fix on the community and ask how the whole j)eox)le may be raised to greater intelligence and better standards of living. Each of these methods has its own appropriate place, but that which is required to-day THE EDUCATIONAL MOVEMENT IN THE SOUTH. 36"J in all the sparsely settled regions of the Sonth is the latter method. Until the community is raised the individual is not likely to appear, * * * The people must he given a new spirit, a new w'ay of thinking and doing, a new life on their own soil and in their own homes, in order to save the rural i)art of the country. With the Winston-Salem session the education of the community came to be the established purpose of the conference, and found expression in the organiza¬ tion of the Southern Education Board, with its bureau and field agents, as an organized propaganda for carrying on an aggressive campaign of education. Through these agencies the spirit of the conference Avitii its gospel of universal education is to-day being carried into every community throughout the South. Southern education a national problem. — The conference reached the final stage in the liberalizing of its spirit and juirposes with the interpretation of its work in terms of our national life and the larger movements of civilization. This was a necessary result from the earlier consideration of educational reform as a i:)hase of the general evolution of life in the community. For as the individual is orga,n- ically related to the smaller social group, so the community in turn is related to the larger social whole. Education and democracy — the solidarity of American life and American interests, the mmtuality of social privileges and duties involved in American citizenship — this is the dominant and inspiring note of the Athens meeting in 1902. The combination of catholicity and intense patriotism which con¬ stituted the spirit of this conference was infectious and irresistible. That would have been a dead soul indeed that could have come into touch with it without being quickened into larger sympathies and finer aspirations. If I had a boy and wanted to teach him good, straight, honest, vivid patriotism [said President Alderman, of Tulane University, in his address on this occasion] , I would not much care to carry him to a battlefield, where men had shed blood and torn at each other’s throats, but I would rather vrish to bring him to such a place a,s this, where he might see the play of human sympa,thy at its best, where he might see men and women of strength and power, unafraid of changing their views, unashamed of honest emotion, informed with iron jjurpose, and touched, as I have never before seen a body of citizens, with the moral and political value of childhood and with the meaning to the nation of the dim toiling thousands who dwell untaught in the shadows of the world. ITugh H. Hanna, of Indiana, voiced the same broad conception of the move¬ ment in these words: The highest expression of the godlike in man is the love and sympathy man is permitted to express to his neighbor. The neighborhood of this country is lim¬ ited only by its boundaries. We are one people, with one mind and one heart. Education is not for a section; education is for America. Education for Massa¬ chusetts, for Indiana, for Georgia, for all the people, for what? Is man educated for himself alone? Do you live for self alone? We are climbing to a leadership in the world? May our leadership be based upon a broad spirit of humanity, upon the brotherhood of man. Felix Adler referred to the interests conserved by the conference as political, patriotic, ethical interests of the first magnitude. Quoting Fouilee’s statement that every system of education must be national, he continued: Southern education, too, which we have here been discussing, must be adaj^ted to our national needs, must promote the highest objects for which our country'- exists. These citations might be multiplied at length, but the closing words of William Hamilton Mabie must suffice: You have had your great sorrows, and I can never read your story v/ithout a consciousness of colossal tragedy. Those sorrows were the birth pains of a great nation of the future, and the w’armth of the South, the practical sagacity of the North, and the far-reaching energy of the Ydest will combine to build the nation ED 1903- 24 370 EDUCATIOI^r REPORT, 1903. anew. To that great and new country let ns dedicate ourselves — that country which is to he realized by the emancipation of every man born of woman who calls himself not Southerner, not Westerner, not Northerner, but that greatest of all names — an American. The conference has thus come by rapid strides into full possession of its general aim. Beginning, as we have seen, with the jiroblem of educating the negro at the South, it soon discovered that the education of the negro was inextricably bound up wnth the education of his white neighbor. Taking up the problem of univer¬ sal education , it was seen that the individual can rise only as the community rises, and that effective reconstruction of the x^^iblic school system in the South waits uX)on the (piickening of the social conscience. The social xiroblem thus raised grows at a bound into a national interest Aitally related to national aspirations, and therefore involving the mutual privileges and responsibilities of American citizenshii'n The conference is thus consciously xilaying its part in the comx)eti- tion of the nations by contributing its share to that larger educational activity which ^ve see so conspicuous at the end of the century in all progressive countries, and wdiich Dr. Gr. Stanley Hall has truly said constitutes the chief business of our modern civilization. 2. — Diseovcru of the forces ivliicli the conference teas to call into its service. The conference enlarged its aim as it became conscious of the greatness of its jDOwer. In its infancy it wms not a conspicuous force in southern life. It took it three years to command X3ublic attention. The men w^ho comx)osed it in the beginning were men of force, thoroughly callable of leadershix) in a large move¬ ment, but they were small in numbers and represented but a j^hase of the educa¬ tional v/ork in the South. They represented the combined forces of x)hilanthroi3y and church loyalty and organization as directed toward the education of the negro. They had no intention of attacking the larger educational xrroblem or of appealing to the whole educational force of the South. But the movement, once begun, was forced by the logic of its own development into larger and larger fields of endeavor, while at the same time it offered the one opportune point of contact for all those forces which had been working in isolation for the cause of educatioi: in the South. They gravitated toward this center by natural law, and made the conference from year to year a revelation even to its leaders. Public scliool teachers and officials are proverbially ready to resjiond to any call wdiich holds out promise of better things for popular education. If they have any fault, as Professor James has said, it is that they are ‘‘just a mite too docile.” But ill this case we trust they have not been borne awmy by a popular fad. No movement since the beginning of the iiublic school work in the South has given them so much of new inspiration and new^ life and iiromised so much in the way of substantial results. As soon as the conference became definitely interested in universal education through the public school it found at its disposal a vast com- Xdex of forces waiting to be organized and directed. So enthusiastic, indeed, has been the response to the infiuences of the conference that it may be said to have at its ready command the whole machinery of the public school system of the South. Just how^ this is being utilized w’^e shall see later. Tlie remarkable jirogress already made has been made iiossible by the vdiole- hearted cooxieration of the colleges and universities. And this is a new thing in the South. While the university is suiiposed to stand for leadership, it has not been disposed to lead the movement for poxiular education; the tj'pical university man has not been in symiiathetic touch with the xiublic school men; but folding his academic robes about himself, he has stood aloof in wdiat he has regarded a noble isolation, as if knowledge were for knowdedge's sake, and for him. Cherish¬ ing his musty conceptions of an intellectual aristocracy, he has willfully and per- THE EDUCATIONAL MOVEMENT IN THE SOUTH. 371 sistently ignored tlie yearnings of the toiling thousands, whom to help into larger lives should constitute the reason for his being. But a change is coming over the spirit of these institutions, as they are dominated more and more by the spirit of young men who are in touch with the modern world, with its larger and more vital statem.ent of culture in terms of social serwlce. This tendency has been immeas¬ urably strengthened by the conference, which has not only embodied this con¬ ception of culture and service in its creed and voiced it many times in its X)rogramme, but has been from the beginning a living example of it. Mr. Ogden, in his address before the third conference, urging the claims of the business man to a place in its councils, says: The plain man of affairs needs to be within the educational circle that by his very presence he may remind even higher education that all training of the intel¬ lect should have only for its end and aim the good of the people. Art for art’s sake is a heresy. Learning for its ov/n sake debases; does not lift. Intellectual development that makes man superior in his own esteem elevates the mind at the sacrifice of character. The world is run by the two-talent men, and the two-talent men must be recognized if intellectual life is to have a healthful groAvth. Of all the sham aristocracies, the meanest is the intellectual. Its type is lower than that of mere money arrogance, as the sharpness of its sting is more bitter and keen. The highest institutions and the most cultivated persons should find the noblest exercise of their greatest power in such service as v/ill most surely lift the mass. Yv^hen the two-talent and the ten-talent men meet on a comnnon level of service for humanity, the association is ideal. This spirit has dominated the conference in all its deliberations and activities and has infected everyone who has come into touch with it. The circle of col¬ lege and university men in its councils has widened year by year. They have been active in the organization of its boards, have given generously of their time and thought and energy in organizing and directing educational cannpaigns, and have found it a privilege and an honor to do personal service in the field. State univer¬ sities which have lived apart and fed on ambrosia, for so long as to become anaemic are now imtting themselves into vital relations wdtli the State systems of schools, and are thus entering upon a period of renewed vitality for themselves and of larger service to the States. Doctor Dickennan, in speaking of our higher institu¬ tions of learning, says: They are only in the infancy of their development as engines of popular enlight¬ enment; they have in them undiscovered possibilities, comparable to the forces of electricity twenty years ago, and fresh, unimagined puttings forth of power are coming to send thrills of re-creative life wherever the homes of men are found. This new ally in the cause of popular education is already making itself felt on its own ground, as well as in the field and in the conference. Another force of incalculable possibilities which this movement has drawn into its service is the public press. Doctor Frazer, field agent in Virginia , in his report to the Sichmond conference, says: One of the most helpful agencies for the creation of a T)ublic sentiment more favorable to free schools has been the State press. Almost without exception the religious and secular papers have opened their columns to educational new^s and have published valuable editorials bearing upon the needs of the schools. This is indicative of the generous interest and cooperation of the press through¬ out the South, and even many of the large dailies and weeklies of the East and several of the great magazines have done valuable service by putting themselves in sympathetic touch with the work in the South and then interpreting its national significance to the larger public. In many of the States the women’s organizations are rendering invaluable assist¬ ance in awakening T)ublic sentiment, improving schoolhouses, and even in effecting school legislation. The Federation of Y/'omen’s Clubs in Alabama, for example, secured the establishment of the girls’ normal and industrial school at Monte- 372 EDUCATION EEPORT, 1903. vallo, took an active part in the campaign against child labor, and led a move¬ ment for the betterment of school houses and grounds. At the Athens conference, in recognition of the work of the women of Georgia, the General Education Board gave to the State normal school at Athens $7,500 in scholarships to meet the 40 scholarships of $50 each alread}^ i)rovided by the women of the State, offered to duplicate for three years all new scholarshii^s of $50, not to exceed 50 in number, which these women would provide up to January 1, 1903, and added $4,500 to the $(»,000 v.diich the women had raised for the Winnie Davis Memorial Hall. Doctor Buttrick, v>Tio announced the gift, said in closing: We ask that v."e may have a little part in the great work v/hich has been inau- ^yarated by the people of the South and in v.diich the women of Georgia are bear¬ ing so honorable and noble a i^art. Doctor McI ver rexjorted to the Richmond conference the organization of a woman’s association for the betterment of the public schocihouses of North Carolina. He reported 20 counties as having good organizations, and said their purpose was to form an association around every i:)ublic school where two or three women could be found vrho would give their services to the work. Doctor Frazer, in his report, recognized the work of the Richmond educational association, through whose efforts the conference had been brought to Richmond. These examines serve to show \vhat an agency for effective service the conference has found in these organizations. And then the politician, what shall be said of him? It taxes the memory of no one to recall the time when he v.ms afraid to raise his voice in behalf of the public school. To-day Virginia, North Carolina, Tennessee, and Louisiana boast their ‘■educational governors,” wliileinmany other States oSicia Is in high x^osition have spoken out in no uncertain terms for free schools adequate to the needs of all the people. It is still more encouraging to know that these men are not mere timeservers, riding into ijublic favor on a wave of x^opular enthusiasm. Governor xkycock took a positive stand with the schoolmen in North Carolina at a time when it meant jirobable defeat, and side by side with the schoolmen the fight for schools for all the people v/as made and won. Governor Montague vrent all the vray from Richmond to Montgomery last February to meet with the i:)ublic school officers of Alabama and discuss with them the relation of the child to the State. He wel¬ comed the conference to Virginia last Ainnl, attended many of its sessions, and entertained it in his homo. The moral support thus given the movement by the broad-minded and large-hearted cooperation of those highest in authority can not be overestimated. It causes the humblest teacher in the land to take ux) his task with new courage and an added feeling of civic usefulness and of self-resx3ect. These are tyx)ical of the forces vrhich the conference and the Southern Board have developed and attracted to themselves. With their simxde and constructive creed of upbuilding society through the education of the child they have offered common x^oint of contact for all the forces — social, religious, x)olitical, and eco¬ nomic — which are working for the higher evolution of American democracy. President Ogden graxJiically stated this strategic x'>osition of the conference in his annual address at Richmond: All arc x^ei’fectly familiar witli the sovereign demands — material, iiitellectual, sxhritual — of educational interests. Executive combinations of many sorts — land, buildings, taxation, legislation, systems, methods — are under requisition for the service. Its infinite details increasingly enlist the unremitting toil of hundreds of thousands of painstakiiig teachers— men and women — representing every grade of instruction, from the sinuplest to the most abstruse. For the moment, in the center and foreground of this vast i)erspective stands this conference — a comx^osite aggregation of men and women, interesting because so varied in its x^ersoiinel. Some are x^rofouiidly ignorant of the technicalities of education, quite unfamiliar THE EDUCATIONAL MOVEMENT IN THE SOUTH. 373 by personal knowledge with even the recitation rooms or the methods of contempo¬ rary school life. Others are within the sacred fraternity of teachers, and in the group may be found representatives of every rank in the teaching profession. Still others are charged with the official responsibility of educational management on behalf of the State or corporate bodies. Eut all are here with one accord in one place — officials and citizens, professionals and laity — by reason of a common belief in the beneficent power of education and because each distinct elemenc is essential to the spirit that must vitalize the conference. The solvent, the fusing power, that creates the common point of contact is the belief, perceived in varying degrees by all here present, that the great social duty of our age is the saving of society, and further that the salvation of society begins with the saving of the child. 3. — Defining its methods of operation. The conference, as v^e have said, is now in full possession of its general aim. Future development must be looked for along the line of devising new methods of work, new ways of organizing and using the forces at its disx)osal to make them more effective in the accomplishment of desired results. Much, however, has already been accomplished in the way of defining general lines of activity. The development of these constitutes, perhaps, the most interesting aspect of the his¬ tory of this movement. Genesis of the Southern Education Board. — The Southern Education Board and the General Education Board grew out of the same conditions and supplement each other in function. The conference had its origin in the need of cooperation to make more effective the missionary work in the South. The first conference developed the need of the organization of agencies controlling contributions from the North to schools in the South. The situation calling for such organized effort was first presented by Rev. A. B. Hunter, of Raleigh, N. C., in a paper on “ Coox)- eration among schools: ” We all have a common interest [he says] in securing the interest of generous people in the work. If that interest is turned aside by appealing to false or unworthy motives, we ail suffer. It is estimated that since 1870 the North has been giving to negro schools in the South at the rate of about $1,000,000 a year and that it is giving that amount now. This sentiment of sympathy is readily recog¬ nized by many who have only their own personal ends to serve, and it has become a nuisance in the business offices of large northern cities to receive the visits of those who are soliciting money for negro schools, basing their appeal upon this well-recognized feeling of sympathy. Sometimes the salary of the solicitor con¬ sumes a large part of the money collected. If the public confidence is once weakened by these efforts of unworthy men, damage vs^ill be done not only to the institutions which they represent, but to all the negro schools. Rev. George T. Fairchild, of Berea College, Ky., in presenting a brief by Presi¬ dent Frost, of that institution, calls attention to these same evils and further urges the need of cooperation to prevent the waste of effort and means. “ Evils come,” he says, “ from too many schools in limited territory, v/hile large regions are left destitute.” He points to the associated charities in large cities as an example of increased efficiency coming from cooperation, and urges the necessity of an approved list of institutions made out v/ith reference to age and equipment, efficiency of administration, and location. The conference embodies the spirit of these tvvm papers in the sixth article of its “ Message and appeal,” which is as follows: VI. The principles now widely recognized and applied under the head of asso¬ ciated charities, tending to prevent the bestowal of gifts upon unworthy persons, have a proper field for exercise in the support of institutions of learning in the more needy parts of our land, and, while fully realizing the practical difficulties in the way of any such application of those principles, v/e are of the opinion that the gifts of the North in aid of educational work of the South should proceed upon lines of intelligent, equitable, and discriminate selection, and that great care should be taken by the people of the South in authorizing appeals for outside 374 EDUCATION KEPORT, 1903. aid, though such aid is greatly needed by vrorthy institutions both for support and endowment. The second conference gave new impetus to this demand for organized effort and turned the direction of it into larger fields. Doctor Dickerman, in a remarkably forc(‘ful paper on ’’ Cooperation in educational work,'’ upon the basis of a survey of educational conditions in the South, in which he points out in detail the great need of better houses, longer terms, more efficient teachers, and improved meth¬ ods. urges with irresistible force that neither the church nor x)rivate enterprise can accomplish the task of educating the i:>eople; that the public school is the only hope of popular education, and that in the school systems already organized under the Government we find the only agency representing sufficient organiza¬ tion to cover economically and efficiently the vast territory within the 1,300 counties in the South. Pie shows by citing numerous instances that the gener¬ osity of the North, by being diverted into improper channels, frequently works an injury, antagonizing and crippling existing schools, dividing the educational forces of the community instead of harmoniously developing them; that in this hurtful rivalry sound standards are abandoned and sux)erficiality and pretense sub¬ stituted for a well-graded, thorough course of educatiou; that by giving young pupils the names and forms of sumerior education these i)rivately supiiorted insti¬ tutions tend to bring the public school into discredit. The conclusion is evident. The cause of education in the South can be served best (1) by bringing the existing imblic schools into a more efficient state of organization, and (2) by directing the generosity of the North and the best efforts of the South to their better equipment. In connection with this last point we get the germ of the main function of the Southern Education Board. In the last analysis [says Doctor Dickerman] , that which is before all other things is i^opular interest in education among the iDeople to be benefited by it. This must precede the schoolhonse and x^recede everything. People will never get much out of any j^rivileges till they feel their value. But feeling their value, axjpreciat- ing how much a good school signifies to them, their children, and the n 3ighborhood, they will not be content with a term two months long nor with an incr pable teacher nor with humdrum methods. Having a noble conception of the school, nothing will satisfy them till they see its realization. In these suggestions Vv^e have a foreshadowing on the one side of the organiza¬ tion of local initiative and control, and on the other the organization of outside aid to suiqdement local effort. "With regard to the second type of organization a more explicit statement is found in Mr. Baldwin's paper on “ The present i)roblem of negro education.” It is our duty [he says] to organize a general educational board, by which effect¬ ive work may be accomxdished throughout the South; that funds given to the negro cause may be given through such an organization, or to schools aj^proved by them, so that the giver may be sure that his contribution will be used effect¬ ively. The North to-day is tired of giving indiscriminately to a multitude of colored schools in the South. Many of our rich men, who are charitably disposed, and who want to give largely to the negro cause, demand that any school asking for funds be under good business management and that effective industrial train¬ ing shall be given. The mere advertisement or statement that industrial trainihg is given at any school is no longer sufficient inducement to procure funds. The ax^proval of an educational board, xirox^erly organized, will be in itself a warrant to those who may contribute that their gifts Vvull be exx^ended x^roperly. Then, toward the close of his x>aper, Mr. Baldv/in gives the suggestion for a “ general organization for Southern industrial education” for both races. The conference expressed in its resolutions its apin-eciation of “the urgency of the need for a general committee of direction in harmony or in conjunction with the management of those [the Slater and Peabody] funds to guard against the hap- liazard and in some cases harmful use of money contributed at the North for negro education.” THE EDUCATIONAL MOVEMENT IN THE SOUTH. 375 It authorized the executive committee to appoint a field agent to study the con¬ ditions and report such facts as would make more clear what agencies and methods should be encouraged and what avoided or reformed, the purpose being to secure a more efficient concentration of effort in all educational work carried on in the South. Doctor Dickerman was appointed field agent, and began the work of investigation now being conducted by the boards. During the j^ear he visited schools in Vir¬ ginia, the Carolinas, Georgia, and Alabama, conferring with school officials and teachers, and reported a universally cordial reception. “If there has been any doubt in the beginning,” he says in this report, “as to the practicality of this work, the evidence is now abundant that such a doubt is without foundation.” The conference, recognizing the value of his service, thanked him and asked him “ to continue this work for another year, to visit the superintendents of the vari¬ ous schools of the South, to obtain suggestions from them, and to confer with rep¬ resentative men of the section in regard to the progress and needs of Southern education, and to report the results of his observation and inquiries to the next session of the conference.” This report was made at the Winston-Salem conference and rvas laden with facts and suggestions leading to larger endeavor. This Winston-Salem session mcirks an epoch in the history of the conference in many respects, but first of all in the definition of its policy and the organization of its agencies. This report of Doctor Dickerman, as well as his previous work, helped to pave the vzay for this. After enlarging on his previous report of conditions in the rural South, stating again the necessity for improved conditions for the education of both races, and reiterating his faith in the public school as the engine of popular education, he offers tv70 suggestions v/hich have been adopted in the policy of the conference — first, that the time has come for some comprehensive undertaking to foster an educational sphit in the rural portions of the South; and, second, that this work must be directed by the men alreadj^ in the field. With reference to this second point he says: Some of us come from a distance and think, perhaps, to bear a part in this edu¬ cational work. Let us not lose out of mind that primal law: The men on the ground are in the foremost place. They know^ the situation. They are familiar with conditions. They have sharpened instincts to sense the meaning of things that would be a snare to others. In agreement with them is strength. We have to wait for these master spirits of the South to bring in the new order. Our high¬ est ministry is to work with them, to help them like Jethro in the tent of Moses — sympathetic guests with open mind to enter into their plans and make them our own. This educational leadership of the South was largely represented at this meeting, and conditions were ripe for action. The definite suggestion leading to the organi¬ zation of the Southern Education Board with its bureau of information and inves¬ tigation was made by President Dabney in his paper, previously referred to, on “ The public school problem in the South.” This paper is a perfectly frank and graphic statement bj?- a Southern man of the conditions of Southern schools and school systems, reenforced by an array of facts, including comparative tables of statistics, that made its ai)peal irresistible. Premising that the South is an agricultural section, that its people live in the country, and must therefore be educated in the country, the author goes into an investigation and discussion of the rural public schools. The general condition in the Southern States is emphasized by comparison with the North Central States: These States _ contain a million fewer people, but had the same number of chil¬ dren enrolled in the schools. The percentage of school population in average attendance is 52.50 in the North Central States as against 40.32 in the Southern 37G EDUCATION REPORT, 1903. States: the total number of teachers is 181,910 against 127,577;. the number of schoolhouses is 105,118 to 90.849, but the value of scliool imoperty is $230,391,589 to $07,473,850; the average number of days schools are taught is 155.0 in the North Central States, 109.0 in the Southern States; the avera.ge salary of teachers per month is $43 to $31.75: the total expenditures in the North Central States are $84,802,319 to .$30,280,100 in the Southern States, which is $3.23 per capita of the population, or $20.85 per pupil in attendance in the North Central States, against $1.34 per capita of population and $9.72 per pupil in attendance in the Southern States. We should remember that the Southern States include a population of over r, 000, 000 negroes, and were devastated thirty-six years ago by a terrible war. The comparison is not perfectly fair — few comparisons are — but it shows what this i)opulatioii can do and what the results in wealth productions are, and sets a standard tovrard which the Southern States should strive to build. This general view is followed with a statement of conditions in typical Southern States, and the whole situation is again graphically typified in this comparison of Tennessee and Iowa: This State contains a slightly larger population than Tennessee, but somewhat fewer children. The enrollment in the schools of Iowa is 87.5 ijer cent of the school population, against 70. 1 per cent in Tennessee. In Iowa 57.3 per cent of the school population are in daily attendance, against 49 per cent in Tennessee; teach¬ ers number 28,(394 in Iowa to 9,195 in Tennessee; the schoolhouses are 13,836 to 7.185; the value of school property is $16,908,076 to $3,063,568; the average value of school property is $1,222 in Iowa to $426 in Tennessee; the average number of days the schools are kept is 158 in low^a to 96 in Tennessee; the average teacher’s salary is $45 in Iowa to $31 in Tennessee, and there are three times as many teachers in Iowa; the total expenditures are $7,978,060 in Iowa and $1,751,047 in Tennessee; this is $3.80 per capita of population or $21.89 per pupil in attendance in Iowa, against 87 cents per capita of population or $5.17 per pupil in Tennessee. The author attributes these backward conditions first of all to the extreme poverty resulting from the civil war and reconstruction, and, after this, to defect¬ ive organization, the interference of x^olitics with school administration, and in many cases to ignorance and the indifference of ignorance. Pointing out the way to improvement, he says: Our system of school legislation and management and our methods of school taxation must be completely turned round before we can have anything like a system of efficient i^ublic schools. The school money must be raised to a larger extent from the State as a ’whole and be distributed more in accordance with the needs of the people. School mamagement and supervision must be central¬ ized to a considerable degree in the hands of representative and skilled experts. There should be a State board of education composed of the ablest educational authorities to be found, who should be responsible for all the public schools and should elect a State superintendent, wdio should in turn have the fullest authority with regard to the organization of schools, examination of teachers, courses of study, and the distribution of funds, and have the general direction of county and city sux^erintendents. The schools of the counties and towns should be in the hands of boards of like powers vmrking under the general direction of the State board and its superintendent. V,/ ho would think of carrying on any great busi¬ ness. reaching every x^art of the State, by the worthless methods, or no methods, which x^revail in the South in regard to our schools? W e must have a thorough¬ going reform in these things before we can even begin to build good schools. Then comes the sx:)eciiic recommendation to which all this has been leading uxo: The immediate need of our people is information and guidance. They need leaders to show them the v.'ay. We need a central prox^aganda or agency which shall conduct a campaign of education for free x^nblic education and which, wdiile it educates the x^eoxde on this subject, shall use every ox^iDortunity to instruct them as to the best forms of legislation for their conditions and the best methods of organization for their schools. This is then the definite prox:»osal that I 'would make to this conference. Shall we not at this meeting take steps to establish such a prox)aganda for free pnblic schools in the South? This step was taken in the form of a resolution authorizing the appointment of an executive board. The committee on x^latform and resolutions, composed of Dr. THE EDUCATIONAL MOVEMENT IN THE SOUTH. 377 Charles D. Mclver, Doctor Shaw, Doctor Dabney, John Graham Brooks, Bishop Rondthaler, Hon. G. R. Glenn, Doctor Cnrry, Professor Tncker, W. H. Baldwin, jr., and Walter H. Page, presented the following platform and resolutions, v/hich the conference adopted: The Conference for Ednca.tion in the South, on occasion of its fourth annual meeting, held at Winston-Salein, April 18, 19, and 20, 1901, reaffirmed its convic¬ tion that the overshadowing and supreme public need of our time, as we pass the threshold of a new century, is the education of the children of all the people. Vv^ e declare such education to be the foremost task of our statesman shii) and the most worthy object of pliilanthroxty. With the exx^ansion of our population and the growth of industry and economic resources we recognize in a fitting and universal education and training for the home, for the farm and the v/orkshox^, and for the exercise of the duties of citizenship the only salvation for our American standards of family and social life and the only hope for the XDerpetuity of our institutions, founded by our forefathers on the four corner stones of intelligence, virtue, eco¬ nomic efficiency, and capacity for x:>olitical self-control. We recognize the value of efforts hitherto made to solve our educational problems, both as resx^ects the methods to be used amd also as regards the sheer quantity of the work to be done. But Ave also find in the facts x)resented at the sessions of this conference the impera- tiAm need of renewed efforts on a larger scale; and we also find in the iinx^roved financial outlook of the country and in the advancing state of x^ublic opinion bet¬ ter hopes than eA^'er before of a larger resx3onse to this greater need. As the first great need of our peox)le is adequate elementary instruction, and as this instruc¬ tion must come to children so largely through mothers and women teachers in their homes and primary schools, we desire to enrphasize our belief in the wisdom of making the most liberal inAmstments possible in the education of girls and women. Whereas, therefore, the conditions existing in the Southern States seem now fully ripe for the large development as well as further imxjroA’'ement of the schools; and Whereas this conference desires to associate itself actively with the work of organizing better school systems and extending their advantages to all the peoxde. Resolved, That this conference proceed to organize by the appointment of an executiAm board of seven, who shall be fully authorized and enq^o veered to conduct — 1. A campaign of education for free scliools for all tlie peox^le by siix^plying lit¬ erature to the nev/spax^er pmd i^eriodical press, by x^articipaJion in educational meetings, and by genera,! corresx3ondence; and, 2. To conduct a bureau of information and advice on legislation and school organization. For these X3urx30ses this board is authorized to raise funds and disburse them, to employ a secretary or agent, and to do whatever may be necessary to carry out effectively these measures and others that may from time to time be found feasible and desirable. Motion was made and carried tha,t Mr. Ogden be made an eighth member of this board. On August 2, 1901, President Ogden announced the appointment of this board in the foiloAving letter, addresed to the members ax3pointed: After much consideration the committee on southern education, ordered by the conference at its Winston meeting, is made up and announced as follovrs: Hon. J. L. M. Curry, Dr. C. ^V. Dabney, Dr. E. A. Alderman, Dr. Charles D. Mclver, Dr. H. B. Frissell, George Foster Peabody, Rev. Wallace Buttrick, D. D., Albany, N. Y. By action of the conference I am added ex officio. The first meeting will probably be called in the month of October at Hampton, Va., or Washington, D. C. Hoping that the comx30sition of the committee will meet your apx3roval, I am. Yours, very sincerely, Robert C. Ogden. On October 11 following President Ogden sent out a notice that the executiA-e board would be called to meet in NeAA^ York City on November 4 for organization and to consider questions Avhich would x3robably engage them for a week following that date. The reason for this change in time and X3lace of meeting is made clear by the 378 EDUCATION EEPORT, 1903. inemorandnm of another meeting which occurred soon after Mr. Ogden's first letter: A nuinl)er of gentlemen officially acquainted with educational problems in the South were together in Bar Harbor on the 14th of August. By invitation of Mr. Morris K. Jesup they met at his house to consider whether they could do any- ^ thing to promote enlarged views of the situation, and thus to secure increased '<■, pecuniary aid. b They reached the conclusion that if the facts made known to them were made b known to the public in an authoritative form, through a suitable agency or asso- ciation. generous gifts would be offered and channels of usefulness would be opened to those who could give large or small amounts. It was made clear that at the present time much force and much money are wasted by unorganiz^ed and unfruitful efforts to xrromote the welfare of that x)art of the country. Informa¬ tion was brought forward from trustworthy sources indicating that large sums of money will be given in the course of the next fev/ years, if wise xdans for the distribution and administration of such funds can be presented. Under these circumstances the gentlemen assembled determined to ask the trustees of the Peabody education fund, the trustees of the John F. Slater fund, and the committee of the southern educational conference, each of them, to ai)x>oint a committee of two or three x^ersons to meet and consider this subject and devise some plan of cooperative action. The ax)i')ointed time and xdace for the meeting of the trustees of the Peabody and the Slater funds was in the city of New York in the early x^art of November. It was suggested that the preliminary steps might I^e taken by both these bodies at that time, and that x^^'obably the cooperation of the third organization might also be secured. It seemed to the gentlemen who were x)i‘esent that this was a felicitous moment for action, which should not i^ass without a definite effort to iiifiuence public oxhnion and to coordinate efforts. Dr. J. L. M. Curry, the secretary and agent of the two funds before named and a member of the conference, was requested to x^resent this statement, with such additional facts as might be within his knowledge, to the several boards at the earliest ox^portunity. The executive board of the Conference for Education in the South was called to meet in New Pork on November 4 in order to secure its cooperation v/ith the other two boards. Doctor Curiy called the southern members of the executive board of the confer¬ ence to meet in Greensboro, N. C. , on September 13. Doctor Dabney, Doctor Fris- sell, and Doctor Mclver were present. Doctor Curry being detained in Asheville. Under these circumstances the three members present decided to consider infor¬ mally the matters submitted to them and to adjourn to Asheville on the following day to confer with Doctor Curry. Doctor Frissell x^resented an account of the conference at Bar Harbor and read letters from Mr. Ogden and Doctor Gilman with reference to the proposed cooperation of the boards. The suggestion was heartily agreed to and a general plan vras drawn up for the organization of the executive board of the conference. On the following day at Asheville a memorandum of the results of the Greens¬ boro conference was read by Doctor Dabney to the full conference. Doctor Curry and Doctor Alderman both being x)resent. This memorandum, after some amend¬ ments, was adoi^ted. The memorandum as adopted opens with this statement: We agree heartily to the x)i'oposal to coox^erate with the Peabody and Slater Imards exx^ressed in the letter of President Gilman. Also that our commission should meet in New York on the 2d of November and continue in session as long as may be necessary to confer with the said boards and to comxdete its own organization. The work X">roposed for this board divides itself into two great departments: (1) The camx)aign for education in the South, as outlined in the resolution of the Winston-Salem conference; and (2) the work in the North to create interest in southern education and draw out sux)X>ort for it. An organization should be formed to carry out, as far as i^ossible, these two lines of effort. THE EDUCATIONAL MOVEMENT IN THE SOUTH. 379 Then follows an outline of a proposed organization. This outline provides one board for the two lines of work. As finally organized, there is a board for each of the two lines of effort. The board assembled for organization in New York on Tnesdaj’, November 5, and met daily for five successive days. It organized by the election of Robert C. Ogden, president; Charles D. Mclver, secretary, and George Foster Peabodj", treasurer. Its first official act was to increase its membership by the election of YyT'illiam H. Baldwin, jr. , Dr. Albert Shaw, and Dr. Walter H. Page, of New York, and Hon. PI. H. Hanna, Indianapolis. It organized under the official title of the Southern Sducodion Board of the Con¬ ference for Education in the South, and defined its own function to be the prose¬ cution of a propaganda of education in the South. This propaganda it proposed to conduct through its own printed issues, the imblic press, and iDublic speech. It organized for field work by appointing Doctor Curry as supervising director. Doctor Alderman, Doctor Frisseil, and Doctor Mclver as district directors, and Doctor Dabney as chief of the bureau of investigation, information, and publica¬ tion. These officials were to constitute the general campaign committee. To aid in carrying on the work, Edgar Gardner Murphy, of Montgomery, Ala., was associated with the president as executive secretary, and Dr. G. S. Dicker- man and Dr. Booker T. Washington were appointed field agents. Hon. Henry St. George Tucker and Dr. Robert Frazer were later appointed field agents in Vir¬ ginia. Prof. P. P. Claxton and Suxfi. J. D. Eggleston, jr., were, in January, 1901, associated with Doctor Dabney in the work of the bureau at Knoxville. Genesis of the General EchicoMon Board. — PVe have followed the grovv^ing con¬ sciousness of needed organization in two directions — (1) for conducting, an educa¬ tional camiDaign for public schools in the South, and (2) for administering funds for educational purposes. The first of these functions is provided for in the South¬ ern Education Board. Parallel to this there was formed in New York about the same time the General Education Board “for the receipt and disbursement of money for educational purposes. ” This board organized by' the election of Mr. "William H. Baldwin, jr., president; Dr. Wallace Buttrick, executive secretary, and George Foster Peabody, treasurer. Cooperation of the two boards v/as insured by the appointment of seven men to membership in both. The boards of the Peabodj^ and Slater funds were repre¬ sented in the membership of the two new boards, and in this way was secured that harmony of purxoose and unity of endeavor which constituted the aim of the Bar Harbor conference. Theory of the General Education Board. — The General Education Board stands for the spirit of nationalism in southern education. It is the embodiment of the passion of service and of that larger patriotism which recognizes the responsibili¬ ties of American citizenship in the presence of every i3roblein of American life. There are many men both North and South capable of taking the larger view who see in the peculiar burden of the South a responsibility which belongs to the entire country. These men of the North have asked that they may share in the work, not as men of one section bearing the burdens of another section, but as fellow-citizens engaged in the common service of a common country. The General Education Board will work in harmony with all the other agencies named above, will receive funds for the work, and will undertake to disburse the funds at their command in such a wav as to secure the largest returns for univer¬ sal education in the Southern States. Theory of the Southern Education Roa?’d.— As the General Education Board stands for the spirit of nationalism in this movement, the Southern Education Board stands for local initiative. “ The men on the ground,” says Doctor Dicker- man, “ are in the foremost place. They know the situation. * * * In agree- 380 EDUCATION EEPOKT, 1903. ment with them is strength. * * * We have to wait for these master spirits of the South to l)ring in the new order.*’ The Southern Education Board is com¬ posed largely of southern men. All the members of the campaign committee and the field agents working with them live in the South. The active work of the hoard is left in their hands. Its appeal for better schools has been and is to be to the people who are to be the most directly benefited by these schools. It recognizes the j)rinciplo that the best help is that vrhicli stimulates to independent self-activity. The evolution of a society, like the growth of an individual, is a process of self-expression and can not, therefore, be imposed from without. This board is a frank recognition of the fact that the southern people must work out their own destiny by their own efforts and under the direction of southern leadership. Thus the two boards, embodying the practical vrisdom of the Conference and its spirit of patriotic devotion to the service of humanity, represent the two aspects of tlie one work. Certainly [sa3^s Doctor Murplrv^] nothing could have been finer than the spirit of the northern men who have been interested in this movement. They have simply said: “ You have shown us that the South is tiying heroically to deal not only with the negro, but with the great unprivileged masses of its white population. You U7iderstand your own people and j'our own problems as we do not. This work is, therefore, jmurs. Take it and do it. In so fa,r as we can help j-mu we are at jnur service. We have no desire to meddle or to interfere. If you will take the helm we will stand by j'ou, not as Northerners, but as fellow-citizens of a common countr^a” Worl' of the Southern Education Board. — The district directors cf the Southern Education Board began active work in Januar\g 1903, Doctor Dabney to organize the l^ureau at Knoxville, Doctor Frissell to organize the campaign in Virginia, Doctor Mclver to inaugurate the campaign in North Carolina, and Doctor Aider- man to initiate the work in Louisiana. It was proposed that about $80,000 be expended v/ithin the first two years in creating a public sentiment for better schools, and that the campaign be conducted through local agencies already in the field. The proposition met until cordial support from the people, and the campaign committee v,ms able at the Axiril conference to report substantial results. Presi¬ dent Ogden stated in his opening address at this meeting that he had in his pos¬ session written reports from all branches of the work, and that the energetic earnestness that had marked every branch of the operations created at a single bound a powerful and effective organization. Doctor Mclver ‘s report of the work in North Carolina may be taken as tj'pical of the best methods and results of the board. It was the understanding at the last session cf the board [he says] that, if prac¬ ticable, a vigorous campaign for the improvement of the public schools of North Carolina should be inaugurated. Knowing that it would be unwise and useless to undertake such a campaign except in hearty cooperation with the educational authorities of the State, I laid our plans and purposes before the governor, Hon. Charles B. Ay cock, and the State superintendent of x^i^blic instruction, Gen. Thomas F. Toon, both of whom gave their hearty indorsement and expressed their hearty appreciation of the spirit in which the Southern Education Board desired to aid in our educational development. The Raleigh conference. — On February 13 General Toon and Governor Aycock united with me in calling a conference of about 40 teachers, representing all lines of educational work. Representatives of the State colleges and denominational colleges, county superintendents and city superintendents, representatives of high schools and seminaries of everj^ class were present. The conference made a decla¬ ration against illiteracy and issued a striking address to the people of North Caro¬ lina. There was perfect harmony in the meeting and unanimity of sentiment that the combined educational influence of the State should be brought to bear upon the improvement of the rural public schools. A campaign was inaugurated to secure the consolidation of weak school districts, the improvement of public schoolhouses, and the adoption of local taxation to supplement the State school tax. THE EDUCATIONAL MOVEMENT IN THE SOUTH. 381 Tlie governor, tlie State superintendent, and your district director were made the executive committee of this association and the managers of the campaign. The ad.dress was x)ul)lished by j^ractically all the newspapers in the State and copies were furnished to students of colleges and pastors of all churches. A special committee was appointed to furnish educational matter for the news¬ papers from time to time and another committee to make a special request of every x^reacher in North Carolina to deliver to his congregation at least one sermon on the subject of public education. From the beginning this movement had the almost unanimous indorsement of the x)ress of the State. In accordance with the x^lan of the Raleigh conference the executive committee has decided to hold district conferences at accessible centers in various x^ortions of the State. To these conferences county sujjerintendents and other school offi¬ cers will be invited, and also other workers for x^ublic education. These confer¬ ences will give the State superintendent an ox:)i^ortunity to con f er with the county superintendents and inaugurate a uniform policy for developing the educational work of the State. At least one large mass meeting will be held in connection with each conference, at which addresses will be made by the governor, the State sux)erintendent, and others. These district conferences v/ill be held at such places as will furnish free entertainment for the delegates. The railroad exxjenses^of the county superintendents will be x>aid out of the canix^aign fund x^rovided by the Southern Education Board. The Greensboro conference. — The first district conference was held Ax^ril 3 and 4, in Greensboro, and about 20 counties were rex3i*esented by their superintendents and other school officers. The presidents of the State colleges and x^residents or other representatives of most of the denominational colleges attended the Greens¬ boro conference. Finding some liberal-hearted gentlemen in Greensboro disposed to raise a fund by pox3ular subscription to be used for aiding those rural districts in Guilford County which would vote ux^on themselves a local tax to imx)rove their schools, I wrote an urgent letter to President VV. H. Baldv/in, jr., of the General Education Board, and Dr. Wallace Buttrick, the executive ofdcer of that board, asking the General Education Board to duxilicate these subscriptions to an amount not exceeding $4,000. The General Education Board, wTiich had just opened its new office two days before our conference, generously complied with the request, sending Doctor Buttrick to Greensboro to reiiresent it in the conference and to make the following propositions: The General Education Board will duplicate all private subscrix^tions made by the peox^le of Guilford County, N. C., for the public schools in Guilford County to an amount not exceeding $4,000 in ail, provided that in each case school dis¬ tricts where such gifts are made shall have levied a sxoecial local tax for free public schools for all the people, and x^rovided further that the approx^riation f rom this board in fulfillment of its pledge shall be paid to each of the several districts, through the North Carolina State department of x^ublic instruction, Vf hen informa¬ tion is received that the above conditions have been fulfilled. The mass meeting readily raised more than $4,000 for the improvement of the rural schools of Guilford County. None of this money can be used in the city of Greensboro, where it v/as raised, nor can any of it be used for any district in the county which does not levy a local tax upon its proioerty. At the Richmond conference, one year later. Doctor Mclver rex)orted that — As a result of the Greensboro conference a local tax has been voted in nine dis¬ tricts in Guilford County. It is hox)ed to have a local tax voted in everj^ district in the county in the next two years. So far our local board has adhered to no hard-and-fast rule as to the disx30sition of the $8,000 raised at the Greensboro con¬ ference to i^romote local taxation, but usually in the districts that have voted the local tax we have given one dollar for every two raised by private subscrix^tion to build and furnish schoolhouses. Under the direction of the campaign committee an aggressive campaign began ill North Carolina in the month of June, 1902, for local taxation. The governor of the State, an ex-governor, the State superintendent and an ex-State suxieriiitendent, a Congressman, the x^residents and xirofessors from nearly all the colleges joined the school superintendents and teachers in this vrork. As a result the State superin¬ tendent rexiorced in his last report 79 cities, towns, and rural districts having a local tax, pending elections in 45 other communities, and x^robable elections in the near future in nearly 100 others. Legislation has been secured encouraging local 382 EDUCATIdS- REPORT, 1903. taxation, scliool lil>raries for rural sclioole, and improvement of sclioolhouses. An imi)oi*tant h^tep has been made toward securing better supervision in the counties. Varying somewhat in specific aims, agencies, and methods to meet local needs, this work conducted in Xorth Carolina is being repeated in the other Southern States, and may be taken as a typo of what is being done throughout the field. llie Imrecui of investigation and information. — In addition to the campaign work conducted in the field by the district directors and their associates, the Southern Education Board assumed the parallel function, as provided by the original Winston-Salem resolution, of conducting a bureau of investigation and information. This bureau was organized and located at Knoxville, under the directorship of Dr. Charles W. Dabney, vfith P. P. Claxton and J. D. Eggleston, jr., as associates. Its purpose. — The bureau outlined for itself two main lines of work: (1) It proposed to make a careful and thorough study of educational conditions in the South, in other sections of our own country, and in the more important foreign countries; and (2) it i^roposed, by means of its own publications, through the public press, and the campaign orator, to give the results of this comparative study to the public, and thereby to educate the people into the adoption of sound constructive educational policies. This is among the most important tasks undertaken by the board. It is not a difficult task to arouse a i3opular momentary enthusiasm on vital subjects. The campaign of education, as being conducted, has already awakened in many com¬ munities educational enthusiasm amounting to religious fervor. But unless this emotion be transformed into quiet intelligent interest it can not last, neither can it construct efficient schools unless it be guided by sane educational statesmanship. This statesmanshix) can not be adequately supplied by a few minds capable of taking the larger view, for in a democratic community' schools and school systems must, in the last resort, be constructed by the people. It is of the highest importance, therefore, that while the campaign orator is kindling a i30T3nlar enthusiasm the peoj^le be given a broad jiersxiective of the real problems before them. They should be given the facts which portray the schools and school systems as they are in the Southern States. They should be led to viev,’’ the situation in the light of the larger educational exi^erience of other sections of our country and of other countries, and to use this comi^arison for constructive criticism in harmony with the genius of their own civilization. This should constitute the objective of the whole campaign, and the bureau calling into its service the educational lead¬ ership of the South should be, in President Ogden’s hax)py phrase, the “ ordnance dex^artment. ’ ’ This is the theory of the bureau. Methods of the bureau. — On March 10, 1903, the bureau issued the first number of its x^ublication, entitled ‘‘ Southern Education Kotes; ” a bi-weekly xrablication, inter.ded to furnish matter in convenient form for newsx^axiers. As stated in the issue of April 21, '“The object of Southern Education Notes is to act as a clearing¬ house of educational information and comment for the convenience of the news¬ papers of the South.” And in the issue of March 21 we find that '‘Southern Education Notes is gratified at the recex^tion of its first issue by the newspax)ers throughout the South. ’ ’ ' A single number of the Notes consists of six single column leaflets x^rinted on one side. The matter is comx^osed of brief x^aragraphs of educational statistics, quotations, and comments. It is intended to be terse, striking, x^opular, so as to win its way into the columns of the newsx^aper. Any adequate discussion of an imx)ortant tox^ic is obviously imx)03sible in the columns of the Notes. In Axu'il, 1902, the bureau issued the first of a series of circulars, intended not for the x^ress but for the reading x^ublic. Each issue was devoted to a sx3ecial sub- THE EDHCATIOHAL MOVEMENT IN THE SOUTH. 383 ject, and was intended to supplement the Notes by giving opportunity for more adequate statement and discussion. Only four circulars were issued. In March, 1903, the bureau began the publication of Southern Education,” a weekly publication in magazine form which, fairing the ijiace of Southern Educa¬ tion Notes and the circulars, combines the best features of both, and assumes the function of a more definite campaign document. The issue of May 14 maj^ be taken as typical of its best methods and results. This is the North Carolina edi¬ tion, and was prepared as a special campaign document for the cami^aign now being conducted in that State. It was prepared at the suggestion of the State superintendent of public instruction and of the central campaign committee for the promotion of public educa-tion in North Carolina, and the i^roof was sub¬ mitted to them for approval. It contains 176 pages devoted to the special educa¬ tional conditions and problems of North Carolina. It is a document of facts care¬ fully gathered, clearly stated, and arranged in convenient form, portrajring in a most graphic and forceful way the conditions in North Carolina along the lines of illiteracy, local taxation, consolidation of schools, schoolhouses, rural libraries, countj^ supervision, the preparation and pay of teachers. Exhibits' are made by county, by township, by city, and village, thus enforcing on the consciousness of each community its relative educational standing in terms both of effort and of accomplishment. One brief quotation may serve to show how this document uses facts for pur¬ poses of i^ersuasion: DOES CONSOLIDATION PAY? During 1902 three school districts in Manguni Township, Durham County, were consolidated into one district, with the following results: I. Salary of teachers before consolidation: 1 . Salary of teacher in district 1 , $35 per month. 2. Salary of teacher in district 2, $35 per month. 3. Salary of teacher in district 3, $35 T)er month, n. Length of term before consolidation: 1. Term in district 1, six months. 2. Term in district 2, six months. 3. Term in district 3, six months. III. Average daily attendance in districts before consolidation; 1. Average daily attendance in district 1, 15. 2. Average daily attendance in district 2, 16. 3. Average daily attendance in district 3, 24. IV. Ebsults of consclidation: 1. Total salary of two teachers, $100 per month. 2. Length of term, seven months. 3. Average daily attendance, 80 out of total enrollment of 113. 4. Greatly increased interest in public education; three poor school- houses abandoned and one neat, comfortable house erected; a graded school. This edition is now being used by the press and by public speakers in the cam¬ paign in North Carolina, and has demonstrated its effectiveness as a campaign document. Special editions have been prepared for Tennessee, Mississippi, Loui¬ siana, South Carolina, and Alabama, and it is intended that similar editions be issued for each of the Southern States. Soon after its organization the bureau planned a series of bulletins, by means of which it proposed to give out the results of its most mature study of educational conditions and problems in the South. The fi.rst number, entitled “Educational Conditions in the Southern Appalachians,” appeared in May, 1902. This w'as fol¬ lowed with a bulletin on the educational conditions in Tennessee. A number of bulletins were iffanned, and much material has been collected for some of them. 384 EDUCATION EEPOET, 1903. III. — SUKYEY OF THE CONFERENCE AS IT IS TO-DAY. Inorganic character, — Xot the least striking, and perhaps not the least valuable, featiiiu of the conference is its inorganic character. It has had, as we have seen, five years of continuous and wholesome growth, and that without a constitution or by-laws. It has from year to year elected a presiding officer, has appointed committees from time to time to render such service a,s seemed to demand special committees, has selected places of meeting, prepared its programmes, and pub¬ lished its proceedings without an exchequer, annual dues, or even a definitely c onstituted membershix) . It has illustrated the brotherhood of man [says President Ogden] by electing executive officers and committees with no by-laws to restrict, with perfect free¬ dom for unlimited overwork, and the right, by appeals to altruism, patriotism, or fear, to impress into the service of the conference all whose assistance may be required. Cordially appropriating the generous hospitality of locality after locality; jhling boundless cares upon local committees; placing ui^on its chief officers responsibilities broad as the tenderness of conscience or capacity for initiative; trusting, as the birds trust the hand that providentially feeds them, a treasurer without an exchequer; appropriating for the use of its executive com¬ mittee the whole American Republic of letters that a proper programme should annually be presented, the conference has gone forv/ard from grace to grace and from strength to strength, until now it convenes in this beautiful citj^ of Richmond with a robust intellectual aprjetite waiting with faith and hope to be fed and satisfied. This lack of definite organization has tended to emphasize the inner life and siririt of the conference and has kept it plastic for unlimited expansion. Memhernh ip. — The conference at its first three sessions was entertained by Captain Sale at Cai^on Springs, W. Ya., and membershix) was, obviously enough, limited to the list of guests invited by him. But at present “ the only qualification needed by a delegate,"' says President Ogden, consists in i^ersonal presence and sympa¬ thetic accord. Thus the conference is a i^urely voluntary association. ” Within the limits of its xu’inted x3rogramme it is an ojjen forum, with a constituency com¬ mensurate with the catholicity of its purposes. A more rex)resentative body could not be found on the continent. This is an assembly [says Dr. Alderman in his address before the Athens con¬ ference] of the representatives of all classes of educational institutions and edu¬ cational forces. Heads of great universities, that once sat apart in Olympic isolation, are here, and humble school teachers, clad in new robes of civic useful¬ ness and civic self-respect. Men and women of the North and of the South are here, with their memories swept clean of all bitterness and misunderstanding; men of affairs of the North and South are gathered here with constructive purpose in their minds, with willingness to compromise, to readjust old view points, to shed old x^rejudices and reconstruct new theories, and above all to covenant highly with themselves that this educational crusade shall not cease until every child in this nation — high or low, white or black, bond or free — shall be emancix)ated from the great black einx)ire of ignorance and night. The Richmond conference was in like manner an assembly representing the constructive forces of American democracy — men and women from all sections, officials and citizens, professional men and men of affairs — all united for the time being in the one interest of serving humanity through the education of the child. Its agencies. — The conference has not favored the creation of new educational agencies; it has endeavored rather to discover the agencies already at work in the field, to make these more effective wherever x^ossible by more efficient organiza¬ tion and more adequate equix^ment, and has recognized in them the instruments for the realization of its ends. It has thus called into its service the women’s clubs, the x^i^lpit, and the x'^'ess, and the whole educational machinery of the Southern States, Avith those social, political, and economic forces which this com- l^rehends. Thus the conference, needing but little organization v/ithin itself, is THE EDUCATIONAL MOVEMENT IN THE SOUTH. 385 a tremendous spiritual force working through all existing social organizations, and although convening hut once a year is nevertheless continuous in its activity. It is the center from which new life radiates in all directions, permeating every fiber of the social organism. What the conference is doing for education at the South. — If nothing more should he done, the conference has rendered a worthy service and accomplished a lasting result in this new life which it has infused into our present educational systems. The extent to which this quickening influence has been felt can be appreciated only by those in the field in personal contact with educational agen¬ cies in remote rural communities. A single example may be suggestive. Sevier County is one of the remote mountain counties of East Tennessee, with not a rail¬ road touching it at any point. There are but two schools in the county that give instruction beyond the fifth grade of the Tennessee rural system. And yet that county, unaided from outside, took the initiative last sx)ring in its own educational camx^aign. The movement was inaugurated by an educational mass meeting called at Sevierville, the county town, for a Sunday evening in the latter x^art of May. The people came in from the surrounding country, and a large auditorium was filled to overflowing. For an hour and a half they listened to the discussion of educational x^i'oblenis with the interest and enthusiasm usually reserved for political meetings. An effort has been made during the summer to carry the campaign into the remoter coves and to quicken every community into lan’ger aspirations. The school at Sevierville has just added to its curriculum a profes¬ sional course for teachers for the x^nrpose of training into greater efficiency those teachers in the rural mountain schools that can not be reached by any institution outside the county. This has been done with no aid or direct suggestion from without, and yet it is a manifestation of that spirit of educational reform v/hich pervades the air, and is thoroughly tyx)ical of the forces at work in the remotest communities of the South. Teachers are organizing, schools are being consoli¬ dated, houses are being built, rural libraries established, manual training being introduced, and these centers of activity are springing into being in the most unex¬ pected x^laces and in the most unaccountable way. The great promise of this awakening lies in its spontaneity. Just how the conference has contributed to this result can not be adequately stated, but may be remotely suggested. In the first place, the spirit of the con¬ ference, especially at the Athens and Richmond meetings, has been thoroughly infectious; no man or Vvoman could come into this atinosx^here without being caught UX3 into its fine enthusiasm and borne on to new and higher resolve. Here the educational leader, who has been working in lonely isolation with - the odds against him, has found him.self in touch with other leaders who echo his asx3ira“ tions and second his courage; and these find themselves reenforced by the whole¬ hearted cooperation of lawyers, and ministers, and x^oliticians, and business men, and from this contact of social forces hitherto separated there springs a new courage born of the consciousness of indomitable power. Here the humble teacher from the remote community has found himself an integral part of a tremendous movement — has caught the larger vision which transforms the drudg¬ ery of teaching into the joy of social service. And from these meetings hun¬ dreds of men and women ha.ve returned to all parts of the South to become the centers of a new light and life in their resxoective communities. What the Athens and Richmond meetings have been on a large scale, the State and district conferences have been in a lesser degree. When to these lines of influence one adds the work of the campaign speaker before educational mass meetings, the v/ork of the women’s clubs and the x^nlpit, the work of the bureau reaching directly through its publications and indirectly ED 1903- ■25 386 EDUCATIOIS' EEPORT, 1903. tlirongli the campaign speaker and the daily press the 'vrhole reading public, one 3nay get some suggestion of hov»' it has come about that education is in the air, and tliat, breathing this atmosphere, our educational systems from State superin¬ tendent to district director, and from the elementary school to the university have be^m quickened into new life. • 77u> conference as a directive power. — But the work of the conference does not end with the mere giving of inspiration or new impetus to educational acthuty, it has done much toward, directing the energies which it has called into play. It has at no time in its deliberations invaded the province of technical pedagogy, but it has considered some of the broader problems of educational policy, and has brought to bear upon these the best educational statesmanship of the country. Is orth and South. It has made no effort to formulate conclusions or in any direct way to affect legislation, but as a result of these deliberations some things have become reasonably clear, conclusions have been registered in the individual con¬ sciousness and through the campaign speaker and the public press have been trans¬ formed into i)ublic opinion and are being carried out in reconstructive activities. The campaign speakers and the campaign documents of the bureau have, while kindling enthusiasm, consistently and persistently urged certain definite lines of constructive refoini. And as the reports come in iTom the field one is struck by the liarmony of endeavor which they reflect. During the recent session of the summer school of the South at the University of Tennessee a . day v/as given to each of the Southem States for the presentation of its educational conditions. The similarity in problems, in present av/akening, and in lines of constructive policy being urged and carried out was a matter of common remark. The five ‘‘next things” in educational progress in Alabama [says Dr. Edgar Gardner Muiqdiy] seem tome to be the right of local taxation for school purposes; school consolidaEon. by which I mean the occasional combination of weaker schools into a strong central school, in the interest of economy and proficiency; better schoolhouses; better supervision, and closer adaptation of our public school instruction to the needs of agricultural population. This constitutes a vital part of the general programme. To it we may add the better education of teachers and the establishing of rural libraries. Practical results are being achieved along all these lines. The problem of local taxation is for the present the most difficult, because the right of local taxation for school puiqioses is in most of the Southern States restricted by constitutional limitations. To remove these limitations will require time. In the meantime the work of consolidation is going on as rapidly perhaps as is consonant with whole¬ some development. In Tennessee, for example, the last legislature passed a law establishing a minimum enrollment and requiring the consolidation of all schools below this standard. The combination of small schools into larger central schools involves the building of new houses and at the same time by diminishing the number of schools brings the possibility of an adequate sui^ply of well-equipped houses within easier reach. The crusade for rural libraries is just getting well under way. Some States., as Kentucky and North Carolina, have State laws which are operating in a systematic way to stimulate the growth of libraries for the rural schools. In other States the work is being conducted by counties apd by individuals. The teachers of Upson County, Ga., a few weeks ago organized a system of circulating libraries for the county, raised money enough to inaugurate the movement., and adopted a system of regulations for its control. A report has just come in from a county in Texas in which the woman’s club of the county town has established a circulating library which is already reaching every part of the county. And so in sundry ways the movement grows apace. The bureau has ready for press a library number of “Southern Education,” which imomises to be the most stimulating and most directly helpful i^ublication that it has issued. ^THE EDUCATIONAL MOVEMENT IN THE SOUTH. 387 The line of activity now in greatest need of sane directive capacity is that look¬ ing toward the reconstruction of the rural school in order to adapt it more closely to the demands of an agricultural population and to make it the center of a richer social life. There are those who still refuse to see a need for any reform whatever in this direction; there are many more who seem to feel that the whole problem has been solved when manual training and nature study have been added to the official lu-ogramme. In many cases the manual training finds thorough satisfaction in the production of hideous monstrosities which are defended solely on the ground that they have been made with the hands, and in other cases it has already sunk into the deadening process of slavishly and mechanically following a book, a thing quite as far from freeing the personality of the child as the old process of memorizing definitions in technical grammar. In very few cases does the nature study give much promise of making the farm, the orchard, or the vineyard more productive, or the home a more healthful or beautiful place for human habitation. But little is being done in either direction to free the human spirit, to make it at home in the world, to render it capable of subduing the earth and having domin¬ ion over it. To the discerning the amount of waste energy along these lines is appalling. The South will be fortunate indeed if it escax)e a season of disappoint¬ ment and discouragement which may retard real progress along this line for decades. But there is a, saving clause in the situation. The General Education Board and the Southern Education Board have united to encourage the establishing of rural industrial schools to serve as norms or types. Doctor Dickerman, in his report as field agent to the third Capon Springs conference, called attention tp the possibil¬ ities of such centers. In speaking of what might be done in Alabama, he said: And if there were such schools in every county always in close touch vuth the experiment station and alert to every valuable idea coming from that source, we can see that the results would be of the highest value to the whole business of agriculture. Think of energetic, able teachers in so many places taking their pupils through lessons on plant growth and setting their boys to putting every fresh idea into practice on their fathers’ plantations. That wouto lend fascina¬ tion to things that are nov/ uninteresting and give to drudgery the joy of a pastime. Or, better still, think of these teachers as interesting themselves and their pupils in every material interest of the community as well as in other inter¬ ests that are social and moral, giving their attention systematically to a study of the resources of the locality, its mineral dei30sits of coal, iron, and. stone, its forests of pine and cypress and oak, its v/ater power and manufacturing facilities, its adaptation to market gardening and stock raising; mastering all knowledge of this kind and filling the minds of their pupils with it — how it would change the whole life of those boys and girls and give their home a new atmosphere. It would temper the restlessness so common among young people, and it would check the hankering for a factory village or city. It v/ould hold their ambitions and hopes to wise channels, engage them in manifest duties, and habituate them to a share in productive enterprises within their reach. iTliat would mean for them prosperity and happiness, and it would mean everything good to the rural community. Through the mediation of Doctor Dickerman, bringing together local initiative and outside aid, two industrial centers were established in Washington County, Ga. The Farragut School, at Concord, Tenn., the result of similar effort on the part of President Dabney and Professor Claxton, and aided by the General Board, will open in January. It is a consolidated school, and is to be made the center of community life, realizing .as nearly as possible the ideal of a rural school. It will have a new, well-ecpiipped school building, a shop, and a farm of 13 acres. Through the encouragement of' the boards other centers have been equipped. Some of these are in active operation, and promise, without abandoning what is valuable in the humanistic conception of culture, to give an education adapted 388 EDUCATION EEPORT, 1903. to life under rural conditions. And when the present wave of superficial senti- iiientality has run its course, to he followed by discouragement or indifierence, these individual schools which have 'been presided over by sane heads will survive to serve as centers from which a wholesome development will slowly radiate in all directions. The summer school movement. — But no movement looking toward a real and permanent advance in education can long ignore the education of the teacher. For, after all, the consolidated school, with its funds increased by local taxation, with its new and well-equii^ped building, its lecture hall, library, laboratory, and worksliop, its larger grounds, with all the facilities for the school garden — all these constitute so much dead material, the mere instruments of education, which must wait for their quickening power upon the i^ersonality of the teacher who is to administer them. The great regenerating force in the world is the living h.uman i)ersonality. For this there is no substitute. Between the whole system of educational machinery on the one side and the child on the other stands the living teacher to transform the mechanical into the vital, to translate material appliances over into larger life and power and social efficiency. Thus this educational campaign conies in time, by the logic of its own inner development, to find in the teacher a focal center of interest. It has become obvi¬ ous enough that the inefficiency of the rural school can not be adequately stated in terms of bad buildings, short term, and antiquated, curricula. Chancellor Kirkland, of Vanderbilt University, in an address before the Richmond confer¬ ence, said witli telling force that he had visited rural schools and come away thanking God that the term was no longer. This is one way of stating the con¬ firmed conviction of the discerning that the real imxirovement of elementary schools in the South waits urion the education of teachers. The bureau had not proceeded far with its study of conditions before the inade¬ quacy of facilities for the education of southern teachers impressed itself strongly upon the consciousness of those who were directing its work. The normal schools and departments of education in universities are doing good work in the profes¬ sional training of teachers, but they are altogether inadequate to the demand for new teachers, to say nothing of the great army in the field needing and desiring better preparation for their work. From this situation there came to Doctor Dab¬ ney the suggestion of a great summer school for the whole South, situated at some central and accessible point and evquqrped to meet the needs of teachers in all grades of service. At the request of President Dabney the University of Tennessee offered its whole plant free of charge to the movement. The people of Knoxville, Doctor Curry as agent of the Peabody fund, the General Education Board, and individual friends of the cause made the experiment x^ossible by ]3roviding funds. The members of the Southern Education Board coox^erated heartily by wise counsel, by personal x^resence, ffnd by A'aluable addresses during its session. The whole cam¬ paign had contributed to make it x'^ossible by the sentiment which it had awakened. Thus all the interests and forces of the whole movement for Vvdiich the conference stands were for the time merged in the Summer School of the South, which opened as an experiment at the University of Tennessee on June 19, 1902. The story of that school, with its faculty of distinguished instructors from all x^arts of the country and its enrollment of 2,000, representing the best in the teaching force of the South, is well known. It was at once a conference, a campaign, and a school of solid academic and x^i’ofessional instruction, continuing for six weeks and touching every Southern State, every xdiase of educational interest, and every grade of educational activity from the kindergarten to the college. This experiment clearly demonstrated the demand for a school of this type, and the friends of the cause immediately decided to continue it. Dr. Edgar Gardner Mui’xjhy, executive secretary of the Southern Education Board, says in his survey THE EDUCATIONAL MOVEMENT IN THE SOUTH. 389 of tlie work of the year (1902), after referring to the summer schools at other points: Especially at Knoxville, however, it is intended, to continue what, upon a still larger and more comprehensive scale, may he termed in a peculiar sense “The Summer School of the South,” a school not exclusively for Knoxville or for Ten¬ nessee, hut for all the South. Here those teachers who may wish at small expense to study together at some common southern point may find inspiring local and climatic conditions and a faculty so large as to permit the broadest selection of courses. The promoters of the school liope to provide a grea,t rei^re'sentative institution, well organized and well equipped, presenting an ample range of sub¬ jects through the very ablest teaching force that careful selection and adequate resources can command, Yfith this feeling of permanency, the management provided for the second session of the scliool more adequate material equipment, engaged a much largei faculty, and brought the v/hole work to a much more efficient state of organization, At this session a faculty of 91 instructors, chosen from all parts of the country with special reference to peculiar fitness for the work, gave 149 courses to 2,151 students registered from 81 States and Territories, from Canada, Porto Rico, India, and Japan. The school, while essentially southern in aim and in sym¬ pathies, vras x^ervaded by that catholicity of si^irit which has characterized this v/liole educational movement. This one school alone, with its eQuix)ment of model schools, model libraries for public schools and for teachers, its exhibits of work in manual training, drawing, etc., brought together from tv.m dozen or more of the best city school systems in the country, with its l?J3oratories and experiment station, its comi)rehensive course of instruction and the efficient coiq^s of instructors l)ehind it, vrith its army of teachers at once creating and sharing its corporate life — this one school alone represents an educational force v/hicli no one would at this time attempt to esti¬ mate. But this wa,s onU,^ one of a, number of summer schools in session in the Southern States during the summer just x^ast. On a somewhat smaller scale the work and spirit of this central school was repeated at the University of Virginia, the University of Korth Carolina, Rock Hill, S. C., the University of Georgia, the University of Mississippi, the Peabody College at Nashville, the University of Texas, and at other points. The work in many States, like that in Virginia under the leadershix3 of Sux3erintendent E. C. Glass, of Lynchburg, has behind it a record of many years of devoted and effective service. But with this new imx3e- tus, with the liberal support of the General Board and friends of the cause, it was made possible this year to X3lan the work on a larger scale and to render a larger service to a greater number. The schools in Virginia, Mississii3X3i, and Georgia were especially strong in faculty, in curricula, and in numbers. One of the most valuable results of the summer school at the University of Tennessee has been the establishment in it of a permanent department of education for the train¬ ing of teachers for secondary schools, sux3er visors of sx3ecial new branches like manual training and agriculture, and princix3als and superintendents. V/hile in one sense it may be said that neither the conference nor any of its boards nor its camx3aign committees have any direct official connection with these summer schools, yet in reality they represent the whole movement with all its interests focused on the education of the teacher. No one of these schools can be prox3erly interpreted as the x^eculiar x3roduct of any particular time or locality or body of men. They all represent a X3eculiar moment in the development of educational forces in the South, and, as different in.stitutions, are but different focal points in the one great movement. Both their existence and their phenome¬ nal success reflect the growing consciousness of the truth that the teacher is the soul of the school and that in his education are embodied the highest social interests. 390 EDUCATION REPORT, 1903. The movement as a Uhcralizincj and unifying force. — The work of the confer¬ ence and the boards can not be^ adequately stated in terms of schoolhoiises and school programmes. They are touching life in another way — less tangible, perhaps, but none the less real and vital. With their simple creed of serving the highest interests of society, through the education of the child, they have furnished a con¬ venient point of contact for all constructive social forces; and this simple fact of focusing all social interests on the one point and interpreting the whole in terms of the service of humanity, has tended and is tending on the one side to produce a livelier sense of social solidarity and on the other to give each individual a larger and holier \'iew of his calling. This is not only a timely service to southern society, just emerging from the extreme individualism incident to the isolation of rural conditions; it is a wholesome antidote for the separateness and ijrovincial attitude of American life as a whole. On this plane this whole movement over¬ flows sectional boundaries and becomes a liberalizing and unifying force in our national life. In it T)rofessional men and men of affairs from the North and from the !South, recognizing that all sections and all interests of society have a common stake in the education of the whole people, and having been moved by the passion of service in this one common cause of a common country, have been borne on to that larger patriotism which recognizes in every problem of American life the interests and responsibilities of American citizenship. Note top. 360, line fS.— Since this paper was put in type we have learned that Dr. H. B. Frissell, president of Hampton Imstitute, assisted actively and efficiently in organizing and conducting these earlier meetings of the conference, a fact which did not appear in the records. Too much credit can not he given Dr. Frissell for his services to this whole movement Note to 2u 379, line 38.— Mv. Murphy was elected a member of the Board in August, 1903. CHAPTER IX. THE FINAL ESTABLISHMENT OF THE AMERICAN COMMON SCHOOL SYSTEM IN WEST VIRGINIA, MARYLAND, VIR¬ GINIA, AND DELAWARE, 18G3-1900. By A. D. Mayo, A. M., LL. D. The final estahlisliment of the complete American system of common schools in the 16 States hnown as Southern, dating from the year 1863 in West Virginia and practically achieved in all these States by 1875, was made possible by the coopera¬ tion of the people of both sections of the Union in the State and National Govern¬ ments. This movement originated in the organization by which an increasing number of the freedmen, at first emancipated by General Butler as “ contraband of war” during the progress of the Union amiies, were put in training for their new life as free laborers and prospective citizens by occupation in connection with the Army. At a later period they were enrolled as soldiers and laborers in the cultivation of vast areas of abandoned lands. Besides this, the instruction of these people of all ages in the rudiments of learning v/as at once attemi)ted, with the result that probably more than a million of them were able to read before the close of the civil war. As fast as possible under the circumstances the poorer class of the southern white people was included in this dispensation of the radiments of civil¬ ization. This early venture in a field hitherto onlj^ partly trodden, the combina¬ tion of the industrial and educational agencies of civilized society with actual warfare, was developed by gradual steps into a well-digested plan by which the National Government, through the agency of the Freedmeii's Bureau and in coop¬ eration with a variety of operations in the Northern States, labort d for several years to prepare 6,000,000 of the emancipated race for their final elevation to full American citizenship. At this time there were several special movements and agencies of great impor¬ tance to the educational future of the Southern States. Among these was the benefaction of the Peabody education fund, followed by a series of munificent gifts from northern and southern friends of education, like the Vanderbilt, Johns Hopkins, Tulane, and Sophie Newcomb colleges, with others at later periods. Also may be named the eorrespon ding gifts in the founding and support of a score of important schools of the secondary, higher, and industrial education for the colored race, to the extent probably of $50,000,000 during the past thirty years. The National Bureau of Education was established in 1867. The attempt to obtain national aid to education occupied the attention of the United States Congress from 1880 to 1890. These and other movements were the expression of a friendly and unselfish spirit of public cooperation and Christian brotherhood on the part of all sections of the country for the relief of the educational destitution which in 1865 was declared by their own educators the most dangerous element in the southern problem. But no people as numerous and intelligent as the 12,000,000 of the white popu¬ lation of the 16 Southern American States in 1870 could either have been forced or persuaded to adopt a change so radical in their public policy as the complete establishment of the American common school for all classes and both races with¬ out a deliberate conviction that such a new departure was an absolute i)resent 391 392 EDUCATION REPORT, 1903. necessity and the condition of all subsequent progress of the South in its connec¬ tion with the new national life. The steady growth of the idea of universal education in all the Southern States may be traced from the memorable plan of Thomas Jefferson at the foundation of the State of Virginia and the National Government to the breaking out of the war between the States in 1861. Through a varied experience of alternating success and failure the common school public in all these Commonwealths grew in strength until in 1860 four of these and sev¬ eral of their larger cities had adopted a Vv ell-defnied system of public instruction for their white children and youth. In aJmost every Southern State at least one attempt had been made in this direction. The collapse of the Confederate govern¬ ment, and along with it the reorganization of tlie material, industrial, and social order of affairs in this section, was a great opportunity offered to the southern common school public. So determined was the luirpose of this imijoftant body of people that at the close of the civil war the South was prepared to assume the heavy burden of schooling its 2,000,000 of colored children and youth along with the 3,000,000 of the dominant race. The political power in all these States, with their assumption of full civic autonomy in 1876, was still in the hands of the old superior class, and this precious boon of free education which alone could make the new condition of the freed- nien a success was practically their gift. WEST VIRGINIA. The first attempt of a Southern State , by its own voluntary movement, to put on the ground an effective system of common schools for all classes of its people was made by the new State of West Virginia in 1863. Immediately on the pas¬ sage of the ordinance of secession by the State of Virginia in 1861 a convention of the 47 counties in the western portion of the State v^^as summoned, by which, on August 20, 1861, an ordinance of separation from the mother Commonwealth was passed. On November 26 of the same year, 1861, a constitutional convention was called which jn’oclaimed the fundamental law of the new State. The convention which adopted the ordinance for reorganizing the State government gave to the new Commonwealth the name of its favorite river, Kanawha. The movement at first embraced 47, but the organized State was composed of 55 counties. At the convention which framed the constitution the name West Virginia was adopted, and this document was ratified by a great popular majority in 1862. After long debate in Congress the State was admitted to the Union, v/ith the i:»roviso that children of slaves born after July 4, 1863, should be free; all minor slaves should be free after a certain age, and no slaves should be allowed to enter the State for permanent residence. The earliest successes in the war for the Union under Generals McClellan and Rosecrans virtually expelled the Confederate forces from all save the extreme northeastern corner of the State. V/est Virginia sent 36,000 soldiers to the Union and 7.000 to the Confederate armies. The first constitution of West Virginia, adoi)ted in June, 1863, and which remained in force until 1872, contained the following provisions for education: Article VIII. — Taxation and finance. Section 1. Property used for educational, library, scientific, religious, or chari¬ table purposes, and public property, may by law be exempted from taxation. Article X. — Education. Section 1. All money accruing in tliis State being the proceeds of forfeited, delinquent, waste, and unaiipropriated lands, and of lands heretofore sold for THE COMMON SCHOOL IIST WEST YIEGINIA, 1803-1900. 3 9 3 taxes and purchased by the State of Virginia, if hereafter redeemed, or sold to others than this State; all grants, devises, or bequests that may be made to this State for the purpose of education, or where the purposes of such grants, devises, or bequests are not specified; this State's just share of the literature fund of Vir¬ ginia, "whether paid over or otherwise liquidated, and any sums of money, stocks, or property which this State shall have the right to claim from the State of Vir¬ ginia for educational purposes; the proceeds of the estates of all persons who may die v/ithoiit leaving a will or heir, and of all escheated lands; the proceeds of any taxes that may be levied on the revenues of any corporation hereafter created; ail moneys that may be i^aid as an equivalent for exemption from military duty, and such sums as may from time to time be appropriated by the legislature for the purpose, shall be set apart as a separate fund, to be called the school fund, and invested under such regulations as may be prescribed by law in the interest-bear¬ ing securities of the United States or of this State, and the interest thereof shall be annually applied to the support of free schools throughout the State and to no other i)urpose whatever; but any portion of said interest remaining unexpended at the close of a fiscal year shall be added to and remain a part of the capital of the school fund. Sec. 2. The legislature shall provide, as soon as practicable, for the establish¬ ment of a thorough and efficient system of free schools. They shall provide for the support of such schools by appropriating thereto the interest of the invested school fund; the net proceeds of all forfeitures, confiscations, and fines accruing to this State under the laws thereof, and by general taxation on x)ersons and prop¬ erty, or otherwise. They shall also provide for raising in each township, by the authority of the people thereof, such a proportion of the amount required for the support of free schools therein as shall be prescribed by general laws. Sec. 3. Provision may be made by law for the election and prescribing the powers, duties, and compensation of a general suqDerintendent of free schools for the State, vUiose term of office shall be the same as that of the governor, and for a county superintendent for each county, and for the election in the several town¬ ships. by the voters thereof, of such officers not specified in this constitution as may be necessary to carry out the objects of this article, and for the organization, whenever it may be deemed expedient, of a State board of instruction. Sec. 4. The legislature shall foster and encourage moral, intellectual, scientffic, and agricultural improvement; they shall, whenever it may be practicable, make suitable provision for the blind, mute, and insane, and for the organization of such institutions of learning as the best interests of general education in the State may demand. Previous to 1860 the portion of the State of Virginia included in the neve Com¬ monwealth had been conspicuous for its attempts to imj)rove the facilities for the public education of the white race. In 1810 its 47 counties were included in the annual distribution of the litera^ry fund of $45,000. In 1818 commissioners vwe appointed from each county to receive and use their respective portions of this fund. In 1848 the representatives in the State legislature from Wheeling, then a city of 10,000, secured the passage of a law by which any city might establish a system of public schools by su]pi3lementing its x)ortion of the literary fund through local taxation. In October, 1848, Wheeling ojiened its first public school. Under this and similar laws enacted previous to 1861 several of the largest cities in this section, including Charleston and Parkersburg, and 5 of the 47 counties adopted the partial educational system then in vogue. The agitation awakened by this movement had prepared the people of West Virginia, under the leadershix) of a body of enlightened public men, for the insertion of the important provision recorded in the new constitution of 1863. This action was followed in December, 1863, by the enactment of a public school law, amended during the subsequent nine years and reenacted on the formation of a new State constitution in 1872. The original free school law of West Virginia, passed December 10, 1863, for that period was in advance of the school statutes of several of the Northern States. Every organized township in the State constituted a school district under the care and management of a board Of education composed of three school commissioners, elected for three years. These, with the clerk of the township, were a body cor¬ porate, known as the board of education, having in charge all school property, 394 EDUCATION KEPORT, 1903. S’i'itli full authority to manage the details of the educational aiffairs of the town¬ ship. This l>oard was authorized to divide the township into convenient subdis¬ tricts, each with a school poi)ulation of not less than 50, where a school for not less than six months in the year should be established, its course of study arranged by the school board. The schools should be open to all children, white and col¬ ored, the races separate, and all persons over 21 honorably discharged from the National xVrniy or Navy were entitled to five years’ schooling. This board had the appointment of teachers, subject to the approval of the board of education of the district, and the fixing of their salaries, with power to dismiss pupils or teachers for cause; to see that the schoolhouses were kept in repair and xu’oper condition, and to exercise immediate control over the interests of the school. The exTienses were paid by drafts on the township treasurer. The disti-ict or township board was authorized to establish a central or union high school by vote of not less than three-fifths of the voters, the expense to be met by assessineht on the townshix). Stringent provisions were made for the moral and civic training of the imj^ils. Fifteen colored children were entitled to a separate school, and a smaller number could be educated at the jjleasure of the district board. The county superintendent was elected by the people for two years, tiis duties were to distribute the State school fund to the sevei*al districts, distribute school blanks to boards of education, encourage and attend county institutes, act as president of the county board of examiners, keep a register of tesm-hers* certificates, and report to the State superintendent. Each township) should report to the county official and he to the State superintendent. Tliis offi¬ cial at first was elected by joint vote of the legislature, to hold office for two j'ears. Among his other duties, he should be the final court of api)eal in all edu¬ cational cases arising in the counties. His salary was $1,500 a year. The exami¬ nation and certification of teachers was guarded by careful regulations. The interest of the State school fund, made up as x^rovided in the constitution, with a cax^itation tax of $1 on each adult person and a general tax of 10 cents on the $100, was to ])e distributed x>er caiDita according to the school population, after the sal¬ aries of the State and county sui3erintendents were X)aid. Each townshix) was authorized to tax itself , not to exceed 25 cents upon the $100, to siipx^lement its X^ortion of the State fund for the supxxjrt of a six months' school. Besides this the townships were emxDOwered to levy a tax of 20 cents on the $100 for the building and furnishing of schoolhouses. The governor, auditor, treasurer, and secretary of state, and the general superintendent were a coimoration under the name of the board of the school fund, for its investment and management, the investment being in State and United States securities. The State sux>erintendent might x^rescribe a series of class books for use through¬ out the State. The townshix), by a two-thirds vote, might raise additional funds, not exceeding 10 cents on $100, for the imxirovement of the schools and the build¬ ing of scho<3lhouses. In 1865 an act was passed xsroviding free schools for the city of Wheeling, the school ])oard clotheowers of similar bodies of the North, and instruction to be x^rovided in the German language, drawing and vocal music, with x)rovisions for the exhibition of works of art and the embellish¬ ment of scliool grounds. The schools were to be in session not less than nine months in the year. The system was to be supi^orted by an assessment not exceeding 40 cents on the $100. Under the provisions of the general act the legislature elected Mr. W. R. White as State superintendent for the free schools of West Virginia. Mr. V/hite occu- Xned this x^os^ition with ability, as far as rei^resented by his reports, until 1869. The x)ox3ulation of West Virginia in 1860 did not ekceed 270,000, thinly scattered over an area of 24,7tM square miles. Notwithstanding the efforts of the previous ten years, the educational destitution of the more retired rural portions was very THE COMMON SCHOOL IN WEST VIRGINIA, 1863-1900. 895 great. There was but one college, Bethany, under the direction of the religious sect of Disciples. In 1865 Rev. W. R. White, who served as State superintendent of instruction from 1864 until 1869, rei^orted 133 public schoolhouses, with some 400 schools and 387 teachers, the number of pupils in daily attendance being 7,761, the length of the school term three months, and the total cost of the system $7,722. By 1872 “there were seventeen times as many schoolhouses as in 1865 and about six times as many schools.” From 1869 to 1872 Henry A. G-. Ziegler, A. D. Williams, and Charles S. Lewis occupied the post of State superintendent, each for one year. By the declaration of Governor William E. Stevenson and the State superintendent good progress had been made and provision made by law for the establishment of normal schools. In 1865 the invested school fund of the State was $106,122; $67,348 was distributed to the counties, 94 cents to each pupil enrolled, and $3 to each in actual attendance. Of 63,458 persons between the ages of 6 and 21 years 15,972 were enrolled, with an average attendance of 7,761, in 1865. Besides these there were 21,000 children in counties where the system was not in full operation, making a total school population of 84,418 and an expen¬ diture of $87,350. Up to this date no attempt had been made to educate the col¬ ored population. In 1869 the Peabody education fund provided $9,800 for public schools in the State. ■ In 1872 Superintendent Lewis declared that the new State of West Virginia “had adopted and was developing the educational ideal of Vir¬ ginia's great philosophical statesman, Thomas Jefferson.” By that time the com¬ mon school, normal school, and the State university had been placed on the ground. In 1870 the new State gave to the mother, Virginia, Dr. William H. Ruff- ner, the son of President Henry Ruffner, of Washington College, and one of the early educational reformers of that State, as first superintendent of public instruction for the new system of common schools in the Old Dominion. In 1867 provisions were made for the establishment of three State normal schools, at Guyandotte, West Liberty, and Fairmont, and in 1868 the two latter were opened. In the same year an act was passed for the establishment of an agricul- tm-al and mechanical college founded on the Congressional land grant of 1862, the beginning of what later became the University of West Virginia. The historian of the common schools of the State, Superintendent Morgan, writes: “With the establishment of normal schools and an agricultural college begins the history of the grovv'th and development of the public school system of West Virginia.” The agricultural and mechanical college had been organized on the basis of 150.000 acres of land donated by the United States Government, and its income of $100,000 was chiefly derived from this source. The town of Morgan tov/n contributed $50,000 for buildings. The board of 11 directors appointed by the governor for two years had full control of its administration. In 1872 the attendance had reached 170. In 1870 there were 2,113 schoolhouses in West Virginia. The scdiool fund of the State had reached the sum of $1,570,000, and the total expenditure for public schools $725,000. Eighty-seven thousand of the 163,000 school population were in attendance in public schools, with a, daily average of 55,000. During the last years of the constitution of 1861-1872 ]3rovision was made for the establish¬ ment of three additional normal schools. The history of public school education in West Virginia during the first ten years from the founding of the State until by a change in its political attitude a new constitution was formed in 1872 is expressly significant. This was the ear¬ liest of the movements by which the 16 States known as Southern adopted the American system of common schools in its entirety by the provision admitting children of every race and class to its enjo;janent. The difficulties attending the administration of the system during these ten years, as set forth in the reports of the four gentlemen Vv^ho filled the chair of State superintendent of public instruc¬ tion, were so varied and discouraging that the success is one of the notable events EDUCATION EEPORT, 1903. 39G of the history of education in our country, justifying the words of the fifth State superintendent, Mr. William K. Pendleton, in 1872: Re^ dewing our progress in the noble efforts of the State to provide for the free education of the whole people, we have reason for profound gra,titude at our com¬ parative success. With a million and a quarter of capital invested in school property. 3,000 schools in a,ctual operation, and three-quarters of a, million annu¬ ally contributed to run them, 90.000 children under intellectual and moral train¬ ing. a number of graded and high schools, 4 normal schools in vigorous operation, for which we are annually expending, out of the State treasury, over $8,000, a university on Vvdiich rve bestov/ over $1(3,000, and other private and corporate insti¬ tutions, among them 1 college largely endowed and, through its 400 graduates, already enjoying; a national reputation. West Virginia may well be proud of her position in this highest expression of a j)eople’s patriotism and enterprise. Within less than a single decade there was, outside of the city of V/’heeling, scarcely a free school in the State. Now they rise up to greet us beside every highway and betoken a future of rapid and vigorous improvement. This is a revolution that can not go backward. It creates its own momentum. It moves by a power within, which increases as it moves and which strikes out the light and heat of its ov.ni vitality. The lu'ovision for education in the constitution of 1872, although much more elaborate than in its predecessor, added little save a variety of directions for the more accurate and responsible transaction of business by the numerous officials of tlie public-school system. The State had already outgrown the controversy on the necessity of a public-school system covering every department of education from the rural districts to the State university and has never since been visited by any sensible reaction of public opinion on this, the fundamental interest of a, free American Common vfealth. The school law which followed the adoption of the nevv^ constitution of 1872 and which continued virtually, though with frequent amendments, the statute throu'gh the century, provided that the school revenues were to be collected and disbursed by the regular countj^ and State officers. The officials intrusted with the admin¬ istration of the school system were (1) subdistrict trustees, (2) district boards of education, (3) a county superintendent of free schools, (4) a State superin¬ tendent of public schcols. The educational affairs of each district were placed in the hands of a board of education composed of a president and two commis¬ sioners elected by the people, constituting a corporation for all practical purposes. Each subdistrict had a trustee appointed by the district board of education, to whom was intrusted the appointment of teachers by the approval of the district board and the general charge of the schools. The county superintendent, elected by the people, served two years. He distributed the State funds, directed county institutes, acted as xn’esident of the board of examiners of teachers, and reported to the State superintendent. The State superintendent, elected for four years by the people, exercised a general supervision, apportioned the State funds, collected school statistics, and organized teachers’ institutes. The schools were supported (1) by the income of a general school fund, from a variety of sources; (2) a State cajntation tax and a general State system of taxation of persons and property; (3) a local tax in every county or district, voted by the x>eople to the extent of the statute x3ro- vision. The State tax up to 1872 had been 10 cents on every $100 of valuation of all T3roperty. The local tax was limited to the extent of supporting a school at least four months in the year. A graded school might be established by the board of education in towns, villages, and densely populated rural districts, but a high school could only be provided by a vote of three-fifths the people of the locality. As late as 1892 there were only 17 high and 145 graded schools in the State, the high school being generally a department of a graded school and not infrequently of indifferent quality. A notable defect of the system of education in West Vir¬ ginia for many years was the lack of high schools. For twenty years after the enactment of the new school law of 1872 there was ” comijaratively little growth THE COMMON SCHOOL IN WEST VIEGINIA, 1863-1900. 397 in the Mgh scliool work/’ In 1893 Superintendent Morgan, the educational his¬ torian of the State, declares that “ the present law is inadequate ” and suggests a provision for State-aided high schools in separate districts, including graded school districts. In many counties the entire area might he included in one high school district. During the twenty years following the adoption of the new constitution four gentlemen administered the ofhce of State superintendent of instruction — Mr. B. W. Byrne, W. K. Pendleton, B. L. Butcher, and B. S. Morgan. In 1875 the teachers’ normal institutes seem not to have grown according to the need, although sup¬ plemented fairly hy a donation from the Peabody fund, with an average attend¬ ance of 35 in each and only 210 in the entire State, Superintendent Byrne sx)eaks out vigorously concerning this im]3ortant matter as well as of the normal schools. The Peabody educational fund, through its agent, Dr. Barnas Sears, befriended the State to the extent of $18,800 in 1874, almost every considerable tovm being- concerned in the distribution. The first State normal school, established in what has become the flourishing city of Huntington, was followed by five normals, at Fairmont, West Liberty, Greenville, Shepherdstown, and Concord. All save the school at Concord vrere in operation in 1875 and had sent forth 146 graduates. The State university contained, in 1874, 138 students, and with the usual depa^rt- ments of college instruction combined a college of agriculture and mechanics, with normal classes during the spring term for the instruction of teachers. The State educational association, after a lapse of two years, assembled in August, 1875, and remained in session four days, with an encouraging attendance. In 1875 there were 4 private denominational seminaries bearing the name “ college ” in West Virginia, conta,iiiing more than 500 students and several academical schools of superior grade. The reports of the county superintendents were becoming more full and satisfactory v/ith the progress of the years. In 1877-78 Mr. W. H. Pendleton was recalled to the post of State superintendent for two terms. The educational interest of the people seems to have been sustained dur¬ ing his administration, although the word “decrease” appears in several places where its presence is not grateful. The normal schools were not yet regarded a department of the public school system, but were still under the control of a sep¬ arate board of regents, the State sux^erintendent being ex officio xa’eshlent of the board. The years of 1874-1876 in West Virginia were characterized by the develox3ment of one of the most original and notable movements in the country in behalf of the grading of the rural district schools. For a detailed account of this interest¬ ing experiment we call attention to an extract from a x^aper entitled “Education in West Virginia,” prex)ared at the suggestion of Sup^t. Virgil A. Lewis in 1892-93, and x)nblished in the Rexiort of the United States Commissioner of Education for the same year. It was characteristic that the State of West Virginia, born amid the confusion and terror of civil war, should not only, as declared l}y County Superintendent A. L. Wade in 1876, “have accomplished more in the work of building school- houses and setting in operation the machinery of the free school system in the last thirteen years than any other State of like territory and wealth ever did in a quarter of a century,” but also has been able to claim the honor of inaugurating in 1874 a movement for the imx^roved grading and graduation of x^nx^ils in the country district school which attracted the attention and secured the hearty indorsement of United States Commissioner of Education, Hon. John Eaton, in 1878. Commissioner Eaton declares; Of all plans develox)ed, none has excited more attention than that known as the graduating system for country schools, devised by A. L. Vlade, superintendent of Monongalia County, Vd. Va. It has been revievred by all the educational jour- 398 EDUCATION EEPOKT, 1903., iials and has excitrimary schools in a year is a system which is radically wrong. There appears but one way to accomplish the desired result — to increase the State school tax by decreasing the State tax for general purposes.*’ In 1891 the State superintendent vras instructed to prepare a manual and graded course of primary instruction for the country and village schools of the State. Under this prr)vision such a manual was prepared. The West Virginia institution for training colored teachers was opened May 3, 1893, at Farm, Randolph County, with an academical and normal connected with an agricultural and mechanical department. Its attendance was 1 for every 637 of the colored population of the State. Of 13 private and denominational institu¬ tions of learning in the State Bethany College, at Bethany, was still the most important. The West Virginia State University in 1894, twenty-seven years after its establishment, reported 7.047 volumes in the library, 16 instructors, 21 women and 224 men in attendance as students, with 36 graduates at its last commencement, and a total prop»erty value of $300,000. In 1893 the State made an educational exhibit at the V/orld's Fair in Chicago. A respectable show of the result of popular education in the State was placed on exhibition in the 500 square feet granted for its reception. Tlie recent superintendent. Dr. B. S. Morgan, with a committee of 14 of the leading educators of the State, was intrusted with the display. One of the most valuable contributions to educational reform during the admin¬ istration of Superintendent Lewis was his publication of a manual, West Vir¬ ginia School Laws and Decisions. This volume, of more than 200 pages, con¬ tains the school law passed in 1881, with amendments for almost every year until 1894. After four years of service, during which every section of the State had been traversed, Superintendent Lewis iDresented his final report for 1895-96. In this it ai)pears that the number of youth from 6 to 16 in the State in 1896 was 296,517. Of these. 215,065 had been enrolled in schools, 80,825 being reported as out of school; 114,181 in average daily attendance. There were 47 independent, 381 mag¬ isterial, and 5,413 regular school districts and 4,750 schoolhouses. The total vaJue of school property was $2,462,196. Of the 0,219 teachers. 2,529 were women and 235 cfdored, only 237 of whom w’ere graduates from the 6 normal schools. The average length of the school term was 5.55 months — 111 days. The average salary paid the teachers was $27.39 per month. The total amount expended for schools in 1896 was $2,069,725.53; $12.62 per capita on average daily attendance and $6.12 for persons of school age. The average rate of taxation on $100 was 37 cents and 3 mills in State and 22 cents and 4 mills in the local levy. The total valuation of property in the State had risen to $215,069,937. “ The State of West Virginia in 1896 expended the larger portion of its revenue for the education of the children.” During the administration of Superintendent Lewis the State made its first pro¬ vision for the selecting and di.stributing of a series of schoolbooks. The successor of Sux)erintendent Lewis during the four closing years of the century was Mr. J. R. Trotter. During his administration more attention Avas giA^en to the collection of school libraries. His reports, though crowded with suggestions for the strengthening of the AA'eak places of the system, present on the THE COMMOH SCHOOL IN WEST VIHOIHIA, 1863-1900. 403 whole a hopeful view of the general condition of education in W^t Virginia. He says: “ Within a decade an increase of $750,000 has been made in the total expenditure, which in 1898 was $1,960,413.54 — all save $349,983.22 from district levies. This, with added appropriations for special schools, including $36,550 for the university and $47^304.50 for the normal schools, raised the total expenditure in 1898 to $3,106,768.04 — $6.48 per capita of enumerated j^upils; the increase being 6 per cent in teachers’ wages and 64 per cent in value of school property in ten years. The total enumeration of pupils in 1898 was 303,354, vuth 158,527 in daily attendance, an increase in ten years of 44.3 and 47.6 per cent, respectively. In 1897 the legislature had responded to the demand for a compulsory school attend¬ ance law, requiring all children between 8 and 14 to attend school at least sixteen weeks every year, with the result that in one county there was an increased attend¬ ance of 40 per cent. The general school fund in 1898 amounted to $934,000, with an income of $40,967.70, although West Virginia had never received the Congres¬ sional appropriation for common schools which began with Ohio and had been continued to all States afterwards admitted to the Union, with the exception of Texas. The State university in 1898 showed an increase of attendance of over 200 per cent and contained 9 courses leading to regular degrees, besides several in addition. Dr. Jerome Hall Raymond was president, with ,?3 professors, 3 assistant professors, and 15 instructors. During the administration of President Trotter the school system of the State moved with additional momentum, a gradual and healthy increase in all directions being noted. A compulsory school law enacted in 1897 had somewhat increased the attend mce. Teachers’ wages were crawling upward and school buildings improved. In 1897 there were 7,197 public school teachers in the State, of whom 58.9 per cent were men. The average length of the school term had reached 5.3 months. From 1863 until 1900 the office of State superintendent of free schools had been filled by 11 gentlemen. An interesting portion of the official report of Superin¬ tendent Trotter is a biography of these gentlemen. The West Virginia School Journal since 1881 had been a valuable contributor to educational progress. The decade closing with the century — 1890-1900 — was in all respects the most remarkable in the brief educational history of less than forty years of the state¬ hood of West Virginia. So marked had these ten years been in material impor¬ tance and the discovery of the physical resources of the State that the mother Commonwealth in several respects had been outstripped by her more vigorous and prosperous daughter. During this period the educational life of the Com¬ monwealth had partially outgrown many of the defects v/hich for thirty years had been the burden of the criticism of its more competent educators. The State University, including the agricultural and manufacturing departments, in 1900 was organized into 11 departments, one-half of them having been established dur¬ ing the past ten years and all the others improved. The attendance had risen from 308 in 1890 to 883 in 1901. The faculty was increased to 70 members, and it is claimed that the type of instruction and illustration had correspondingly grown. Forty-two college courses were offered to each student. The revenues from all sources in 1903 were $330,000. The enlarged campus contained 25 acres, with a superb overlook of the valley of the Monongahela River. A farm of 100 acres had recentlj^ been added. The 10 university buildings are grouped around the original university hall. Presidents Turner, Rejmolds, Knight, and R^aymond had during the last years contributed largely to the development, and in 1901 Prof. D. B. Purinton, an alumnus of the institution and for several years a member of its faculty, was elected president, and Dr. John A. Myers, Ph. D.. was made director of the agTicultural experiment station. In 1895 preparatory schools of the university were established at Montgomery, Fa3^ette Country and at Keyser, Mineral County. The 6 normal schools had been largely developed, and the 404 EDUCATION REPORT, 1903. appropriations made in their behalf in 1902 amounted to $382,579. They were all coeducational, with uniform courses of study. Their academic course prepared students for entrance to the university and the normal for practical teaching. In 1902 there were nearly 1,000 students, with 102 graduates. Since its establish¬ ment all the university departments had included 23,790 students and 1,704 graduates. Of the West Virginia cities. Wheeling, the original public school city of the State, was still the most important. In 1900 it reported a school system in which each election district of the city was a subschool district. Under this arrange¬ ment there were 8 schools, each with 4 divisions. The high school contained 308 pupils, with a faculty of 9 instructors. The entire system was conducted at an expense of $94,446.21. The cost per pupil on enrollment was $13.78 and on average daily attendance $25.35. Annual institutes were held for the benefit of the city teachers. Next to Wheeling in educational importance is the city of Parkersburg, which in 1900 rated the value of school property at $108,980; number of j)upils enrolled, 2,117; number of teachers, 44. As early as 1859 a movement was made which six years later resulted in the establishment of a system of free public schools for the city. By a special law of 1882 a board of education of 5 members, selected for four years, was empowered to levy 50 cents on $100 of valuation for teachers’ salaries and 40 cents for all other i)urposes. This board was intrusted with com¬ plete authority to administer the educational affairs of the city, including a nine months’ school term. The course of study required nine years before entering the high school, with three years in that institution. The city had been fortu¬ nate in securing able and successful members of the school board and superior teachers during the thirty-eight years of its educational history. Parkersburg was the first community in West Virginia to move in the schooling of the colored race. During the civil war a private seminary for this class of pupils in the city was maintained, which in 1867 was merged in the free school system. In 1900 colored pupils had the same course of instruction as the white pupils, and the same standard of excellence for promotion v/as required. In 1884 a high school for colored youth was established, with a competent instructor at its head, from which 11 pupils had been graduated. This, in 1900, was the only public high school for colored persons in the State. In addition to these, 12 cities are represented as supporting graded systems of instruction, of which Martinsburg, Huntington, and Charleston were the most important. The value of school property in Charleston, the capital, in 1900, was $80,000, and the number of pupils 1,173, teachers 25. In 1900 the number of high schools in West Virginia had risen to 39, graded schools 813, common schools 5,186; total, 6,038. The unification of the school system had also made good progress. Besides the school system the State of West Virginia in 1900 contained a numoer of colleges, of which Bethany is the oldest and probably remains the best. Twenty of these institutes, under different names, appear in the valuable History of Education in West Virginia, by Professor Whitehill, to which the reader is referred for details. The State of West Virginia at the beginning of the new century appears with a total area of 24,780 square miles, 135 square miles in water surface. Its extreme length is 240 and its greatest breadth 160 miles. It is one of the most irregular in outline east of the Mississippi Valley, almost entirely mountainous or hilly, although the hills can often be cultivated to their summits. The number of farms was estimated at 75,000, and more than one-heJf the population of the State was engaged in farming. It is the favorite home of the blue grass. Its mining and manufacturing possibilities are enormous, fully two-thirds of the State being THE COMMON SCHOOL IN MARYLAND, 1863-1900. 405 underlaid with beds of coal. In 1890 the State was fourth in the Union in the manufacture of rolled iron and steel and tenth in the output of pig iron. In the production of coal it is only excelled by Pennsylvania, Illinois, and Ohio, and in natural gas its production is rapidly increasing. Its great variety of hardwood forests ina,kes it one of the leading States in the production of this valuable lum¬ ber. The situation of the State, a mountain ramiDart between the East and Central West, in connection with its marvelous resources and rapid development in various forms of industry, coml)ined with the educational history of the past forty years, justifies the most enthusiastic expectations for its eminent rank in the Union at a not far distant future. MARYLAND. During the four years of the continuance of the civil war, owing to the prox¬ imity to the city of Washington the political affairs of Maryland were largely dominated by the National Government. During the year 1864 the first serious attempt was made in Maryland toward the establishment of the American system of common schools for all sorts and conditions of people.” A convention repre¬ senting the loyal element of the population placed in a new constitution, October 12-13, 1864, the following provision for education: Art. 43. That the legislature ought to encourage the diffusion of knowledge and virtue, the extension of a judicious system of general education, the promoticn of literature, the arts, sciences, agriculture, commerce, and manufactures, and the general melioration of the condition of the people. Article VIII. — Education. Sec. 1. The governor shall, within thirty days after the ratification by the peo¬ ple of this constitution, appoint, subject to the confirmation of the senate, at its first session thereafter, a State superintendent of public instruction, who shall hold his office for four years and until his successor shall have been appointed and shall have been qualified. He shall receive an annual salary of $2,500 and such additional sum for traveling and incidental expenses as the general assembly may bylaw alio VC ; shall report to the general assembly, within thirty days after the commencement of its first session under this constitution, a uniform system of free public schools, and shall XJerform such other duties pertaining to his office as may from time to time be xirescribed by law. Sec. 2. There shall be a State board of education, consisting of the governor, the lieutenant-governor, and speaker of the house of delegates, and the State superintendent of XRiblic instruction, which board shall x^erform such duties as the general assembly may direct. Sec. 3. There shall be in each county such number of school commissioners as the State suxierintendent of xniblic instruction shall deem necessary, who shall be appointed by the State board of education, shall hold office for four years, and shall perform such duties and receive such comxiensation as the general assembly or State suxierintendent may direct. The school commissioners of Baltimore City shall remain as at xi resent constituted, and shall be axipointed, as at x^resent, by the mayor and city council, suliject to such alterations and amendments as may be made from time to time by the general assembly or the said mayor and city council. Sec. 4. The general assembly, at its first session after the adoption of this con¬ stitution, shall x^rovide a uniform system of free public schools, by which a school shall be kex)t open and supported, free of expense for tuition, in each school dis¬ trict for at least six months in each year; and in case of failure on the part of the general assembly so to provide, the system reported to it by the State suxierin- tendent of public instruction shall become the system of free xniblic schools of the State: Provided., That the report of the State superintendent shall be in conformity with the provisions of this constitution, and such system shall be subject to such alterations, conformable to this article, as the general assembly may from time to time enact. 40G EDUCATION REPORT, 1903. Sec. T). The general assembly shall levy, at each regular session after the adop¬ tion of this constitution, an annual tax of not less than 10 cents on each hundred dollars of taxable property tliroughout the State, for the support of the free pub¬ lic schools, which tax shall be collected at the same time and by the same agents as the general State levy, and shall be paid into the treasury of the State, and shall be distributed, under such regulations as may be prescribed by law, among the counties and the city of Baltimore, in proportion to their respective popula¬ tion between the ages of 5 and 20 years: Provided, That the general assembly shall not levy any additional school tax upon particular counties unless such county express by popular vote its desire for such tax. The city of Baltimore shall provide for its additional school tax as at present, or as may hereafter be provided by the general assembly, or by the mayor and city council of Baltimore. Sec. G. Tim general assembly shall further provide by law at its first session after the adoption of this constitution a fund for the support of free public schools of the State by the imposition of an annual tax of not less than 5 cents on each $100 of taxable property throughout the State, the proceeds of which tax shall be known as the public school fund, and shall be invested by the treasurer, together with its annual interest, until such time as said fund shall by its own increase and any addition which may be made to it from time to time, together with the present school fund, amount to $6,000,000, when the tax of 10 cents on the $100 authorized by the preceding section may l)e discontinued in whole or in part, as the general assembly may direct. The principal fund of $8,000,000 hereby provided shall remain forever inviolate as the free public school fund of the State, and the annual interest of said school fund shall be disbursed for educational purpose only, as may be prescribed by law. On November 12, 1865, Governor Bradford appointed Rev. L. Van Bokkeleii suT)erintendent of public schools, with orders to report within thirty days a com¬ plete system of education for the State. The new superintendent proceeded at once to acquire such information as was possible concerning the actual condition of educational affairs in the 24 counties of Marjdand. These counties contained an area ranging from 250 to 680 square miles and a population varying from 91,860 to 434,439 in Baltimore City. The total idiysical area was 9,660 square miles and its population 1,042,000, with great diversity of surface, from the mountains of the Allegheny on the north to the broad plain on the eastern shore. Seventeen of the 24 counties wmre virtually a seacoast district and 7 had the Pat apse o River for their western boundary. The new superintendent soon learned that whatever may have been the condi¬ tion of educational affairs in 1880, the State had greatly suffered in this respect by the continuance of the four years of civil war. In addition to the burdens which this great conflict imposed on all the loyal States, there was the additional pressure from a considerable portion of the population of Maryland who favored the cause of the Southern Confederacy. The Stats had lived in constant appre¬ hension of being made the battle ground of the contending parties, more than one important engagement having taken place on or adjacent to its northern boundary. While awaiting returns from his letters of inquiry addressed to the county author¬ ities. the superintendent visited several of the Northern States to study their sys¬ tems of public education and obtain copies of their State school laws. The reports from the counties were far from satisfactory. With few exceptions the school authorities were unable to reply to the larger number of the queries, because they had no system of reports from teachers or commissioners. The conclusion reached from wdiat was received was that, in his words, ‘'the information collected i^re- sents clear and unimpeachable evidence that we have to begin about at the foun¬ dation and recast anew the educational edifice.” In his preliminary address to the general a-ssembly of the State the superintend.ent boldly faces the situation and proposes nothing less than a complete system of pub¬ lic instruction for the entire white school population, with an earnest plea that the colored children and youth, one-fourth the entire number in the State, should be included in its benefits. The fundamental principles of the system, according to him, should be: “(1) Education ought to be universal; (2) the education ought THE COMMON SCHOOL IN MARYLAND, 1863-1900. 407 to b3 free, and, therefore, (3) the property of the whole State is responsible for such education of every child in the State as will prepare him to x^erform the duties of a man and a citizen in obedience to the laws of G-od and the laws of the Commonwealth.” The enthusiastic superintendent proceeded at once to put on paper “A bill to establish a uniform systnn of public instruction for the State of Maryland.” It was elaborate, ideal, and in its way “a model system,” covering 50 pages of legislative jjrinted matter, with a “ commentary ” containing sugges¬ tions for the future as extended. It contained not only all the provisions of the common school system of the most advanced educational States in 1864, but addi¬ tional features not even yet incorporated in the school laws of several of these Commonwealths. In its general idea of organization and administration it adopted the plan six years later follovv^ed by the State of Virginia. The super¬ visors for the counties and the city of Baltimore were to be apxDointed by a State board of education conix^osed of the governor, lieutenant-governor, speaker of the house of delegates, and State sux)erintendent of x)ublic education, the latter a,ppointed by the governor with confirmation by the senate. The schools of Baltimore and each county were to be under a school director. To this State board of education was given a povrer little short of absolute in the supervision of the entire educational affairs of the State, including academies receiving State aid or incorporated by the legislature. This school board was empowered to issue a uniform code of by-lav/s for the government of all schools under its charge. It appointed the officers of the State normal school and for cause could dismiss any school director. It supervised all the benevolent, reform¬ atory, and remedial institutions receiving State aid and could act as investor and treasurer of any funds. State or local, in trust for education. The State superintendent, in addition to a larger sx)here of duty than was then conferred on any official of his sort in the Union, was made principal ex officio of the State normal school, supervised the establishment of school district libraries, contracted for and issued all school text-books, and granted certificates for teachers, all on a salary of $1,590 per annum, with no additional comi^ensation for his clerk save personal expenses. The one school director for Baltimore and each county, appointed for a term of four j^ears, was practically required to carry out what¬ ever |)lan the State board might conceive, and could be suspended or dismissed for cause. This one official was burdened with duties practically impossible of fulfillment; his salary was determined by the city government of Baltimore or by the State board of education. Under this same direction a board of school com¬ missioners for each county should be aj>point8d by the State board, a body cor¬ porate elected for four years, each member to be supeiuusor of at least 15 schools. He was authorized to district the county, to distribute school funds, and generally to supervise education. The New Testament was to be read by every teacher at the opening of his school. Every school district should have the power of imjeosing a local tax for the schools, not to exceed $500. Schoolhouses should be built at the expense of the county. The schools should be in session at least six months of the year and free to all from the age of 6 to 19. Teachers were apj)ointed by the district com¬ missioners after certification of qualification. Children under 14 years of age should not be employed in any business without attending school six months in •the same year. Text-books should be uniform and distributed at an advance of 5 per cent on their cost. Each county might establish a high school for both sexes, the State fund for subsidizing academies being available for their support. A group of colleges should be subsidized under the name of the State university and free scholarships be granted for their students. Strict provisions were made for the examination of teachers, and a teachers’ institute should be held for ten days in every county containing 50 teachers. A State normal school should be at 408 EDUCATIO]^' KEPORT, 1903. once established, of which the State superintendent should be the i^rincipal, coedu¬ cational. at the extreme admitting 250 pupils. This elaborate system was to be supported by a State tax of 15 cents on each 8100, distributed per capita of the school i)opulation. This fund might be increased by local funds, county taxes, and a special tax for school buildings. The University of Maryland was com¬ posed of St. Johns, lYashington, the agricultural college, and the Faculty of Arts and Sciences, of Baltimore, governed by a board of regents and a uni¬ versity council. Free scholarships of $50 were established for State aid to college students. Schools for the children of colored citizens should be established by the city of Baltimore and each county, the taxes paid by the colored people to be added to the support by private funds until other arrangements could be made. All private and denominational schools should report statistics to the State board of education. It is unnecessary to remark that no State in the Union in 1864 was supporting a system of public schools so elaborate as that enacted by the legisla¬ ture at the suggestion of its enthusiastic and devoted public servant. It will not be necessary to give in detail the results of the effort, continued during the follow¬ ing three years of what is known as the *' reconstruction i^eriod,” by the legisla¬ ture to i3ut this school law in force, with the inevitable failure to accomplish the great reform anticipated. The movement did undoubtedly wake up the educa¬ tional public of the State to the importance of popular education as never before, while at the same time exciting to unusual activity the considerable body of influ¬ ential citizens opposed to any serious change in the former educational policy of the Commonwealth. One important act of the State board during this period was the appointment of Dr. McFaddeh Alexander Newell as principal of the proposed State normal school. In September, 1865, the attemi)t was made for the opening of the State normal school. Meanwhile Professor Newell, the xDrincipal-elect, visited the I)rlncipal normal schools of the Northeastern States and labored intelligently to draft a plan suitable for Maryland. It was determined to furnish tuition and text-books to the students free of charge, ?md plans were considered for student aid. The State board proceeded to rent rooms and began the work. Doctor NewelFs introductory report fully sets forth the situation in respect to the impor¬ tance of a competent teaching force in the State. The State sui:)erintendent calls attention to the fact that despite all efforts at a solution ‘ ’ the schools of Baltimom city are conducted in direct opposition to the act of the general assembly. In almost every particular the school system of Baltimore was as thoroughly disconnected from the State board of education as from that of Virginia,” The city authori¬ ties on education, with but one dissenting vote, had resolved that no change be made in the public schools of the city. The superintendent advised that the term of office of the Baltimore school commissioners be extended to four years and that they be appointed by the State board of education. He also recommended the appointment of a city superintendent of schools. urged that the existing agri¬ cultural college of the State, which was deeply involved in debt, should be reor¬ ganized and the offer of public lands by the National Government for the estab¬ lishment of agricultural and manufacturing colleges be accei^ted. He presented the claims of the colored children and youth, one-fourth the entire school popula¬ tion of the State, to participation in the benefits of the present system of public instruction. The great prevalence of the colored population of thq Eastern Shore and southern counties of the State, for whom no provision was made, wrought a, manifest injustice, by the appropriation of large sums of school money to these counties used only for a minority of white pupils. The total assessment of 21 counties and the county of Baltimore in Maryland for 1865 was $278,512,186, of which the city of Baltimore reported $129,199,817. 409 THE COMMON SCHOOL IN MARYLAND, 1883-1900. The levy of the State school tax was $417,798.45. The school population l)etrvveen 5 and 20 years was 182,205 vv^hite and 80.014 colored; total, 248,219. In sev¬ eral counties, mostly in the northern part of the State, the success of the schools was already assured, and in even the less hopeful districts tlieir advocates reported progress and declared: ‘'A good school in any district for a year is generally a decisive agency of universal education, and not unfrequently the most violent enemies are won over to the warm advocacy of the system.” Outside the city of Baltimore 44,328 pupils v/ere enrolled in all the counties, with no statement of the average da,ily attendance. The State normal school was opened in Baltimore on July 15, 1886. A school building was rented and a, house for the model and practice school. Eleven stu¬ dents appeared at the opening, all but one from Baltimore. At the commence¬ ment 48 had entered, one-third from the counties. Sixteen graduated at the commencement in June, 40 teachers of grammar and 12 of primary schools. In September, 1866, 48 appeared, and by December 20, 71 were on the rolls and 65 in constant attendance. The live collegiate institutes, included under the general term “ The University of Maryland,” received a sum of $14,200 for the free tuition of 120 young men and 22 young women. St. John’s College, at Annapolis, had been revised and Dr. Henry Barnard, of Connecticut, invited to its presidency. The Baltimore Female Col¬ lege was established in 1849, with a building accominodating 100 boarders and 100 day pupils, and a course of study equivalent to that of a college for young men. The central high school for boys, of Baltimore, had extended its curriculum to include a full college course under the title “ The Free College of Baltimore City.” The Maryland Institute supplied a variety of schools for instruction in penman¬ ship, drawing, and music, and had a library of 19,000 volumes, sui^plied courses of lectures for its several hundred active members, and especially was knov/n for its department of design. It was considered worthy to be classed among the univer¬ sities and colleges and received a yearly subsidy of $3,000. In 1867 the public schools showed an increase from 1868 in average attendance, 6.138; in number of teachers, 132; in teachers’ salaries, $48,577.12; in total cost of schools. $47,197.98. Forty-five new sclioolhouses had been built, 75 repaired, and 31 furnished with desks, besides a large number under contract. The entire school revenue for the year ending June 30, 1867, was $530,460.66. The schools of Baltimore report 19,955 pupils enrolled, with 15,785 in attendance, 460 teachers, total expenditures $195,829.16, at a cost of $17.64 per capita. From 1861 to 1867 the expenditures for public education in the State had risen from $193,978 to $460,858. The number of women teachers v/as increasing, in 1867 there being only 276 more men than women. There were 122 students at the Baltimore Female College. In 1887 the normal school for teachers of colored schools had been established at Baltimore, housed in a large building. The colored public schools of the city were adopted by the city council in 1867 and were placed under the supervision of the city school commissioners. High scho Is had been estab¬ lished in three counties and free schools of an intermediate grade in one. In 1867, by the adoption of a new State constitution, the public school system was declared at an end with the close of the coming legislative session, and it depended on this body to reestablish “a thorough and efficient system” in its place. So far the first serious attempt to establish a complete system of public school¬ ing even for the white children of Maryland had been carried forward under prodigious difficulties. By a change in the political attitude of the Common¬ wealth a new constitution was formed in September, 1887, which contained the following brief provisions for general education, under which the free schools of 410 EDUCATION REPORT, PJ03. Maryland have ])een developed to their i)reseiit condition during the past thirty- six years: Article VIII. — Education. Sec. 1. Tlie general as.semhly, at its first session after the adoption of this con¬ stitution, shall I)y law establish throughout the State a thorough and efficient sys¬ tem of free public scIkjoIs, and shall i^rovide by taxation or otherwise for their maintenance. Sec. 2. The s^’stem of public schools, as now constituted, shall remain in force until the end of the said first session of the general assembly, and shall then ex])ire, except so far as adopted or continued by the general assembly. Sec. 3. The school fund of the State shall be kept inviolate, and appropriated only to the purx)oses of education. In one respect the new deal in public education was a decided step forward. The appointment of Dr. M. A. Newell as State superintendent of education and principal of the State normal school was -a most fortunate movement. iVIcFadden Alexander Newell was born in Belfast, Ireland, September 7. 1824. He attended Queen's College, Belfast, and was graduated from Trinity College, Dublin, when he was 21 years old. After teaching two years in Mechanics' Insti¬ tute, Liverpool, he came to the United States and, in a short time, located in Baltimore, Md. His first important position in Baltimore was professor of natural sciences in the City College— the high school for boys — which position he resigned to accept a professorship in Madison College, UniontoAvn, Pa. He returned to Baltimore in a few years and established a private school, which was largely patronized until the outbreak of the civil war, when Mr. Newell accepted the principalship of one of the largest grammar schools in the city. He went, subsequently, to Pittsburg, Pa. , and, in connection with his cousins John and James Newell, estab¬ lished a large and influential private school. Here he remained until I860, when he was appointed principal of the Maryland State Normal School, recently estab¬ lished by act of the legislature. Three years later he was appointed secretary of the State board of education and became ex officio superintendent of public instruction. He died at Havre de Gfrace August 14, 1893. Superintendent Newell in his first report described the method by which, in September, 1837. the public schools entered on their work in a state of absolute uncertainty concerning the outcome of the general assembly in 1838. The new superintendent at once called attention to the central fact in any attempt to establish a system of common schools — the absolute need of a trained and compe¬ tent body of teachers. In addition to the State Normal School he proposes an educational journal, teachers’ associations, and institutes. He held institutes in fifteen counties during his first year's administration, and soon became in demand in the neighboring States of Virginia and North Carolina for this service. Pie also called attention to the irregular attendance of pupils on the school: ‘‘Not quite half of the children between 13 and 18 years of age are enrolled, and of them only about one-half in aAmrage attendance.” As an educator in Maryland for more than tAventy years he also claims the right to criticise the new school laAA's, especiidly in their failure to locate responsibility anywhere in the administra¬ tion of the scliool system. In the reaction from the highly concentrated scheme of public schooling for 1864, the present legislature had Aubrated to the opposite extreme. The State board of education had been abolished and the President of tlie State Normal School Avas ljurdened AAuth a Amst and indefinite duty of super- Ausing the entire public school system of the State, according to him, now organ¬ ized on the plan of locating authority noAAdiere. In short, the superintendent found in his new department of duty a legislature that represented a public sentiment which faAmred a tendency to dissipate rather than to concentrate poAA^er THE COMMON SCHOOL IN MAEYLAND, 1863-1900. 411 in all public affairs. He recommended: (1) A State board of education composed of tlie governor, the chairman of the committees on education in both houses of the legislature, the principal of the State Normal School, and a member chosen by the faculties of the three State colleges from among their own number. (2) The school trustees of the districts should be appointed by the county board of education instead of being elected by the people. (3) There should be a compe¬ tent State superintendent appointed, authorized to spend his time among the schools. (4) There should be only one school commissioner for eight schools and the term of service be four years. The State Normal School was growing apace. In January, 1869, there were 118 students, 90 in average attendance, representing 22 counties and the city of Baltimore. A rise in the standard of admission reduced the number of graduates so that 81 had fallen away during the past three years. But to offset all these defects the superintendent congratulates the State on the fact that ‘ ‘ after a long and weary waiting they are now in possession of a school system which, though still imperfect, possesses one good element wnthout which improvement is impossible. A system of free pu])lic schools, supported and super¬ intended by the State, is now a part of the settled policy of the Commonwealth which no change of political parties will in all human i)robability ever disturb. ” The Baltimore City superintendent of public schools, Mr. W. R. Crary, reports 120 schools, 550 teachers, 10,480 free and 12,297 paying tuition — 22,777 in all — an increase of 1,625; 1,312 in the colored schools; $408,558.24 total expenditure, $22,166.66 for colored pupils. The public school system of the city of Baltimore dated from the year 1849, with 1,840 pupils, and by gradual development in 1868 had reached 104 schools and 5,300 pupils. The history of the following seven years of the school administration, 1868-1875, under such superintendency as Doctor Newell in addition to his severe labors as principal of the State Normal School could give, is a record of substantial prog¬ ress achieved under great difficulties. By perpetual ai)peals to tlie legislature the school law of 1868 v\^as repeatedly amended, generally for the better, but only by gradual efforts brought to a state of real efficiency. By a new school law passed in 1870 the general supervision of the schools was given to a board of State com¬ missioners, consisting of four persons appointed by the governor from among the presidents and examiners of the several county boards, and the principal of the State Normal School. The county boards of commissioners after 1871 were to be appointed by the judge of the circuit courts instead of elected by the ireople, and their number was reduced to three in the smaller and five in the larger counties. The local trustees, styled district school commissisoners, weve api3ointed by the board of county school commissioners instead of being elected by the people. The county tax which the county board had the right to distribute was limited to 10 cents on a hundred dollars, and beyond that the county commissioners must be consulted respecting additional taxation. By a number of amendments to the school law in 1873 (1) the governor was made ex officio a member of the State board of educa¬ tion; (2) the State board was authorized to enact by-laws for the admiinistration of the public school system, to remove incompetent teachers or examiners, and to add to the studies in which the teachers were to be examined for first and second class certificates such other branches as might be necessary; (3) teachers appointed by the district trustees must be confirmed by the county board; (4) the appropria¬ tion for the colored schools of the State was raised from $50,000 to $100,000; (5) $100,000 was approijriated for a State normal school building, and (6) six counties were aided by the change of an academy to a public high school. The State board at once adopted a code of by-law's providing (1 ) for a new system of classification and a regular schedule of study from the rural, primary, and the lower classes of 412 EDUCATION REPOKT, 1903. the graded scdiools of the State upward; (2) a Imowledge of geometry and elemen¬ tary physiology would he required for all teachers after 1S75. The condition of public education in any State is fundamentally determined by what the people are permanently willing to pay for. After ten years of experi¬ ence, including one entire change in the sj'stem, this condition was represented in Maryland by the following figures; Total expenditure for schools in 1866, $506,866.60; in 1875, $924,108.95. The State Normal School was the soul of the system. Begun on January 15, 1866, with 10 students, in an inconvenient hall, it grew with every year despite a constantly increasing difficulty in providing for the housing of the students. At the close of the first year the number of students was 48. In the succeeding years the number increased from 129 to 137, 144, 170, 103, 102, 140, 174, 207. During the first four years the appropriation for its support was $8,000 annually. In 1870 it was increased to $9,500, and in 1872 to $10,500, exclusive of rent. On a salary of $2,500, Doctor Newell built uj) the State Normal School with one hand and with the other suiq^orted the State of Maryland in the development of its new system of common schools. In 1875 the total number of pupils in State and city schools in Maryland was 142,900; in average attendance, 67,000. The entire expenditure for the common schools in 1875 was $1,640,047.77. The improvement in the agencies for the education of the colored children of the State had been great. The original system of 1865 made no account of them, although there were 87,000 of the emancipated in the State — in several counties one-half and in one or two a majority of the iiopulation. The second school law of 1868 gave the colored joeoide the amount paid by them in taxes for the support of the schools, leaving to indvate philanthropy and friends from the generous in other States and countries to provide the remainder. In 1869 the city of Baltimore took the colored schools into the public system, supported at public expense. Superintendent Newell ventures the question that “If the State will follow this example it wall cost more money, but will it not cost more to educate them for the penitentiary? ” • By the new organization of the State board of education Doctor Newell, principal of the State Normal School, assumed the title of secretary of the l)oard — the same as Horace Mann and all liis successors in Massachusetts — and, like his illustrious predecessor, his fatherly care was extended over the entire sj^stem. The endov/ment of Johns Hopkins University, in Baltimore, with three million dollars suggested that it would be i^ossible to establish a system of county high schools and leave the colleges of the State in reach of this the great central edu¬ cational institution of the Commonwealth. The year 1875, the tenth of the exist¬ ence of the new common school of Maryland, is declared “a year of satisfactory progress and hope of performance.” The death of Supt. W. R. Crary of the Balti¬ more city schools was a great shock. The city was passing through a movement of progress, including new buildings, the introduction of drawing, more attention given to English, and other notable signs of advancement. The school term of the State wars being advanced from seven and one-half toward ten months. Despite the general depression of ])usiness during the year 1875-76 there was no serious diminution in the expenditure on the schools, the total expenditure being $1,623,349.29, including the city of Baltimore. The State Normal School, in its new and satisfactory building, reported 206 stu¬ dents. Principal Newell, ex officio State superintendent, returns again and again to the protest against combining the duties of the tv/o offices. The unwillingness of the legislature to conqdy with his request was owing doubtless to (1 ) the expense and (2) the increasing conviction that the State had in Doctor Newell the one man in INIaryland best qualified to be at the head of the normal school and to oversee the educational affairs of the Commonwealth. The Johns Hopkins University was getting into position and promised to supply the upper story of the educational THE COMMON SCHOOL IN MARYLAND, 1863-1900. 413 structure for the State. The population of Maryland, according to the census of 1870, was 780,894, of whom 175,391 were colored; of the city of Baltimore, 227,794, with 39,558 colored. In twelve counties the colored were one-half the entire popu¬ lation. The entire school i“)opulation, from 5 to 20 years, was 276,120. There had doubtless been a steady increase of numbers during the eight years before 1878. In that year 156,374 impils were enrolled in the city and country schools, and only 81,839 were in average daily attendance. In regard to the general handling of the school funds, it is asserted by Superintendent Newell that during the fifteen years that had elapsed since the advent of the school system nearly twelve mil¬ lions of dollars had passed through the hands of forty different treasurers, not only without the loss of a single dollar, but without one important mistalte in its direction. The common school system in the counties had almost abolished the old-time private schools and partly cripiffed the academies. It was therefore of the first importance that the graded school with a secondary department or high school annex be developed to supply their place. The Maryland Institute, in Baltimore, had become '‘one of the most reliable educational institutions of the State.” It is claimed that this was the first and largest art school in the country, and hope is expressedffhat it might become the best. The Johns Hopkins University in its fourth year had 145 students, and great satisfaction is expressed over its attitude toward the public school system of the State. The State Normal School had sent forth 567 students, who had taught each two years. A short summer session was held for the accomnnodation of teachers whose schools closed in Aprd. The chronicle of the decade from 1870 to 1880 suggests a comparison in the superintendent’s report for the latter year which was certainly very encouraging to the friends of universal education in Maryland. During these ten years there had been an increase of population of the State of 19.7 x)er cent, from 780,894 to 934,943. The increase in number of public schools had been 41 per cent, 1,360 to 1,919; in teachers 40 per cent, 1,664 to 2,326; enrollment 47.5 per cent, 77,454 to 114,365; average daily attendance 43.5 per cent, 40,150 to 56.361; total expenditure 21 per cent, $738,058 to $886,378; county taxation 35 per cent, $363,668 to $355,053. By 1880 the common school system of Maryland was fifteen years old, had out¬ lived the perils of infancy and early youth, and as far as its methods of organiza¬ tion, supervision, and administration were concerned had evidently “come to stay.” During the ten years from 1880 to 1890 nothing happened to seriously disturb the growth of what had been so well inaugurated. In 1888-89, the closing year of Doctor Newell’s administration, the State appropriations had not materially increased from 1881; indeed in 1889 were only* $1,000 in excess. But the county levy had risen from $389,240 in 1881 to $500,783 in 1888. The total expenditure in 1881 was $1,604,580; in 1889, $1,819,352, the excess largely caused by the increased county levy. The Commonwealth as late as 1890, twenty-five years after the beginning of the system, experienced the revival that promised to bring forth its resources in a very decisive manner. That action was acknowledged to be largely dependent on a revival of material i^rosperity in the old Commonwealth, which had suffered so greatly by its extreme conservatism in industrial affairs up to 1860 and by the demoralization of its people through the decade ending with 1870. By 1890 a nev/ era of prosperity had dawned on the great city of Baltimore, in which was stored a great majority of the available wealth and the forces of the higher civilization of the State. With the increasing prosperity of Baltimore and its steady growth to one of the great educational centers of the country came in a new sense of the importance of universal education through the entire Common¬ wealth. From 1881 to 1889 there had been an increase in the school enrollment of the 414 P:DUCATI0N KEPORT, 1903. state from 158.900 to 179,400, of which Baltimore showed 47,048 and 59,506. The daily school attendance had risen from 73.789 to 99,220. The average number of months in the school term was 9|; 10 in Baltimore, and 8|f in the counties at the latter date. 800,531 in the cities and $79,441 in the counties was expended for colored schools in 1881; in 1889, $98,565 for the counties and fully as much for the cities. In 1881 , $174,038 was exx)euded in school buildings, $86,000 in counties and $88,000 in the city, and $190,922 in 1889, $105,000 of which was by the counties, by wiiich we may infer that the movement for reforming the iDrimitive arrange¬ ments for housing school children already described had gathered force as the years went on. The numl)er of xmpils in the sixth grade in 1889 was 4,125. From these statistics we must infer that the ijublic school interests of the State had hardly kei)t pace during the decade 1880-1890 with the increase of pojjulation; the population in 1880 being 934,627 and in 1890 1,342,290. The State Normal School had grown until every seat in the building was occu- I)ied, with the attendance well divided among the counties. The institute work had l)een jmshed with vigor in the more progressive x^arts of the State, and the Teachers' Reading Association, district and county libraries, and the support and circulation of the Educational Journal were all factors on the side of imxu’ovement. The establishment of Johns Hopkins University in Maryland had so increased the opx^ortunities for the higher education of its own men and through its system of popular lectures of the yomig women of the State that the interest in the revival of the old colleges by XJnblic supx^ort had x^artially spent its force. The State Agricultural College was learning to become what its name included, an agTicul- tural and mechanical school, St. John’s College started out with the intent to become a x^olytechnic school. Washington kept on in its highly respectable but moderate gait with some 40 i:»ux3ils a year. Johns Hopkins, even at its beginning, with an outfit of three times the sum of the annual expenditure of the State for common schools, was proving its cax^acity to deal with the entire field of the higher education, reenforced by the Peabody Institute, the Maryland Institute, and the newly established College for Women in Baltimore. The sux:>erintendent in 1881 urged the ai)X^ointment of a legislative committee to take into consideration the entire x^olicy of the State toward the secondary and higher education. The belief was expressed in 1888 that the establishment of an agricultural experiment station in connection with the agricultural college and the organization of the board of trustees and the appointment of a x^resident abundantly qualified for his difficult Xjosition would commend the institution to the hearty support of the x^eople. Johns Hoi)kins University in 1888 had a faculty of 57 teachers and an attendance of 420 students — 199 residents of Maryland, 96 from 36 other States, and 24 from foreign countries. Its attendance had risen from 89 in 1876-77 to 420 in 1887-88. Of the students, 231 were graduates from 93 different colleges and institutions of learn¬ ing, 127 candidates for the degree A. B. , and 62 sx^ecial students. The average attendance on the x^nblic lectures had risen from 60 to 192. It was demonstrated that much of the need for the higher education was now for the first time being supxdied in the State. Among the details of the history of the public schools from 1880 to 1890 may be mentioned the x^rinting by the State sux:)erintendent of the statistics of illiteracy in Baltimore in 1881. In that year there were 28,433 children and youth of school age growing up without school education, apart from those who had received a partial training in early youth. In 1874 Doctor Newell, in connection with Super¬ intendent Crary, of Baltimore, had established the Maryland School Jouraal. These gentlemen had also been associated in the authorship of a series of school read¬ ers. The death of Sux:)erindent Crary, of Baltimore, left this work on the hands of Superintendent Newell. It is doubtful if during this x)eriod of fifteen yeai’s THE COMMON SCHOOL IN MARYLAND, 1863-1900. 415 that the journal was under the editorial suijervision of the State superintendent there was a more vigorous and inspiring publication of its sort in the country. The year 1885 is noted in the annual rei^ort of the State board of education as the twentieth anniversary of the establishment of the public school system in the State. The report was used especially to give a record of the progress of school legislation. The successive acts of the general assembly in response to the annual representations of the superintendent are noted. The most important of these were (1) by the laws of 1870 and 1874 conferring ample powers of a general super¬ vision of schools on the State board of education. (2) In 1870 district trustees were appointed by the county school commissioners. (3) In 1872 it was enacted that there should be one assistant examiner in counties having more than 85 schools. (4) In 1870 the number of county commissioners of schools v/as reduced to three in the smaller and five in the large counties. (5) In 1872 the sui^ply of school books was left to the discretion of school boards. In 1884 the city of Bal¬ timore made school books free. (6) In 1874 the county commissioners were given power of confirmation and rejection of all teachers appointed by the dis¬ trict trustees. (7) In 1872 and 1873 appropriations of $50,000 and $100,000 were made for the education of colored children and youth throughout the State. (8) The transfer of the old-time county academies to public schools had been anticipated in most of the counties by mutual consent. (9) An improved system of certifica,- tion and a regular schedule of study for primary schools had been adopted by i he State board of education. One of the important institutions of the State is the McDonogli Institute, opened in 1873, founded by the gift of John McDonogh, a native of Baltimore and for many years a resident of New Orleans, La. In the record of schools in Louisiana, in Chapter X, report 4, Stats board of education, pp. 1900-1901, will be found a full account of this remarkable man. His donation to Baltimore in 1875 amounted to $973,228. In this institution 60 boys were in attendance, the number being limited to 100. These students were supportad entirely in the institution and given a proper high school education. In addition a bequest of Dr. Barnard of $S0,000'was used for a manual-training dei^artment. An institution, the Acad¬ emy of Sciences, founded in 1859, only awaited an adequate building for the display of its valuable collection of natural history. The year 1885 was also made memorable by the gift by Mr. Enoch Pratt to the city of Baltimore of $1,145,000 for a free public library. A central building and four branch build¬ ings had been erected and filled at once with 32,000 volumes. The city accepted the gift, which v/as made on condition of an appropriation of $50,000 annually for the support of the library, free to all the people. The call of Mr, Louis Steiner, of Frederick, to the office of librarian was a fit tribute to one of the best-known friends of education in the State. In 1886 the general assembly of Maryland joined the increasing number of leg¬ islatures which, during the past twenty years, had provided bylaw for instruction in physiology, with special reference to the use of alcoholic drinks. The State Normal School had reached its limit in the education of pupils, 200 being all that could be included with the present arrangements. In 1886 the legislature responded to the persistent demand of the State board of education for more money by enacting a. law by which the State school tax should be 10.5 cents instead of 10 cents on $100, and added $25,000 to the $100,000 already appropriated for the education of colored youth. This appropriation was said to amount to about the same per capita for the colored as the regular distribution to the white pupils. The colored schools still suffered greatly for lack of competent teachers, the colored 'normal school at Baltimore, a private institution, being generally filled with Baltimore students who could not be persuaded to go to the country districts as teachers. In 1886 Caroline County reports progress under the able 416 EDUCATION EEPOKX, 1903. snperintendency of Examiner D. B. Stephens, and Examiner Alexander Chaplain had become identified with the best interests of education for both races in Talbot Comity. In the year 1889 occurred the retirement of Dr. M. A. Newell from the positions of principal of the State Normal School and ex officio State superintend¬ ent of schools, which he had held with such distinguished ability and marked suc¬ cess from 1868, a period of twenty-one years. This long and honorable service had so identified Doctor Newell with the birth and development of the com¬ mon schools of Maryland that it is as difficult to think of the cause of popular education in that State apart from him as to recall the history of the x>eople's schools in Massachusetts and Connecticut without the names of Horace Mann and Henry Barnard. On his retirement Doctor Newell removed to the city of Havre de Grace, Md., where, with his accomplished wife, a graduate of the State Nor¬ mal School, he conducted a private seminary until his dea,th on August 14. 1893. The successor of Doctor Newell in the twofold position of princir^alof the State Normal and sui3erintendent of the common schools was Mr. E. B. Prettyman. This gentleman was called from a long experience in the conduct of private semi¬ naries in the State, where he had become an influential friend of education and a public man of large experience. He signalized his first report, for 1890, by urging that the tax levy for the common schools should be 12 cents on $100, and holding forth the increase of the county collections as an example of liberality to the State. In 1890 there were in Maryland 2,189 common schools, with an enroll¬ ment of 184,2.ol pupils and an average daily attendance of 102,351, one-third of the number being in the city of Baltimore, 63,575 enrollment and 39,664 in daily attendance. This multitude of children and youth were under the instruction of 3,826 teachers. The schools were open on an average of 9.2 months — 10, in the city and 8.8 in the counties. The entire income from State and local taxation and other sources was $1,942,197.33, of which $915,720.77 was expended in Balti¬ more, an increase of $107,165.59 over the previous year; $167,428 had been paid for building, repairing, and furnishing schoolliouses, nearly one-half where it was most needed, in the counties. The decade from 1890, the year of the accession of Superintendent Prettyman, was on the whole auspicious for the cause of iDopular education in Maryland. The great work of organizing the system on right lines and committing the peo¬ ple to a policy of educational expansion had been so well done by Superintendent Newell in his twenty-one years connected wuth the public schools that it was only necessary to take advantage of every occasion for the further development of the system. Superintendent Prettymam vundicated the wisdom of his selection by his policy assumed at the beginning, of “giving more attention to teaching than words. ’ ’ By a careful estimate of public opinion he was able at any decisive opportunity to cast the entire weight of his position into the scale of reform. When Super¬ intendent Newell retired in Maryland he left behind in the body of school examiners, the county superintendents of public instruction in the 23 counties of the State, such a body of men as certainly did not exist in any Southern, and might have been hunted for without success in a majority of the Northern States. Superintendent Prettyman used this exceptional group of assistants to the best advantage by requiring from them every year a detailed account of the schools of their districts and making copious extracts from their communications in his annual reports. In this way several of the most important reforms had been advocated. In 1891 the total expenditure for schools was increased by $294,967 to $2,^37,164.33. There was an increase of 4,963 x^imils enrolled and 3,819 in daily attendance, of 141 teachers and $61,717.30 in their salaries, with $219,190.20 increase in buildings. The population of Maryland, according to the census of 1890, was 1,040,153 — 218, 000 of whom were colored. The city of Baltimore claimed THE COMMON SCHOOL IN MARYLAND, 1863-1900. 417 a population of 434,246, of whom 67,326 were colored; which added to Baltimore County, 72,907 v/hite, and 10,367 colored, gave to the city and county of Baltimore in 1890 one-half the entire population of the State. The State superintendent’s report of 1892 contains an elaborate history of all the colleges and academies of the State which receive public subsidies from the legis¬ lature. The attendance in the colleges had rallied — Washington 96, St. John's 172. -The State Agricultural College reports favorable progress. The total expenditure for public education in 1893 was $2,288,229, an increase of $119,922.74, largely the contribution of the city of Baltimore. The reports of Examiners Stephens of Caroline and Chaplain of Talbot counties are especially noticed in the report of the State superintendent. The death of the late superin¬ tendent of public schools, Dr. M. A. Nev/ell, at Havre de Grace, in 1893, vras remem¬ bered at the state association. The increase of expenditure for the common schools during this decade had become almost a matter of yearly occurrence. In 1894 it amounted to $59,782, the total being $2,348,011.71. A steady increase of the school population enrolled and in daily attendance was also noted. In 1895 Caroline* County, under the administration and intelligent supervision of Examiner Stephens, appears as the banner county of the State in school libraries, 41 schools with and only 8 without, 4,000 volumes in all. Washington College, the oldest in the State, had fallen into the modern tendency by becoming a coeducational institution, and in 1895 graduated its first young woman. In 1896 the State school funds took an unusual leap in addition, with $361,784.26 increase; total amount, $2,650,365.59. The increase of population enrolled was large, 14,618. A free text-book bill was passed by the legislature in 1895-96. The cost of the books was to be borne by the counties, in part met by an appropriation from the State of $50,000. The normal school wms crowded by an attendance of 414 students, and the principal again urges the ap];)ointment of a State superintendent of public instruction, Maryland being the only State in the Union that combined the duties of these two important positions. The superintendent denies that the passage of the free text-book law was an error in the building of the common schools of the State. One examiner declares that the average school attendance has been increased 23 percent thereby, and all the counties report in this direction. Superintendent Stephens presents an important phase of the subject, the shut¬ ting up of all the schoolbooks of the children during vacation. This was a serious matter in the counties where the schools were in session only five, seven, or eiglit months. Every child should finally own every schoolbook he has ever handled, for its value in many ways will be appreciated more every year. An important event among the colleges was the movement of W ashington College for a depart¬ ment of pedagogy and a normal course of study extending over three years. A large and commodious building was erected and furnished for the women students, and 14 free pupils had been received. There were 93 students, all but one of the nine counties of the eastern shore having availed themselves of the provision for free tuition. Miss Katherine K. Hobbs, of Federalsburg, was appointed as lady principal of this department. Miss Hobbs for a number of years had been a teacher widely known in the region in which this institution was established. One of the most valuable literary contributions made by Superintendent M. A. Newell to the cause of education was a paper of 34 pages in the Maryland School Journal of 1877, entitled, “Early legislation in behalf of public education in Maryland. ’ ’ In 1898 the superintendent announces the fact that the State of Maryland is practically out of debt and that it is a favorable time to call for an increase in the school-tax levy. This call was responded to by the increase of $349,402.81 to the total expenditure for the school system, making $3,053,326.86, and an increase of ED 1903 ■27 418 EDUCATION Ei:POIlT, 1903. teachers’ salaries of 893,78.). To, with tiife usual addition to the enrollment and average attendance. The appropriations for colleges and academies in 1897 were unusually liberal. Among them was a gift ol $)0,000 a year for two years to Johns Hoi)kins University. The annual aiipropriation to the State Normal School was made $'20,000, out of which the salary and traveling expenses of a State teachers' institute conductor was to be paid. An appropriation of $20,Q00 was , made for the erection of buildings for a second State normal school at Frostburg, Allegany County, and $'),000 annually for its support. The general appropria¬ tion for the year included $1.10,000 for colored and an increase of the State tax for white schools. The State school appropriation in 1898 amounted to $602,957. It has been well said that the ideal condition of an American State system of I public schools in its relation to public affairs is found vrhere every political party ! is compelled to offer the people superior educational advantages in order to gain | the popular vote. Despite the exciting political conflict that during the closing | years of the century twice upset the reigning political administration of Mary¬ land, these four years were more fruitful in radical school legislation than any ! premous decade since the close of the civil war. Among other and less important j enactments between 1896 and 1900 we note (1) the appropriation of $150,000 by the legislature to purchase schoolbooks for free distribution and the furnishing i of the schools with free text-books on civics; (2) a law authorizing the governor j of the State to appoint county boards of school commissioners with a term of six I years’ service; (3) most important of all, the long-delayed establishment of a State ! superintendency of instruction, and, in 1900, the elevation of Mr, M. B. Stephens, I commissioner of education in Caroline County, to the State superintendency. By this arrangement Mr. E. B. Prettyman was retained as principal of the State Normal School. Another important new departure was the establishment of the second State normal school, located at Frostburg, in the northwestern portion of the State. During the same period Mr. Henry A. Wise retired from the super¬ intendency of the public schools of Baltimore, and Prof. James H. Yan Sickle was appointed in his place. The two governors, William Lloyd Lowndes and John Walter Smith, both appear in the proceedings of the State Teachers’ Association and the convention of county school commissioners as active workers in^the good cause. In 1900 the whole number of schools in the State for the previous year was 2,519 — 185 in Baltimore. Of 222,373 children and youth of school age, 194,332 were enrolled and 134,400 in daily attendance — 65,289 and 53,728 in Baltimore. Of the 5,116 teachers, 3,314 were outside the city. The average term of school ses¬ sion was 9.3 months— 10 in the city and 8.7 months in the counties. The total receii)ts from all sources for public education were $2,951,723,85, and the expenses for all public school purposes were $3,022,908.61. Superintendent Stephens began his administration by a report to the State board ; of education in 1901, the term of office being four years from May 1, 1900. As j early as 1898 the legislature had taken the first steps toward the relief of the over- ;■ worked doiibie-headed official by the appointment of Dr. Samuel E. Foreman as | State institute director. The teachers' institute, which had been suffering for . lack of administration under this direction, had been revived in all the counties. | An important department of the work of Mr. Stephens was the superintendency of the county institutes. For the first school year most of his time was spent in 1, visits of three to five days in each county, holding one for a single week. He J declares that public education has become much broader in its scope and char- i aeter than formerly and the public school is fast becoming a greater factor in the comprehensive education of the children. A new course of study was prepared as a standard for all the counties and in most respects conformed to the recent report of the ‘'committee of fifteen” of the National Educational Association. The general assembly of 1898 had recognized the subject of manual training in the THE COMMON SCHOOL IN MARYLAND, 18G3-1900. 419 schools and provided an appropriation of $1,500 for one school for white and one for colored pupils in each county. , The first school was established by Commis¬ sioner Chaplain in Talbot County and at the close of the year sixteen of the coun¬ ties were arranging for similar schools. Along with the renewed interest in teachers’ institutes had come a revival of the Teachers' Heading Circle, with the establishment in several counties of teachers’ libraries. The unusual labors of the new superintendent resulted in a severe fit of illness, which for several months removed him entirely from'the field of labor, and the report of the State board of education for 1902 does not contain any communica¬ tion from him. The statistics both of city and county reveal no considerable increase in any department save in total expenses for the State of an increase of $154.02,5.76, and in the city of Baltimore of $72,842.09. The death of Mr. J. M. Cushing, of Baltimore, was commemorated at the annual meeting of the teachers and school commissioners. Mr. Cushing for many years had been identified with public school work in State and city, was a member of the State board of educa¬ tion, a personal and intimate friend of teachers and school officials, and a faithful servant of the State in all m.ovements of an educational character. The State board of education in 1902 adopted a unanimous resolution of confidence in the principal of the State normal school. Dr. E. B. Prettyman, and pledged that the school should be conducted in accordance and harmony with his views, and that his decision on the conduct and discipline of the school should be final. In the year 1902 the State ax:)propriation for jmblic education was $625,000 — $150,000 for colored schools. A com];)ulsory education law was passed affecting children from 8 to 12 years of age and youths from 12 to 16, unless engaged in labor. The teach¬ ers of district schools appointed by the district school trustees were to be con¬ firmed by the board of county examiners. This board was authorized to estab¬ lish libraries and reading rooms in county seats and other towns by a tax of from 5 to 7 cents on $100, and a board of nine library commissioners appointed. In 1900 the State of Maryland, exclusive of the city of Baltimore, was supporting 2,357 public schools with 144,345 pupils, of whom 81,112 were in daily attendance. The schools were under the instruction of 3,360 teachers, and v^ere in session 8.5 months in the year. The receipts for the same portion of the State were $1,469,663.13, of which $962,152.40 was paid for teachers’ salaries and $104,053.56 for school buildings. The result of thirty-five years since the close of the civil war, not only in the expenditure of money and increase of school attendance but hi the. general organization and administration of the educational affairs of the State, the quality and breadth of instruction, and a remarkable expansion of the facilities for higher education, had placed this Commonwealth well alongside the most favored States of the Union. In no State of the Union has the influence of its chief city in the development of the public school system of the Commonwealth been more pronounced through the Commonwealth than in Maryland. In 1890 the city of Baltimore reported 79,659 of the 224,004 x)U]pils in school attendance, and an expenditure of $1,322,964.03 of the total $2,792,027.16 upon the jpublic schools of the State. Only the lack of space prevents an extended review of the deeply interesting history of the building up of that combination of institutions which makes Baltimore to-day the foremost of educational cities of the Southern States, and in some respects a rival of the metropolitan cities of the Union, of vdiich it is still the sixth in poimlation. One of the first and the only practically successful effort toward the enforcement of the x)ublic school law of Maryland for 1825-26 was in the city of Baltimore. Indeed, it is doubtful if this abortive scheme effected any x^ermanent lodgment outside that city. In 1829 a feeble attempt was made to inaugurate x^ublic educa¬ tion in the city by the establishment of a few schools conducted on the monitorial plan. The plan contemplated the establishment of four male and female schools 420 EDUCATION EEPORT, 1903. held in hired rooms, and provided over all one master or mistress with the aid of the more [idvanced pupils. At the end of its first ten years' experimenting the monitorial system of instruction had come to its inevitable end. But in this exigency the intelligent friends of public education came to the front with the abolition of this method of instruction and especially the establishment of a boys’ high school. In 1839 the commissioners of the public schools were ordered to establish a school where “ the higher branches of English and classical literature could be taught.” In this way the school successively named the High, the Collegiate High, and the Baltimore City College, was established under the principalship of Mr. Nathaniel C. Brooks. During the following thirty-seven years this school was occupied largely in fighting its way ui^ to a permanent home in spacious buildings next door to Johns Hopkins University in the most consi^icuous portion of the city. The school had increased in numbers in 1849 to 233 students with 7 instructors. But for years the 20 school commissioners appointed by the city government in this department made perpetual protests against the loose financial habits of their masters in the city council. Not more than half the money voted for educa¬ tion was collected at all, or, if collected, was turned over to the use of the imblip schools. As a consequence, the board was under a perx)etual burden of debt, and it was not until after incessant protest that the city government was seriously brought up to the idea that the common school was more than an amiable fad of certain eminent gentlemen working in behalf of the lower classes of the city. In 1875 the high school reported an attendance of 425. The boys were admitted at the age of 12 and under circumstances that comi:)elled the x>olicy of dealing with the material not in accordance with a school so named. In 1852 the rush of pupils was so great that the standard of the public grammar schools was raised to prevent the institution from being swamped by incompetents. A reorganization was effected and seven grades of study arranged and the teachers were styled profes¬ sors. The students were permitted to choose between the English and classical courses, with permission to change within three months. In 1857 Dr. Thomas D. Baird was appointed president of this institution, and he held the position with great success for sixteen years, until his death. Doctor Baird died in 1873. During his administration an effort was made to lift the central high school to the dignity of a college. The name was changed to Baltimore City College. In 1866 a fifth year was added to the course and the former grades in the common school were raised. The successor of Doctor Baird was the professor of mathematics, Mr. William Elliot, jr. He had been in the service of higher education in Baltimore for twenty-three years. Doctor Elliot died in 1890, having held the office of presi¬ dent of the City College for twenty-seven years. For thirty years he had been con¬ nected with the schools and had put heart and soul into their develoimient. A small number of the graduates of this school have been utilized in the male con¬ tingent of the city school teachers. The English course was dropped and Latin made compulsory in every class, with French and German. In 1894 the faculty consisted of President Soper and 14 professors. It was one of the accepted claims of Baltimore to educational foresight that within five years after the establishment of the boys’ high school there came up one and soon after another similar institution for girls. The establishment of these two free high schools was one of the most popular acts of the leaders of the rising system of common school instruction. They at once were crowded with students and have always been the pride of the city. These schools have always been favored by the city, and one of them was at the time better housed, perhaps, than any similar school in the State. Baltimore was the first American city to introduce this feature of the common school system, a girls’ high school. In other cities there had been probably high school grades for girls in the grammar THE COMMOJST SCHOOL IH MAEYLAHI), 1863-1900. 421 schools, in the educational and coeducational public high schools, as in New York, for many years, but Baltimore was the leader in establishing a separate depart¬ ment of the system for the secondary schooling of its young women. Soon after the establishment of these schools an attempt was made to meet the exigency of a professional class of teachers by a normal class held on Saturdays, in which instruction was given largely by a revievv^ of previous studies and in some cases professional education supplemented by practice. This Saturday normal class has ^eii^etuated itself in an amateur fashion through varying success and failure. Every city superintendent of schools has urged the estaldishment of a proper training and x)ractice school for teachers, but for many years there seems to have been an unaccountable prejudice in the city against such an institution. An additional power was given to the girls’ high school as an inducement to pedagog¬ ical training. The public schools of Baltimore were not free in the sense of the absence of a tuition fee. As late as 1850 a considerable and x)robably a large num¬ ber of youth were kept out of school by the variety of reasons which serve as an excuse for such neglect or abuse of parental authority. It must have been from this cause to an appreciable degree that tlie common school increased so slowly that, in 1848, twenty years after its establishment, there were only 6,339 pupils, 39 male and 52 female schools, supported at the moderate expenditure of $59,459. In 1849 the district primary school department of the loublic schools of Baltimore was first established. The schools continued to grow with the natural increase of the city. In 1855 an English course was added to the boys’ and a course in modern languages to the girls’ high schools. The receipts for tuition amounted to some $25,000, and only $100,000 was accepted from the city. The high schools for girls prospered, and a new building was furnished. Of 11,441 pupils, 8,163 were pa;^ung and 3,733 free. The irregular attendance on all the schools was a serious fault. In 1856 18,800 had appeared at the schoolhouse doors, and had been enrolled, while not 10,440 were in regular attendance. In 1857 the expenses of the school board increased to $143,600, $22,000 from tuition fees and only $92,000 being available for the schools. ,A night school had been established, which for several years continued with varied success — more than once suspended. The Peabody Insti¬ tute of Baltimore, then in its early years, admitted 50 pupils of the boys’ high school free to its lectures, and the Maryland Institute extended the same courtesy to the girls. The streets, according to the charge of the school board, were swarming with vagrant and unschooled children. Of the 20.5 per cent of public moneys approx)riated by the city government only 12.5 was collected and passed over to the educational fund. Forty-eight girls of the female high school entered the Saturday normal class. Of the $1,000,000 voted for the expenses of the city government only $567,000 were actually collected, and of the $225,000 assigned to the school fund one-half was lacking. The general superintendency of the common school system of Baltimore up to 1860 had been recpiired as a special work of the office of treasurer, who, in addition to his laborious function of “making two ends meet” in finance, was expected to visit, inspect, and report concerning the schools of all sorts. The Rev. S. N. McJilton, who for many years filled the office of treasurer, exerted himself to the uttermost to x^erform this duty, and in his annual rei^ort, really an elaborate lecture, discourses with great directness and with the display of a wide acquaintance vAth educationpJ affairs. In 1860 Mr. George W. Eaton was president of the city school board, fn 1866 the girls’ high schools of Baltimore were among the few seminaries of this sort in the country, and one of the buildings was declared the best xDublic school building in the State. George Peabody had been received in the city with great honors by 100,000 peoi^le and a procession of 20,000 schoolchildren, and Mr. Peabody declared it “ one of the happiest days of his life.” Mr. Peabody had given $500,000 to the Peabody Institute and $1,000,000 to the 422 EDUCATION EEPORT, 1003. city. His educational and charitable bequests, amounting to $12,000,000, were at that time probably the largest sum ever given by one man for the education of the whole people. The e.-tablishment of schools for colored people in Baltimore dates from this period. There were 8,000 of school age in the city, and only one- half had been* gathered in schools under white teachers. At first the main sup¬ port came from an association of benevolent people in Maryland and Pennsyl¬ vania, to which the taxes paid by the colored people were added. In a short time the city commenced subsidizing the schools, in Vvdiich it was followed by the State. The movement was greatly retarded by the difficulty of obtaining teacdiers, the inconvenience of rented buildings, and the indifference and jealousy of the colored people. Tlie schools were graded, a high school finally supplied, and sclioolliouses ljuilt; but the city until a recent j^eriod has adhered to the policy of ifiacing these schools under Vvdiite teachers. In 1868 for the first time the city of Baltimore conformed to the almost univer¬ sal practice of American cities in the appointment of a superintendent of public instruction. The persistent demand of the school board had finally enforced the necessity of appointing a prominent school man to supervise the schools. Prof. W. N. Crary, of the Baltimore City College, was appointed to the iilace, and under his energetic and intelligent administration a decided advance was made along the whole line. In 1868 there were 121 schools, with 555 teachers and 23,000 pupils in regular attendance. The system was supported at an expense of $431,000. The new superintendent made heroic attempts to check the evil of sending unprex)ared children of 12 years of age 'to the high schools. An assistant superintendent was appointed to lighten the duties of his superior. In 1875 the city government began to build schoolhouses for colored schools, and already it was expending $50,000 annually. President Baird, of the City College, died, and Doctor Elliot was appointed in his place. With a population of 302,874, Baltimore had a school population, 0 to 18 years of age, of 77,737, of wdiom 39,069 were enrolled and only 23,300 were in average attendance. Three thousand five hundred colored pupils were instructed "oy 65 white teachers. The death of Doctor Baird was followed a year later by that of Superintendent Crary. This admirable school man was a native of Pennsylvania and had been for thirty years connected with the public schools of Baltimore. His place was supplied by Prof. Henry E. Shepherd, of the City College. Professor Shepherd was one of the most cultivated and socially attractive of the numerous able and devoted school men who, during the past seventy years, have been connected with the public school sj'stem of Baltimore. His ideals of teaching and hatred of sham and pretense in ail their varieties, his idea of the ini- I)ortance of thorough supervision of schools, and especially concerning the absurd¬ ity of crowding the education of a generation, were all decidedly up-to-date and exx^ressed with very little reserve. The sux^erintendent believed that the classics, history, and English literature were neglected in the City College, and that mathe¬ matics, sux^erficial science, and so-called x^ractical studies were taking their place. His administration is a record of an earnest, even consecrated, attemi^t to elevate the quality of instruction and in all ways the character of sidiool work in Balti¬ more. His resignation and subsequent career as x^resident of the Charleston, S. C. , City College, with a wide reputation as a charming teacher in the summer schools of the North and the al)iding resiDect of all lovers of good education in Baltimore, was a fit testimonial to liis work. His resignation came in 1882, and his assistant sux)erintendent, Henry A. Wise, of Virginia, was ax^poiiited in his ifiace. A committee of investigation ax)pointed by the city government to report on the condition of tiie schools found much to commend and less to condemn than the uniform rex:)orts of the school board and sux^erintendent of instruction would indi¬ cate. In 1868 the State school tax of 104 mills and the distribution of its avails THE COMMOH SCHOOL IH MAHYLAHD, 1863-1900. 423 through the Commonwealth according to the per capita school population, carried out of Baltimore $152,000 raised by the city for education. It was a credit to the city that raider this condition it led the way in the schooling of its colored children at a cost larger than the entire expenditure for its own common schools for twenty years after their establishment and for a time by private subscription until the city government was wakened up to its obligation. The condition that confronted Superintendent Wise when he assumed superintendency of the Balti¬ more school system was enough to challenge even the fiery temiier of his illustri¬ ous uncle, Henry A. Wise, of old Virginia fame, whose rousing letter to his own constituency in Accomac County on xiopular education is one of the most effective educational demonstrations of that generation. Seven years after his appoint¬ ment the city of Baltimore had a school |)opulation of 110,731, from 6 to 21 years of age. Of these, 61,545 had ajipeared at the doors of the common schools; 16,000 were still attending j^rivate schools. According to the best information 30,000 had been in school only three years, and a great army of youthful candidates for barbarism swarmed the streets. Eight hundred and forty-nine thousand dollars was expended in the city, and $152,000 was sent out through the State school- tax levy to build up the cause of the children in the counties. The value of school property in Baltimore was $1,526,900. The graduates of the City College were admitted to the undergraduate classes of Johns Hopkins University without fur¬ ther examination. A fourth year was added to the girls’ high school course, especially as a training department for teachers, as the Saturday training school had been dropped. There were 3 primary and 5 grammar courses in the public schools. It was decided to give colored teachers to all the colored schools estab¬ lished after 1888, and $12,000 was appropriated for a new school of 650 i3upiis. There were 4,000 volumes in the public school library. President Elliot, of the City College, died in 1890, and President F. A. Soper was appointed his successor. Better arrangements for the study of the sciences were in demand. There were 18 colored schools, with 163 teachers, all but 13 white. The new superintendent directed his efforts at once to the supervision of the grammar schools. Thirty-four per cent of their pupils only reached the fourth grade, 25 per cent the fifth, 18 per cent the sixth, 10 per cent the seventh, 6 per cent the eighth, and 1 per cent entered the high schools. Twenty thousand children in the city had only attended school three years of their life. Sux)8rin- tendent Yfise urged constantly w^oii the city government a movement for the abolition of illiteracy and semibarbarism in the street population and the equally important necessity of a good training school for teachers as the only hope of ridding the schools of the deadw’'ood of incapacity that is the fatal hindrance to more rapid progress. The board of education wms not behind the superintendent in urging the claims of industrial education. Sewing was introduced in the girls’ schools; and teachers, with a directress, were appointed for its proper manage¬ ment. The kindergarten and supplementary reading circles and associations of teachers and other means and devices for the improvement of the system were perpetually urged. The evil of nonattendaiice, fostered by a habit of easy transfer of children from one school to another, was noted. In 1892 the old way of withholding funds from the i^ublic schools reappeared in the city government, and a committee of five was appointed by the legislature to examine the financial methods of the city hall in this respect. A call was made for a, new building for the City College, the school having again outgrown its accommodation. The study of Latin and Greek was included in the higher grades of the girls’ schools. In 1893 the sux)erintendent again publishes the fact of irregular attendance in the senior giades. An effort was made to add cooking and sewing to the indnstrial department of the girls. An investigation into the matter of corporal punishment showed that 849 cases occurred in 29 schools and 424 EDUCATIOI^ BEPOllT, 1903. none in the remaining 139. In 1894 the average attendance of the schools was 49,636. The entire expenditure was $1,210,000. It is not in the line of this essay to continue the record of the details of the dif¬ ferent organizations of the higher or secondary, private, ecclesiastical, or profes¬ sional education of Baltimore. For an extended view of these departments of education the reader is referred to the excellent “ Circular of information ” of the Bureau of Education, No. 2, 1894, entitled “ History of Education in Maryland,” by Dr. Bernard C. Steiner, Ph. D., librarian of the Pratt Public Library. The munihcent gift of Mr. Johns Hopkins of $7,000,000 for education in Baltimore was divided between the University of Arts and Sciences and the Johns Hopkins Hospital, $3,500,000 to each. The foundation of the hospital included the build¬ ing up of a complete course of medical instruction, with a distinguished faculty of 11 professors. Medical science and education have been regarded among the subjects to be taught in the university. The sum of $500,000, needed for the endowment of the medical school, was finally raised by a gift of $306,997 by Miss Cxarrett, on condition that women should be educated on the same terms as men. For the interesting history of Johns Hopkins University up to 1894 the reader is referred to the circular of information prepared by Doctor Steiner. Next to the Johns Hopkins University the most notable agency of the higher education in Baltimore has been the Woman's College of Baltimore of the Methodist Episcoi)al Church. It is a memorial of the first appearance of that church in Baltimore in 1784. In 1884, at a conference in Washington, the school was inaugurated and $12,000 given by the clergy in attendance. The sum of $200,000 was collected within the year. The original charter was taken out in 1885. It is under the administration of the Baltimore Annual Conference. Its first benefactor was the Eev. James F. Gordon, whose gift amounted to $200,000, and who became the first president. Other gifts of $100,000 and more followed, and the endowment fund now aggregates $1,160,000. The plan of the institu¬ tion is a college with a preparatory department. In 1894 it reported 165 college and 184 preparatory students, with 17 professors and 7 instructors. The State of Maryland from the first has been favored with the residence of the primacy of the Catholic Church, and, with the exception of Missouri, reports the largest number of children and youth in the parochial schools among the origi¬ nal Southern States. In addition to several important schools of the secondary and higher education, the church in 1899 supported a system of parochial schools in Maryland containing 16,485 iDupils, all in the Catholic Church with the excep¬ tion of less than 2,000. The city of Baltimore has 46 parochial schools, with 13,550 pupils. VIRGINIA. The educational status of the 11 ex-Confederate Southern States of the Union at the close of the civil war (1865) has never been more accurately described than in the impressive words of the late Dr. J. L. M. Curry, in his History of the Peabody Education Fund, of which he was the agent, in the following words: At the origin of the Peabody education fund, in 1866, not a single Southern State within the field of its operations had a system of free public schools, and only in a few cities were any such schools to be found. No State organization existed through which this fund could reach the people. The illiteracy of the inhabitants was appalling and by no means was confined to the “ freedmen,” but included a large per cent of the white population. The legislatures of these States during the period of reconstruction, largely under the influence of members from North¬ ern States, where the common schools had been for years a recognized institution, and of colored representatives who were filled with a laudable ambition for the schooling of the children of their own people, had laid out a work entirely, and sometimes absurdly, beyond the ability of their people to sustain, for the support THE COMMON SCHOOL IN VIEOINIA, 1863-1900. 425 of this scheme was to fall upon the native white people, who held 90 per cent of the remaining xjroperty of these Commonwealths. During the war and the five years following (1860-1870) the property values of these States had diminished to the extent of nearly $2,000,000,000. There were in the ex-Confederate States 2.000,000 children and youth within the years of instruction. In the effort to organize and put in successful operation a new and untried sj^stem of public schools adequate to the needs of the entire population the Southern States were under n weight of debt beyond their ability, in their impoverished condition, to pay. To add the expense of free education to this crushing weight was, in their financial condi¬ tion, a x)er-plexing and almost impossible task. Free schooling was a new question, introduced and to be administered by novices in this work. To organize the free¬ dom., the equality of citizenship, of a large class, lately the slaves of the white people, was not easy, because in conflict with the traditions, prejudices, social customs, and legal rights of a few years preceding. To impose voluntary heavy burdens on the scant property which survived the demoralization of the war, so as to educate gratuitously their owui children and the children of the late African slaves, was a task of patriotism, of humanity, of civic duty, which no people ever encountered. In no State was this condition of affairs more thoroughly realized than in Vir¬ ginia. Although in 1860, by common consent, the leader, especially in social and the higher educational affairs among the 11 Commonwealths which seceded from the Union, the close of the war left the old Dominion shorn of an imiportant sec¬ tion of its own area, with almost the entire remaining j^ortion of its undeveloped territory in a State of industrial collapse. The entire section east of the Alle¬ ghenies had been a perpetual battle ground during four terrible years, with the added calamity of a complete overturn of its old-time social and industrial order. In 1860, according to the United States census, the number of persons in colleges, public schools, and academies in Virginia was 67,024, 9.69 per cent of the white and 5.50 per cent of the entire population; although according to another report, by families, the whole number was 102,000, 14.79 -per cent of the white and 8,39 per cent of the entire population. From 1850 to 1860 there had been a gain of some 2.000 upon the illiteracy of the white people, but in 1870 the increase of white illiteracy had been 19,000, from 48,915 in 1860 to 67,997 in 1870. Besides the 207,505 of the colored freedmen, nearly 22 jper cent of the population of Virginia at that date were unable to read or write. AVell does Dr. William H. Ruffner, first State superintendent of public instruction of Virginia, in his first report in 1870, write: For twenty years previous to the war there was some gain on the illiteracy in the State, but the decade of 1860 to 1870 shows a fearful reverse in our educational movement. The havoc made among the schools by the war can never be fully ascertained, nor can its evil effects be measured. The census of 1880 will discover far more of the evil than has yet appeared in the statistical form, because it was only a greatly diminished number of the generation v/hich was grovung up between the years 1860 and 1870 that received any education whatever. If five years after the close of the war there were only 59,792 v/hite children and 11,048 colored children attending school, how extremely small must have been the num¬ ber about the middle of the decade. While in 1869 there were registered 269,884 voters, of which 149,781 were white and 120,103 were colored, probably the majority were unable to read the ballot they cast. Horace Mann came to the conclusion that about 30 per cent of those classed in the census as being able to read and write ought in reality to be placed among the illiterate. Let this 30 -per cent be taken off from the number of the educated, as stated in the census, and added to the other list, and how sad will our re?d condition appear in Virginia. Previous to the official m..ovement for the establishment of the common school, in 1870, the three leading cities of Virginia had established a x^artial system of public instruction. As early as 1850 Norfolk had begun the good work by laying off the city into four districts, with a school commissioner for each and a superintend¬ ent appointed by them. A tax of $4 Vv'as levied on every white man over 21 years of age for public schools. In 1869 the people of Richmond took on themselves the work of the public schooling of all the children, which had already been partially 426 EDUCATIO;^- REPORT, 1903. introduced bj' the establishment of schools for both races through private and northern effort. This movement had so commended itself to the popular mind that the expense of the first year was nearly divided between the city approiiria- tions and northern educational societies, the Freedmen's Bureau, and the Peabody fund. In 1839-70 the city assumed the entire control of its public schools, under the superintendency of Mr. J. H. Binford. The new constitution of Virginia, adoiited July 6, 1869, was the direct act of the people of Virginia. The act of Congress of January 2d, 1870, for the admission of the State representation, provided that the constitution of Virginia shall never lie so amended or changed as to deprive any citizen or class of citizens of the United States of the school rights and privileges secured by the constitution of said State.” The clause for education in this constitution contained the fol¬ lowing x>ro visions: Article VIII. — Education. The general assembly shall elect, in joint ballot, within thirty days after its organization under this constitution, and ev^ery fourth year thereafter, a superin¬ tendent of juiblic instruction. He shall have the general supervision of the pub¬ lic free school interests of the State, and shall report to the general assembly for its consideration, within thirty days after his election, a plan for a uniform sys¬ tem of public free schools. Sec. 2. There shall be a board of education, comx^osed of the governor, superin¬ tendent of juiblic instruction, and attorney-general, which shall apiioint and have power to remove for cause and upon notice to the incumbents, subject to confirma¬ tion by the senate, all county superintendents of public schools. This board shall have, regulated by law, the management and investment of all school funds, and such supervision of higlier grades as the law shall provide. Sec. 3. The general assembly shall iDrovide liy law at its first session under this constitution a uniform system of public free schools, and for its gradual, equal, and full introduction into all the counties of the State by the year 1876, or as much earlier as practicable. Sec. 4. The general assembly shall have x)ower, after a full introduction of the public free school system, to make such laws as shall not permit x)arents and guard¬ ians to allow their children to grow up in ignorance and vagrancy. Sec. 5. The general assembly shall establish, as soon as practicable, normal scdiools, and may establish agricultural schools and such grades of schools as shall be for the public good. Sec. 6. The board of education sliall x>rovide uniformity of text-books, and the furnishing of schoolhouses with such apparatus and library as may be necessary, under such regulations as may be xn-ovided by law. Sec. 7. The general asseml)iy shall set ax^art as a x'>erina.nent and perpetual ‘'lit¬ erary fund” the x)resent literary fund of the State, the proceeds of all xmblic lands donated by Congress for the puldic school igui-poses, of all escheated property, of all waste and uuax3prox:)riated lands, of all xiroxierty accruing to the State by forfei¬ ture, and all fines collected for offenses committed against the State, and all such other sums as the general assembly may apx)roxoriate. Sec. 8. The general assembly shall ai>x^ly the annual interest on the literary fund, the caiiitation tax provided for b}^ this constitution for x^ublic free school purx>oses, and an annual tax upon the xn’operty of the State of not less than one mill nor more than five mills on the dollar, for the equal benefit of all the xieople of the State, the number of children between the ages of five and twenty-one years in each public free school district Ijeing the basis of such division. Provision shall be made to supxdy children attending the public free schools with necessary text¬ books in cases where the i^arent or guardian is unable, by reason of poverty, to furnish theui. Each county and public free school district may raise additional sums l)y a tax on x)roperty for the support of x^nblic free schools. All unexpended sums of any one year in any public free school district shall go into the general school fund for redivision the next year: Provided, That any tax authorized by this section to be raised by comities or school districts shall not exceed five mills on a dollar in any one year, and shall not be subject to redivision, as hereinbefore provided in this section. Sec. 9. The general assembly shall have the power to foster all higher grades of schools under its supervision, and to provide for such purxiose a x>eErnanent edu¬ cational fund. THE COMMOH SCHOOL IH VIEGIHIA, 1863-1900. 427 Sec. 10. All grants and donations received by the general assembly for educa¬ tional purposes shall be applied according to the terms prescribed by the donors. Sec. 11. Each city and county shall be held accountable for the destruction of school property that may take place "within its limits by incendiaries or open violence. Sec. 12. The general assembly shall fix the salaries and prescribe the duties of all school officers, and shall make all needful la'ws to carry into effect the public free school system provided for by tliis article. Article VII. — County organizations. Sec. 1. * " * And there shall be appointed, in the manner provided for in Article VIII, one superintendent of schools: Provided. That counties contain¬ ing less than eight thousand inhabitants may be attached to adjoining counties for the formation of districts for superintendents of schools: Provided also, That in counties containing thirty thousand inhabitants there may be appointed an addi¬ tional S'uperintendent of schools therein. All regular elections for county officers shall be held on the first Tuesday after the first Monday in November, and all officers elected or appointed under this provision shall enter upon the duties of their offices on the first day of January next succeeding their election and shall hold their respective offices for the term of three years. * * * SCHOOL DISTRICTS. Sec. 3. Each township shall be divided into as many compactly located school districts as may be deemed necessary: Provided, That no school district shall be formed containing less than one hundred inhabitants. In each school district there shall be elected or appointed annually one school trustee, who shall hold his office three years: Provided, That at the first election held under this provision "there shall be three trustees elected, whose terms shall be one, two, and three years, respectively. Fortunately for the cause of education, the State of Virginia had at this junc¬ ture in its governor, Hon. Gilbert C. Walker, a fast friend of the people’s common school. In his messages of February and March, 1870, he had urged the claim not only of universal education in general, but of the special training of the new colored citizens, at that time more than two-thirds the number of the white natives of the Commonwealth. The legislature acted promptly by the election of Rev. William H. Ruftner to the office of State suxierinteiideiit of public instruc¬ tion, and called upon him for the drafting of a system, of public free schools with an appropriate code. After mature consideration the plan and code were indorsed by the legislature by more than a tv/o-thirds vote. Thus, after an agitation of nearly a century, the educational scheme of Thomas Jefferson was finally taken down and in an improved and amplified form made the deliberate law of the land. The State board of education proceeded at once to appoint the county superin¬ tendents and local trustees provided for in the code, and with commendable energy to urge the immediate establishment of a system of public schools as good as could be reasonabby expected under the peculiar conditions of the Commonwealth. The appointment by the legislature for the important office of State superintendent of public instruction of Dr. William. H. Ruffner, like the naming thirty-three years before of Horace Mann for a similar position in the State of Massachusetts, was one of those happy inspirations which keep alive the waning faith that there is a good Providence in the affairs of this Republic. Doctor Ruffner, the new superin¬ tendent of public instruction, was the son of Henry Ruffner, president of Wash- ing"ton College, whose remarkable plan for the schooling of the vffiite population, with a corresponding idea of the emancipation of the negro race, twenty years previous was the prophetic response of old Virginia to Massachusetts, at that time just embarked on the great revival of the common school of the Northern States, destined a generation later to become the American system of public education. The first communication of the new superintendent to the general assembly, 428 EDUCATION REPOKT, 1903. March 28, 1870, although a brief circular prefacing his plan of organization, dem¬ onstrated the vrisdom of his appointment. He assumes that in the general plan submitted “ nothing more is contemx)lated than the creation of a system of ele¬ mentary education for children and youth, of normal schools for the training of teachers, and, for the present, nothing more is proposed to be done than the appointing of officers and the establishment of one to three schools in each county in order that the x)eople of the State may see the operation of the system.” He closes by the declaration, “ Virginia for the first time as a State is entering upon a systematic foundation of the most valuable commodity that can be possessed by a State or offered in the markets of the Avorld — making a trained mind.” In due time Doctor Ruffner submitted to the legislature his plan for the organi¬ zation of a cojnplete system of public education for Virginia. In shaping this elaborate document, in itself a valuable treatise on popular education, he is under¬ stood to have had the advice and cooperation of Dr. Barnas Sears, then agent of the Peabody education fund, residing in Virginia; Dr. J. L. M. Curry, afterwards agent of the Peabody fund, but then a professor in Richmond College, at Rich- ijiond; Prof. J. L. Minor, of the University of Virginia, and the sympathy and cooperation of the foremost educators in the different colleges, especially Gen. Robert E. Lee, then president of V/ashington and Lee University, with assistants like Prof. Edward Joynes and William Preston Johnston, afterwards president of Tulane University. For this reason this outlined plan of public instruction for the State of Virginia, presented by Doctor Ruffner, is one of the most impor¬ tant documents connected w’ith the history of the establishment of the common school system in the Southern States at the close of the civil war. The space allotted to this essay forbids the xmblication of this important treatise in full, but in brief it can be said that the system throughout was concentrated in a board of education, consisting of the governor. State superintendent, and the attorney-general, appointed or elected as these officials might be. Its authority Vv^as well-nigh despotic — to suggest improvements in the school laws, api^oint and remove county sux:)erintendents subject to the senate, manage school funds, pro¬ vide for uniformity of text-books, decide appeals from decisions of the superin¬ tendent, audit all accounts connected with school funds, in all possible ways secure the carrying out of school laws, and report annually to the legislature. The State superintendent of public instruction, -appointed by the legislature, was intrusted with the enforcement of the school laws, the advice and instruction of county sux)8rintendents and general supervision of schools, and the apportionment of school moneys to the county superintendents and treasurers. He was authorized to decide apx)eals, to require reports from county superintendents, and make sug¬ gestions in his annual report to the State board. The county superintendents, ax3X')ohited by the State board and confirmed by the senate, were continued during good behavior no longer than three years unless reapxoointed, the salaries to be X)artly fixed and partly contingent on work done. Their duties were to explain the school system, provide for submitting county approx^riations to vote, apx)ortion school moneys under instruction from the State board, withhold apxjrox^riations from neglectful districts, appoint trustees to fill vacancies, examine teachers, grant certificates, promote the imx^rovement of teachers, attend the organization of district boards as corresx^onding member, visit schools, hear appeals, report to the State superintendent, in all subject to his control and direction. District trustees might be elected or ax^pointed. They should be exempt from jury, road, and militia duty in time of peace. Their duties were taking the school census of the district, making and enforcing rules, employing and dismissing teachers, dis¬ missing xmpils for cause, providing and managing school property, and rex^orting to county sux^erintendents. As far as possible coterminous with the townships, each 'district was a body THE COMMON SCHOOL IN VIKOINIA, 1883-1900. 429 corporate. Every teacher and officer had the right of appeal. Teacliers must hold certificates of competency, keep registers, and make reports. The expense of schools was to he borne by State, county, and district. In general, one-half the cost of instruction was to be i)aid from the State money and the other half from the county, the other school expenses by the district. Schools were to be in session not less than five months in the year and certain attendance required to obtain the State money. Schools were free to all persons in the district between 5 and 21; separate schools for white and colored pupils. Trustees might receive special donations for schools. Studies in every school were to be orthography, reading, writing, arithmetic, grammar, geography; other studies allowed only under restriction. Graded schools under suitable regulcdions were provided, but the branches named above should constitute the body of the course. Normal schools were to be established as soon as practicable. The sources of school revenue should be the State funds kept by the treasurer in separate accounts expressly for public schools; salaries of county superintendents were to be paid from the bulk of the funds, each county treasurer to make requisition for the total amount coming to the county from the State. County and district school taxes were to be assessed and collected like other taxes. Public free school systems in successful operation v/ere allowed to continue unchanged, provided that cities be not exempt from State tax, receiving their share of the school money. In connection with this general plan, the superintendent submitted a “provisional plan” for the gradual introduction of the i^ublic free school system, to some extent modifying its details, but in no way changing its radical feature of a system concentrated and throughout administered by the State board of education. On October 1 the superintendent issued another circular reporting progress in the appointment of the 1,500 school officials provided by the system. The first complete official report of the superintendent was made on August 31, 1871, at the close of the first year's experiment with the new system. This report, with its statistical tables, fills a volume of more than 200 pages divided into two distinct por¬ tions. The first 30 pages present a record of solid work already done. The plan of organization presented on March 28, after being submitted to Prof. J. B, Minor, of the University of Yiginia, was expanded into the public school law of July 11 , 1870, as the superintendent writes, “ a day that marks an epoch in the history of Vir¬ ginia.” By January 2, 1871, 1,400 county superintendents and district trustees of common schools had been appointed. The schools opened about the middle of November, 1870. The board of education urged the local authorities to limit the establishment of the schools to a sufficient number in important localities to serve as an object lesson of what the system could accomplish. A good number of the existing private schoolhouses vrere passed over to public charge, their buildings, and sometimes endowments, greatly helping in the inauguration of the nevr system. One of the most gratifying results was the fact that many of the poorer counties in the mountainous western portion of the State came at once to the front in a way that testified the deep interest of their people in this new departure. The superintendent held up some of the upland counties to the admiration of the State as a reminder of the more cultivated sections. “ Grayson County, perched upon the plateau of the Blue Ridge, in the past year started 42 schools, being excelled by only 7 of the more populous and more favorably situated counties in the State, and even these 7 counties were excelled in enrollment. Grayson, rough and moun¬ tainous, with her snows and hard winters, enrolled 68 per cent of her school popu¬ lation, 6 to 20, the first year, thus leading every county in the State in this respect.” In 1871 there were 2,900 free public schools in operation, with 130,000 pupils and more than 3,000 teachers. Although the schools opened in November, 1870, no money was available until December. The utmost that could be expected from 430 EDUCATION KEPORT, 1903. tlie State, including the 1-niill tax and the income of the literary fund, was $100,000, with a possibility of only Sill, 000. Seventy-two counties had voted a local tax. The literary fund of the State in 1801 had amounted to $1,877,329.37, chiefly invested in Virginia bank and State stocks. It was i:)artially diverted from its legitimate juirpose for the defense of the State during the four ^years’ war. In 1870 $100,000 of the bank stock was found without value. The State had used only $210,000 for military inirposes.- The sum of $1,590,009.05 still remained invested for 1805. A number of graded schools were established during the year, the Peabody fund only aiding them. Teachers* institutes were held in several counties. The schools for colored youth had shared in the common care and dis¬ tribution, notwithstanding the difhculty of obtaining comjDetent teachers of their own race. Many of the colored schools during this year and subsequently were under white teachers of the ])est social standing. One of the most interesting features of the new system was the enlistment of large numbers of the more cul¬ tivated and often distinguished people of Virginia in the good work of public school teaching. Not only v/ere many of the older men, especially of military standing, like Gen. Robert E. Lee, engaged in education, but a large class of women, representing the most excellent and often socially conspicuous of their sex, were found in cheerful and frequently in enthusiastic cooperation with the new movement. The aggregate cost of the public school system of 1870-71 was estimated at $150,000, not including the cost of school administration and other district expenses. It was impossible that the superintendent of public instruction, weighted with this great burden of the organization of the new school system during its opening year, could visit the different portions of the State as contemplated in the creation of the office. In place of this service he adopted the plan of Horace Mann and Henry Barnard, of making his successive reports in addition to a record of the present situation a series of elaborate treatises on the general subject of popular education with a special adaptation to the needs of his own Commonwealth. In several of these reiDorts Doctor Ruffner treats at length of the topics that lay near¬ est the people in their adoption of the nevv" educational department. Under the head of “ The ability of the State of Virginia to maintain iniblic education,” the new superintendent reads a moral and soul-stirring lecture to his own constituents, that, fitted to any other name, could to-day be repeated with great edification to every State and city of the Union. He states in substance “ The annual product of the 1,250,000 people of Virginia is e.^imated at $100,090,000. This expenditure may be divided between that which is reinvested for objects of value and that used for the gratification of desire, and thus permanently lost. Under the head of every expenditure which is not necessary for the support and increased efficiency of the people and for the economical conduct of really productive employment, it is shown that by such expenditure the country is just that much xioorer. This sorb of expenditure in Virginia in 1870 did not fall short of $20,000,000 per annum. The State pays $19,000,000 for alcoholic drinks, a frightful tax upon the wealth of the State. For tobacco and amusements that belong to the lower order of enter¬ tainments $1,000,000 in addition is cast into this yawning pit of animalism by a peoide who find it impossible to invest $1,000,000 annually in the education of its 300,000 children and youth for the new American citizenshix); $1,600,000 ‘ went to the dogs,’ which rendered sheep culture so precarious.” The logical conclusion of this startling exhibit is that as long as within a State there is an annual wasted income in amount far greater than is wanted for the education of the children of the State, poverty can not fairly be pleaded as a reason for neglecting that duty. Under the general head of “Discussion of the public school system ” is included in the first report of the superintendent a series of remarks on several questions, “Moral training.'’ '• Land, labor, and capital,” “Public education in America,” THE COMMON SCHOOL IN VIEGINIA, 1863-1900. 431 “ Public scliool education in Virginia.” Each of these topics is discussed with a wealth of information and power of logic, and' especially a pathos of moral senti¬ ment, which recall the corresponding Series of reports of the fathers of the great revival of thirty years before. In the same report is contained a broad, patriotic, and truly Christian treatment of the burning question of the duty- of the State resx)ecting the education of the newly emancir)ated colored people. In a subsequent communication to the general assembly the superintendent outlines the one ques¬ tion on which there was already an impending peril to the school system. “ The only practical trouble experienced in the administration of the school system is connected with the rating, assessing, and collecting of suf&cient supplementary school funds in the counties and districts.” The suggestion of the superintendent was that the State should provide for such an amount of general taxation as will be needed for paying teachers in the average of the counties and authorize the county and district authorities to raise by local taxation wdiatever sums may be needed for the further supplying of the people with schools, the amount to be ascertained from estimates made by the school officials. The impressive warn¬ ings of the superintendent concerning the fatality of a short-term school of three months in the year read like prophecy, in view of the fact that for the first _ten years of the operation of the public school system of Virginia and the South its success was imperiled by this very feature. He says, “ The people want not only universal but effective education, and, more than this, they are both able and willing to pay for it.” Ill 1873 Supenntendent Rufiner made a communication to the legislature in respect to a resolution of inquiry concerning the financial administration of the public school system, in which the impending financial crisis is clearly fore¬ shadowed, He declares that ‘ ‘ the financial condition of the public school system is not satisfactory — far from it.” The State tax in 1872 had yielded only $184,672, a falling off already of $130,156 from 1871 and $250,510 from 1870. In consequence of a visitation of drought the counties and districts furnished also the contraction of $200,000 from local sources. “Asmattersnowstand we have now before us,” says the superintendent, “ the frightful deficit in our total school revenue of $400,856 as com pared ^vith last year — a deficit of more than one-half the total amount received from public funds. Immediate action of seme sort is necessary in order to avert the catastrophe of our educational institutions.” Yet the report of 1872, as far as concerned the moral progress of the schools, was encouraging. The whole num¬ ber of public schools in the State had increased from 3,047 in 1871 to 3,695 in 1872. The whole number of pupils enrolled in 1872 was 166,377 against 131,088 in 1871, while the attendance in privats schools had decreased by 5,45i from 25,948 in 1871. The total increase of school attendance in all 'schools wms 29,338. The number in average attendance in public schools in 1872 was 95,488 against 75,722 in 1871. Ill 1872 40.5 per cent of the school population of the State was enrolled, and 23.2 in average attendance on the schools. There had been an increase of 769 public school teachers. The estimated value of public school property was $387,672 in 1872, an increase of $176,506. The average number of months was 5.72 against 4.66 in 1871. In 1872 there were 187 academies, claiming 7,710 pupils, a large portion of whom will later enter colleges. The aggregate of students in all the colleges of the State is probably greater than at any previous period in its history. In the matter of superior education Virginia is the acknowledged leader among the Southern States.” The graded school had been introduced to a con¬ siderable extent in the larger places. All the cities were at work under superin¬ tendents, Richmond and Lynchburg chief among all. The suxierintendent stands by his general opinion concerning the importance of the education of the negro, and quotes the deposits in the few counties in the Freedmen’s Bank in Virginia for 1872 of $86,916. 432 EDUCATION EEPOET, 1903. It, however, clearly appears that the party of opposition or indiffererxce to nni- versal education in Virginia had already cast an invidious glance on the system, first, hy the cutting off of the State subsidy through the refusal to appropriate the entire interest of the literary fund and prolonging the loose method of collecting, the State tax; while the legislature, by placing the controlling power over local taxation in the hands of the county judges and supervisors and permitting the reduction of the length of a school term in case of failure of funds, had placed its hand on the throat of the system. While the State board of education had almost supreme control, only limited by the power of confirmation of appoint¬ ments by the senate, over the administration of the system, it was still possible for the general outcome to be so disturbed by hostile efforts that the schools would be starved out and the grand exxDeriment so nobly inaugurated go the way of all previous attempts to educate the people of Virginia. The general assembly in 1871-72 had determined to give one-third the income of the agricultural and mechanical college land fund, voted by Congress in 1862, to Hampton Institute for the use of the colored people and the remaining two-thirds to an institution for the v^hites. It accepted the gift of the Preston Institute in the northwestern part of the State and ordered the establislimeiit of a new insti¬ tution for the technical instruction of white youth. In addition to an annual subsidy to the University of Virginia, the State appropriated at this time $15,000 a year to the Virginia, Military Institute, at Lexington. This institution had been in existence thirty- three years and at this time contained 700 students, with an alumni of 3,000. Besides Gen. Stonewall Jachson, this school had sent several other commanders of eminence to the army of the Confederate States. One hun¬ dred and twenty-five of its alumni had lost their lives and 380 were maimed in that war. Besides this, among its graduates were found a great number of profes¬ sional men in civic life. The State was entitled to 50 cadets free of all charge of tuition, and in 1872 230 cadets were in attendance from other States, representing $230,000 a year. The reading of the reports of Doctor Ruffner emphasizes the fact, so often over¬ looked by educators, that every system of public schools in its i^rogress tov/ard efficiency must pass through all the diseases of institutional childhood. The bottom danger in Virginia at this time was the general financial condition of the State, staggering beneath a debt which under the circumstances seemed abso¬ lutely appalling to the masses of the people in the almost fatal paralysis of industry caused by the entire change of the labor system. It was also a great disadvantage just then that the portion "of the old State always most in favor of popular edu¬ cation had follov/ed the example of the mother and seceded from Virginia as Virginia from the Union, and at once had struck out on a system of public schools for her entire x^eople. It became evident from the first two reports of Doctor Ruffner that his beautiful new system of education, which he declares not inferior to any in the Union, was at once involved in a slough of State financial impecu- niosity vrhich at any crisis of public affairs might engulf the entire structure. The successive reports of the suiierintendent indicate a decided advance in pub¬ lic educational sentiment. The jplatform of both the x)olitical parties favored the common school. The fears expressed in the communications to the legislature in 1873 were not realized. The State school tax had reached the sum of $380,000 and the favorable action of the general assembly dispersed the threatening clouds. The Peabody educational fund contributed $31,450, including the State Educa¬ tional Journal in its attention, with a promise of additional aid to a State normal school when established. Attention is called to the Richmond public schools, which, under the able and energetic supervision of James H. Binford, were becom¬ ing the x^ride of the State. Teachers'* institutes were being held in a large number of the counties, though suffering from the lack of skilled educators. The graded THE COMMON SCHOOL IN VIEGINIA, 1863-1900. 433 system was being adoi)tecL Doctor Rnflner is right when he declares that in 1873 a larger number of yonng men were found in the higher institutions of learning of Virginia than ever before, and it is doubtless true that even then, only ten years' after the close of the civil war, these colleges w^ere all, save William and Mary, not yet reorganized, in a better state to meet the demands of the present for superior education than at any previous date. The most conspicuous gain doubtless had been in the old Washington College, which had not only in the per¬ son of its president, Henry Huftner, the elder, been the v>^armest advocate of popular education, but in the presidency of Hen. Robert E. Lee had undergone a complete educational transformation. In the words of the suiierintendent, “President Lee proposed to reorganize the college upon the latest and most lib¬ eral basis. He sought to make it adequate to the education of the young men of the South in all the branches of literature and science demanded by the present state of the country. Under his direction new courses of study were estal^lished and several educational reforms initiated.” The elective system of study was introduced and large opportunities were provided for the study of practical and applied science in addition to ordinary college studies. New courses, both literary and scientific, were introduced and a thorough system of instruction and examina¬ tion vras established in every department. ’ ’ Randolph-Macon College had established a valuable course in English literature under Professor Price, later of Columbia College, New York. The record of educational authorities interviewed in the superintendent’s reports contains names like Cabell in medicine, Curry in education, Gildersleeve in classical learn¬ ing, and Harrison in comparative philosophy. An amendment to the State con¬ stitution for a capitation tax of $3 for public education is suggested. The superintendent calls attention in an imperative manner to 'the fact that, with all its superiority in the higher education of its sons, the Commonv/ealth of Virginia had not yet taken the first steps toward the first support of the schooling of its daughters. It was reserved for the common school system of 1870, which caused the opening of the elementary and to some extent of the secondary schools to girls, to introduce this new departure so characteristic of the period following the close of the civil war. The superintendent devotes a large portion of his report in 1875 to the general subject of the public school system, and suggests a capitation tax of $3 to cover any ordinary deficit. His statement of the financial condition of southern public schools in 1873 and its efiect at this early period is startling and strictly correct. With a school population in the Southern States of 3,840,000, as against 8,837,000 in the nation, with 44.8 per cent of its entire peoifie from 10 to 21 illiterates, 33.13 per cent 21 years old and over, against 6.11 and 7.43 in the North, the problem was apparent. Along with these pressing questions of the proper support of the schools the superintendent devoted the larger half of each of his reports to discussions concerning the entire subject of popular education, always urging the claims of the most progressive methods of instruction and dis¬ cipline and the uttermost expansion of the system to all classes and both races. He was all the time sending forth leaflets and tracts and making a liberal use of the press in behalf of the good cause. During the year 1873 he had personally visited 25 counties and cities of the first class, inspecting as many of the schools as was practicable, making addresses, and conferring v/ith school officials. The Hampton Institute for Colored Youth at Hampton, Va.,had been chartered by the general assembly of Virginia, Doctor Ruffner being one of the trustees. A fine school building, probably one of the best erected in the State in 1871-1873, Virginia Hall, had been built at the expense of the State and the reports of the State superintendent were full of hope and good cheer for this great enterprise. During all the years of Gen. S. C. Armstrong's principalship of this seminary, ED 1903 - 28 434 EDUCATION EEPOET, 1903, which ended with his life, his annual reports to the legislature were a great mental and moral searchlight, shedding its rays into the darkest corner of race and sectional prejudice in the Commonwealth. So great was his success in the development of a satisfactory manhood and womanhood in his colored students that no effort of the opposition in any year succeeded in destroying the amiable relations between the State and the school. Ten years before the State had estab¬ lished a normal schoublic excitement the people's school, as administered by its first three superintendents, emerged at the end of its first twenty years one of the established facts of the Virginia of the new time; and perhaps no man in the State was better fitted to occux^y the position of State su]3erintendent of education during the eight follow¬ ing years than Mr. Massey. He possessed in large measure the gift of effective public address, still the most x)otent agency for holding up the spirit of the people to any good work once begun. He had a thoroughly intelligent and discriminating a]3i)reciation of the practical educational needs of his State, and, what is so often lacking in the great educator, he knew best of all his associates how much the people of Virginia from 1890 to 1900 could be persuaded to meet in the x)ublic edu¬ cation of its 600,000 school x^op^-fiation. Instead of making this fact an excuse for an administration of d-esx3ondency, he concentrated his efforts on the attempt to make better and more worthy of support the system already on the ground. What General Armstrong used to call an “ intensive ” system, in contrast to one of extension,’’ was adopted by the practical and patriotic superintendent, with such notable success that, without achieving more than a moderate annual increase, the quality of the X3ubiic school keeping in Virginia in 1898 was of an undeniably higher grade than when he assumed the x30sition of State superin¬ tendent in 1890. One of the most persistent qualities in this administration was the deep interest of the new sux3erintendent in the imx3rovement of the teaching force. In 1890 47 of the county superintendencies had teachers’ institutes and 67 did not. Supt. S. E. Glass, of Lynchburg, for more than ten years liad conducted a common school of methods at Lynchburg, Bedford, and Charlottesville, which became the leading agency of its kind in the State and largely attracted attention throughout the South. The corps of teachers gathered at this school included many of the most distinguished of the northern and western institute workers, besides the best home talent. In 1890 the attendance reached 253 and the school was well known throughout the South. A valuable movement was the simultaneous examination of teachers, on August 36 apx3ointed by the State superintendent, who furnished a list of topics and THE OOMMOH SCHOOL IN VIROINTA 1883-1900. 447 imparted a new vigor to this, one of the most neglected features of the sj^stein. A session of the State educational association in connection with a conference of superintendents held at Bedford City July 1-3, 1891, was another movement in the same direction. The University of Virginia in ISOOp’eceived a gift of $100,000 from the Fayerweatlier estate, of New York City, with which it was enabled to erect a gymnasium and project other needed improvements. The A. M. Col¬ lege at Blacksburg was favored by the appointment of Dr. J. M. McBryde to the office of the super intendency, called from the University of South Carolina. His opening report on organization, management of work, and course of study was the first introduction of this institute to its real function. From the day of this reor¬ ganization this college has steadily gained in numbers, efficiency, and breadth of management, until it may challenge comparison with similar institutions of every Southern State in all the essentials of a great agricultural and industrial school. With the approach of. the close of his career as principal of Hampton Institute, General Aimistrong appeared to feel more intensely than ever the absolute neces¬ sity of the industrial feature of his school, also the necessity of reaching the masses of the colored people in the rural districts. In December, 1893, Superin¬ tendent Massey reports: “As regards the essential elements of growth the past year is without a parallel in the history of the school system.” The total revenue was $1,798,157.90, an increase of $107,692.19.- ' The superintendent in 1893 advocates the admission of young vronien to the University of Virginia. After a visit to the North in the interest of industrial education, he urges attention to this feature of school work. The 'death of Gen. S. C. Armstrong, v/liich occurred at ITampton May 11, 1893, is noted as “ a calam¬ ity to the system of education inaugurated at Hampton.” The citizens of Hamp¬ ton testified to “ his great love and faith in humanity, his broad catholic spirit, his purity of purpose, and his complete disregard of self, as expressed in our midst for twenty-five years by his patient devotion to a cause for which, without desire of personal gq-in, he gave his best years and, literally, his life.” In response to the movement for the higher education of young women under the auspices of the State, the University of Virginia offered a scheme for the pursuit of advanced studies by women at the university, under the nominal supervision of the pro¬ fessors, but really under tutors, without i)ermission to attend lectures or other exercises of the university. After examination a certificate of proficiency might be given. Only one woman applied, and the plan was finally abandoned as practi¬ cally useless for the purpose aimed at. “A chair of English literature was estab¬ lished in the university by the gift of $50,000 from a lady. The A. & M. College, under the administration of President McBryde, was already on the highway of progress and rapidly becoming one of the most effective institutions of learning in the State. The principalship of the Flampton Normal and Agricultural Insti¬ tute was conferred on Mr. H. B. Frissell, formerly chaplain of the institution. In 1894 the legislature, by an act including the teachers’ institute in the scheme of x)opular education, voted $2,500 for the support of the institutes, vrhich, reen¬ forced by the usual gift of $2,500 from the Peabody fund, gave $5,000 for the support of this important department. The act was follov/ed by the drawing ui3 of a course of graded instruction for the teachers attending, to cover three years, the intervening months to be spent in a course of educational readings designed to unify the school work. The numbers in attendance on the several institutes for the years 1894 and 1895 were the largest ever known in the State, 1,721 and 1,756. In 1898 the need of the State for education was made apparent by a table j)re- sented by Superintendent Massey, by which it was seen that there v/ere 665,533 persons in the State between the ages of 5 and 21' — 397,000 white and 268,500 colored — of whom 115,357 white and 117,592 colored could neither read nor write, 448 EDUOATIO^T EEPOET, 1903. 232,949 in all; 29 per CvOnt of Yrhite and 45 per cent of colored, averaging 35 per cent, more than one-third the entire school population of the Commonwealth. The Hampton Institute made a new movement in the industrial line in 1895 by- directing more attention to the teaching of trades to its boys and more thorough domestic training for girls. By 1896-97 the educational foundations showed an increase in all directions. The superintendent writes: “ The increase about keeps pace with the natural growth of the schools.” At the close of the report of 1896 Supei-intendent Massey publishes an improved chart of illiteracy, from which it appears that Virginia was then only seventh above the lowest of the States in this respect, 30.2 per cent of its entire population being illiterate, with only North Carolina, 35.7 per cent;, G-eorgia, 38.9 per cent; Mississippi, 40 per cent; Alabama, 41 per cent; New Mexico, 45.5 per cent; South Carolina, 45 per cent, and Louisi¬ ana, 45.8 i)er cent, being below it. The “needs” emphasized were (1) larger school funds, (2) more effective teaching, (3) closer supervision, (4) graded courses of instruction in country schools, (5) institutions of normal training, (6) school libraries, (7) county high schools, (8) a State board of examiners, (9) better school- houses. A new departure was taken in the summer school of methods of instruction for white teachers at Charlottesville in 1896, where, at the request of a body of col¬ ored teachers desiring instruction of a special grade, a class of 56 was assembled and received the same lessons as given to the regular attendance. In 1897 this class was increased to 120. In Gloucester County, Va., more than 40 Hampton graduates had settled, and the negroes were paying nearly one-fifth the public tax of the county. Whatever may have been the success of the work of thirty years for the common school system of Virginia in bringing the Commonwealth up to the ideal persistently set before it by its four superintendents of public instruc¬ tion, it will be necessary to take into account the entire field of educational activity during this period in order to arrive at a just conclusion. The common school system in thirty years had so far outgrown its beginnings that in 1898 there were 60 public high schools reported in the State, nearly all in connection with the common schools. In Richmond and Lynchburg the free high school had been established within two or three- years of the inauguration of the general system. In several of the larger cities the colored people had a high or normal school attached to their own department. The rapid development of the graded method of organization, even in the small districts, was favorable to the secondary schooling. In 1869 a strong petition went up to the city government in Richmond for the establishment of a comi^lete system of public schools. There had already been a movement during the period of reconstruction, as far as the colored people were concerned, placed under the supervision of the freedmen's bureau. Several good buildings had been erected, and so-called high and normal schools for both races were in operation. The city government appropriated $15,000, and Doctor Sears supplemented it with a considerable sum. Mr. Andrew Washburn appears as the first superintendent of a system that brought under instruction some 4,500 children of both races. The high and normal schools for colored youth were con¬ tinued, and in due time their property was turned over to the general system, while its principal and others of the original company of school men from the North remained in the city and served on the general board of management. In 1870-71 some $45,000 was expended for 39 white and 37 colored schools. Mr. J. H. Biiiford was appointed by Doctor Rutfner as the first superintendent of public instruction in Richmond. Although infirm in health and with only three years of life left to him, he entered upon his nev/ vocation with a confidence which aroused the people and enabled the public authorities to strike for an issue of $100,000 in bonds for the building of schoolhouses. Seventy-two teachers were THE COMMON SCHOOL IN VIEGINIA, 1863-1900. 449 selected from those at work in the remaining schools of the city. Mr. A. N. C. Calkins, superintendent of elementary education in New York City, was brought to Richmond to introduce the natural method of elementary instruction. A Sat¬ urday training school for teachers was established, and the new superintendent was ever present in the schools. In 1871 the schools were graded under Principals W. B. McGilveray, W. F. Fox, and J. H. Peay, jr., who had been from the first identified with public education in the city. They visited Boston, Philadelphia, and New York. The free high school, established in a hired building, was opened in 1873, with Mr. W. F. Fox as principal; 5,328 pupils were enrolled in all the schools — two-thirds of the entire school population. In 1876 the city suffered an almost irreparable loss in the death of Superintend¬ ent Binford. The support of the excellent men who succeeded has only been able to carry the system forward at a moderate rate, so that in the year 1900 it was still debated v/hether music should be introduced in the curriculum, and during the year before the city council refused to appropriate the small sum of $8,000 to supply a deficit, compelling the teachers to continue the schools in December as “ a labor of love. ’ ’ The city of RiclTmond is already coming to recognize and do full honor to the devoted services of McGilveray, Fox, Peay, Cunningham, and a body of women teachers as devoted and unselfis]i as in the country. In 1899 the school enrollment reached 11,371. In the same j^ear Principal W. F. Fox was raised to the super intendency, and under his administration the schools of Richmond have remained until the date of this record. In 1896 12,244 and in 1898 13,381 pupils were enrolled in the schools of Richmond, with 9,958 in daily attendance. The city of Lynchburg, ]3ractically the capital of southern Virginia, in 1&71 had a population of 12,000. When the public school was established by a grant of $16,992, so complete was the satisfaction with it that in 1875 the city had the largest per cent of its school population in public and the smallest in private schools of any city in the State. A high school was added in 1872. Mr. A. F. Biggers was the superintendent until the appointment of Mr. Glass, whose long adminis¬ tration has been so connected with the operation of the summer school of methods, first established in Lynchburg and afterwards at Bedford City and Charlottesville, that he is probably as well known through the United States as any educator of the State and far more than many eminent in more public station. The school history of the ancient city of Alexandria has an interesting histor¬ ical connection with the Washington Academy, established originally by uniting his gift of $4,000 with an academy in the city. Under this name the school for many years was to a considerable extent free, and on the establishment of the public school system in 1870 was included in it. The city of Norfolk for a time responded more slowly to the call of the new edu¬ cation than any of the municipalities of the State. In 1879, with a population of 23,500, it had only 1,773 enrolled in its public school system, with 1,171 in daily attendance, and of its large colored population only 606. In 1880 it had the lowest per cent of public school attendance of the six larger cities of the State. But within the past decade, 1890-1900, a decided awakening has come upon the schools of Norfolk. At present the city is educationally among the more prosperous of the Commonwealth. The neighboring and smaller city of Portsmouth from the first has been one of the foremost educational communities of the State. The new city of Newport News within the past few years has freed itself from the depressing union with the county system, and its nev7 school interest seems to be “ forging ahead,” with its reputation in industrial affairs already connected with the history of the rising Navy of the Union, At an early period in the history of the town Mr. C. P. Huntington established and sup'ported an excellent free school for the ED 1903- — -29 450 EDUCATION REPORT, 1903. children of the workmen in his great shipyards. The city of Petersburg has been from the first one of the progressive school centers of Virginia. It moved in pub¬ lic school affairs as early as 1875, and in 1878 had 2,070 pupils enr^led and 1,428 ill average attendance. In 1890 the attendance had risen to 3,055, in a school population — from 5 to 21 years of age — of 7,400. The Report of the United States Commissioner of Education for 1897-98 contains the names of 280 high schools, endowed academies, seminaries, and other private s econdary schools in V irginia. Many of these have been established during the past thirty or even twenty years. They all profess to include the entire work of edu¬ cation up to admission to college, and most of them contain a secondary school with several pupils of this sort, while a few report a class in normal training. An extended visitation during the past thirty years among these institutions has revealed the fact that almost every one of them contains at least one, and several of the larger schools more than one, teacher of unquestionable professional repu¬ tation. The Randolph-Macon College for women at Lynchburg, the Hollins Insti¬ tute in Botetourt County, the Mary Baldwin Female College at Staunton, and perhaps a dozen seminaries less known abroad have a well-earned reputation for good teaching and have sent forth graduates of note as teachers and leaders in society. - From the year 1898 to 1902 the office of superintendent of public instruction was held by Mr. Joseph W. Southall. The most notable contention of the super¬ intendent during these years was in respect*to the condition of the rural schools. Especially w^as attention called to the fact of what he rightly denominated the ruinous policy of the multiplication of rural schools, caused by the i)ressure to plant a schoolhouse in every little country neighborhood.” This policy harmed the schools and drove to the cities and large towns many of the most valuable and enterprising citizens who desired better advantages for their children. In con¬ nection with this the superintendent brings up again the great necessity of the establishment of efficient graded schools in the country and a public high school in eveiy county. These high schools are needed “to articulate the common schools with the university and other higher institutions of learning and to pre¬ pare teachers for the common schools. ' ’ The superintendent also urges the neces¬ sity for a State board of school examiners. The subject of manual training is ein})hasized in both the biennial reports of Superintendent Southall. The two cities of Lynchburg and Staunton had introduced woodwork for boys and cooking and sewing for girls in their public schools. He especially urges its imperative necessity for the colored children of the State. The State Female aSTormal School of Vvdiite girls at Farniville had an attendance in 1900 of 251, 100 girls and boys composing a training school of eight grades. More than 200 received free tuition on condition of teaching two years in the public school. In the sixteen j^ears since its establishment this scliool had sent out with its diploma 394 young women, 57 of whom had taught in high schools and colleges. The legislature made an extra appropriation of $30,003 for improving the dormitory accommodations, the erection of a gymnasium, and a steam-heating plant. In 1900 the Polytechnic College, formerly the A. & M., had accommodations for an attendance of 400 stu¬ dents. Presideiit McBryde was still at the head, with 12 professors, 7 assistant professors, 5 instructors, and 0 other officials. The expenditures amounted to $115,541.07. The College of William and Mary reported 159 students, all young men, of whom 1 13 received free tuition in the normal department. The college is under obligation to educate 133 students at the rate of $10 a month for board, fuel, light, and washing. The total cost to each student was $118. The State appropriates $15,000 annually. Along with the normal department the ordinary college course is continued. Mr. Lyon G. Tyler remains lu’esident. Among the interesting documents published in the report of Superintendent THE COMMON SCHOOL IN VIEGINIA, 1863-1900. 451 Southall for 1900-1901 is Thomas Jefferson's first plan for a system of free schools, introduced in the general assembly of Virginia in June, 1779. During the year 1901 Hon. Jo!|^E. Massey, the immediate predecessor of Superintendent Southall, died, after many years of illness. During a long public life he had held almost every office in the State government, excepting governor, and at the time of his death was a member of the constitutional convention then in session. In 1901 Dr. William H. Ruffner, founder of the present public school system, was still living near Lexington, Va. From letters j)ublished in the reports of Superintendent Southall it appears that in 11 communities, indicated as cities in 1901, there were 38,125 children enrolled. According to the same authority there were 381,561 pupils enrolled through the State. The number of children educated in the 11 leading cities was only 1 to 10 of the entire State enrollment. Of these cities only one — Richmond, the capital — would rank as a city of the first class, according to the usual estimate of the national census, 85,000 population, while several of these places present a school enrollment as small as 1,000, and none, save Richmond, as large as 4,000. Taken in connection with the remarks of the superintendent con¬ cerning the rural schools ,‘;also considering the fact that the enrollment was only 55.2 per cent of the entire school population between 5 and 21 — 693,312 — slightly more than one-third colored, we are not surprised to learn that according to the United States census of 1900 the percentage of illiteracy of persons 10 years of age and more is of native white 11.1 and of colored 44 per cent in Virginia. This means that of a total population of 836,295 whites and 479,4.64 negroes, 96,117 white and 213,960 colored persons above 10 years of age entered upon the new century unable to read and write. This large proportion of illiterates in the basement story, contrasted with the unusal appropriation afforded by the State for the higher education, points to the fact of the remarkable depletion of the rural South, especially in its older cities, of superior young men during the genera¬ tion since the war. V/hile the cities and larger towns of Virginia and other States are nov/ in a fair degree enjoying opportunities for the elementary and sec¬ ondary education of the!r people, furnished by local taxation in the more prosperous of them, the vast spaces of the Open country even in Virginia are still in a compara¬ tively neglected condition. This condition of educational affairs, taken in connection with the history of Virginia for the past forty years, certainly places the Old Dominion at the begin¬ ning of the new century in a hopeful position. Especially does Superintendent Southall reckon as among the nev/ educational forces the two organizations that v/ithiii the past fev/ years have been established j:or a new campaign of popular education through the entire South. The vast majority of the foremost people of those States of all classes and both races heartily indorse the joolicy of these two organizations — that the education of the children of any State or community is the most intimate concern of the people thereof. The great perils of American society can only be dealt with effectively by the whole American people. Of all these perils, the fact that eight Southern States to-day are weighted with an illiteracy ranging from 11 per cent to 19 per cent of their white and from 38 per cent to 61 per cent of their colored population of 10 years old and upward is the most appalling, not only from its relation to the sixteen Commonwealths formerly known as the South, but also to the twenty- seven in the North. But the one body of people that from the close of the great civil vrar has needed no “ reconstruction” — the body of more than half a million educators leading the common school public of every community which has already achieved such wonders during the past generation of marvelous growth — is now more than ever coming to a good understanding with the increasing wealth of the land. By the good Providence that Washington invoked we may trust that another thirty years of work among the children and youth will lift 452 EDUCATION REPOKT, 1903. Virginia to the destiny so evidently outlined in her manifest natural resources, her situation, and, above all, her foremost people, who never for a long time can be held bade from their fidelity to this great interest. • In 1901-2 the convention which formed a revised constitution for the State of Virginia placed in this document the following provisions: (1) The State shall maintain and establish an efficient system of public free schools, (2) The State board of education shall consist of the governor, attorney-general, and superinten¬ dent of public instruction. In addition to this, its original form, the board shall be increased by experienced educators elected quadrennially by the senate from a list consisting of one from each of the faculties, nominated by their members or trus¬ tees, of the University of Virgina, Virginia Military Institute, State Polytechnic Institute, State Female Normal School, School of Deaf and Dumb, and College of William and Mary as long as it is subsidized by the State. Also by the addition of two division superintendents of schools and three from county and city super¬ intendents of schools, chosen for two years, though not to act in the appointment of any public school official. (3) The State superintendent of instruction shall be elected by the people, at the same time as the governor, for four years and be ex officio president of the State board of education. (4) The State board of educa¬ tion, increased as above noted, is authorized («) to divide the State into school divisions, each not less than one county or city, and appoint a superintendent for each division, subject to the approval of the senate, for four years. (^) To have charge of the investment, care, and distribution of the State school funds as regu¬ lated by law. (^) To make all needful rules for the management and conduct of the schools, subject to the right of the legislature to revise, amend, or repeal, To impose a tax for the support of schools and educational appliances. (^) To elect boards of directors of the State library, who must serve without com¬ pensation, and appoint a salaried librarian. (5) Each magisterial district is constituted a separate school district, with three trustees, selected according to law. (6) The permanent literary fund of the State is to consist of («) the present literary fund: {^) all public lands donated by the General Government for public free schools; (<’) all escheated property; (^0 waste and unappropriated lands; (^) all property forfeited to the State and fines for offenses against the State and what the State government annually may appropriate. (7) The State board shall appro¬ priate the annual interest of the literary fund and the capitation tax paid into the State treasury and not returnable to towns and cities. The annual property tax of not less than 1 nor more than 5 mills on the dollar for schools of primary and grammar grade for the equal benefit of all people is appropriated by the board on the basis of school population, including all persons between 7 and 20. The gen¬ eral assembly under changed circumstances may provide for different methods of appropriation, though not less than noted in this section. (8) Each county, city, town, and school district may lay a tax, not over 5 mills on the dollar, to be appropriated by local authorities; but primary schools must be kept open four months in the year before any of this money raised by a local tax be appropriated to schools of like grade. (9) The general assembly may establish agricultural, normal, military, and technical schools and such other grades as shall be for the public good. (10) The general assembly may establish compulsory education for children between the ages of 8 and 12, unless they can read and write, or are weak in body or mind, or attend private schools, or are excused from school attendance. (11) Children of poor parents are supplied with text-books. (12) White and colored children can not be educated in the same school at public expense. (13) No public school funds can be applied to any school not under or exclusively con¬ trolled by the State or some political subdivision, excepting («) the college of William and Mary; (&) bonds held by certain schools and colleges according to act of 1892; (<^) counties, cities, towns, and districts may aiDpropriate to schools THE COMMOH SCHOOL IH DELAWARE, 1863-1900. 453 of normal, industrial, and technical training, also to any school or institution of learning under the exclusive control of the county, city, town, or district, (14) School boards and trustees of educational institutions shall be appointed for four years. With this broad outfit of constitutional i^ro vision, its increasing material devel¬ opment, and the new interest av/akened by the present revival in the education of the masses in the rural district, the Commonwealth of Virginia enters on the new century with a well-founded expectation of realizing the i^rophecy of the fathers a century ago. DELAWARE. The State of Delaware was the first to adopt the Constitution of the United States and one of the first to i:)lace in its constitution a provision under which every white child might legally receive a good common school education and the arts and sciences be promoted. The provision was as follows: “ The legislature shall, as soon as conveniently may be, provide for establishing schools and pro¬ moting arts and sciences.” It is an interesting study in sociology to explain the fact that the two smallest Commonwealths of the Union, Delaware and Rhode Island, should for more than fifty years have been the most derelict in providing for the general education of their children. The State of Rhode Island waited, practically, until the x)eriod of the great revival of the public school system in New England under Horace Mann and Henry Barnard for the establishment of an effective system of public instruc¬ tion. The State of Delaware, until about the same i^eriod, had not succeeded in getting upon the ground any effective method of dealing with even the small white population of the State. In both these States one principal city led the movement for several years in the establishment of a proper city system of graded schools. But in both these Com¬ monwealths the idea of personal independence and local jealousy even of State control seemed to have “had their perfect work” in preventing any concentra¬ tion of action, and, of course, leaving every little district of the Commonwealth to go on according to its own way. In Delaware, as appears in the record referred to, the public school system established by the law of 1829 left it virtually under the control of each school district in the State to decide whether it should have “ a good school, a poor school, or no school at all.” In this habit the people were encouraged by the most distinguished lea,der in educational affairs in the State, Judge Willard Hall, a native of Massachusetts, who had left his imtive State at a period when the common schools of New England were supported almost entirely by the local authorities. Although this excellent and able man, during a period of nearly half a century, labored “ in season and out of season ” to persuade the people of his adopted State of the great advantages of popular education, yet his theory that the whole matter should be left to the disposition of the local authori¬ ties in every school district was a hindrance at the time and seems to have left upon the people an impression that, until a very late period, was an undisputed hindrance to the proper development of universal education. The first important movement for the reorganization of the common school sys¬ tem of the State after the close of the civil war was an educational convention held at Dover, the capital, in December, 1867, “for a mutual interchange of opinions, to receive and discuss suggestions of improvements in the then existing law.” The convention consisted of a large number of prominent men, remained in session two days, and was the beginning of a new and more vigorous movement for popular education. A committee appointed to draft a general school code 454 EDUCATION REPORT, 1903. reported additions to tlie free school law of 1829, under which with some changes the State had been living for the past thirty-five years. In 1869 the legislature was moved to take up the subject, but with no results. Similar efforts in 1871 and 1873 met the same fate. But early in the session of the general assembly in 1875 a bill was reported, entitled “An act in relation to free schools in Dela¬ ware.” As a result, on March 25, 1875, an act was passed entitled “The new school law of 1875.” In this statute the legislature, for the first and only time in its history, seems to have been imx^ressed with the absolute necessity of a central authority for the general supervision of the common school system. This was made doubly necessary from the fact that the three counties of Delaware — New¬ castle, including the city of Wilmington; Kent, where the capital, Dover, was located, and Sussex, in the more southerly iDortion of the State — represented x)er- haps the three extremes of Southern American life at the time of the passage of this law. The city of Wilmington, which had already established the usual city graded school system, was a good specimen of a growing, manufacturing city of the type of the Pennsylvania and New Jersey community of that sort. On the other hand, the county of Sussex vv^as a f air representative of the Atlantic coast county in the neighboring States of Mai*yland and Virginia. By the new school law a State superintendent was to be apj^ointed annually by the Grovernor, to hold his office one year. His duties were to visit every school in the State once a year; to examine all candidates for the office of teacher; to hold a teachers’ institute in each county once a year with a three days’ session; to report to the governor annually the condition of schools, with recommendations and suggestions for the improvement of the system. A State board of education Tvas appointed, consisting of the president of Delaware College, the secretary of state. State auditor, and State superintendent of instruction, the x)resident of Delaware College being x^resident of the board. With the exception of the audi¬ tor no member of the State board received a salary. This board was to deteraiine what text-books should be used, receive returns from the scliools, hear api^eals, and determine all matters of controversy between superintendent, teachers, and commissioners. All teachers were required to have a certificate from the State sux^erintendent, setting forth x^i’oflciency in the common English branches. The revenue was raised in the same manner as in the old law, which x^rovided that each school district should raise by taxation a certain sum, indicated in the new law as $100 in Newcastle and Kent and $00 in Sussex County, with a x^i’Bnlege of extending its expenditure within certain limits. This law was not intended to essentially change the system which had x">i’e vailed for thirty-five years, but to make certain improvements. The permanent school fund of the State amounted to nearly $450,000 and with the revenue accruing from other sources the sum of $26,606.95 was to be distributed among the schools of the State. The most imx^ortant x^^i’t of this movement was the ax:)p ointment by the gov¬ ernor, in 1875, of Mr. J. H. Groves as sux^erintendent of free schools, a position which he held until the year 1880. A notable defect in the law was the omission of a county superintendency. The State board of e lucation of course could do nothing in a x>i*actical v/ay for the sux:)ervision of the schools. The result was that the new superintendent was exxiected at once tc visit 370 district schools, keep an account in a book of his observations, examine candidates for teachers’ Xfiaces, furnish certificates, and generally sux)ervise the x)ublic education of a State in which every district regarded itself as its own creator and supervisor. In his first rex^ort the superintendent gives the whole number of schools outside of Wilmington as 370, taught 6.8 months in the year, containing 21,587 x^uxfils, aver¬ aging 58 to each school, instructed at an average cost of tuition of $4.89. There were 430 teachers, whose average monthly salary was $30.35. By the utmost effort the sux:>eriiitendent had visited 276 schoolhouses. Of these 250 had black- THE COMMON SCHOOL IN DELAW AEE, 1863-1900. 455 Loards and the same number were without maps and charts. Fifty-four exami¬ nations had been held for 521 applicants for teachers’ certificates. The whole amount of the State appropriation for the year for education was $29,284.89, which, increased by the amount levied and collected in school districts, $188,- 940.60, made the total amount $218,225.49. The report is mainly an explanation of the impossible character of the duties required of the State superintendent of schools. No report had ever been made before of the “ condition of the schools, their wants, and the status of teachers.” The superintendent therefore concluded to begin ‘ ‘ with a low standard of require¬ ments and gradually elevate it,” for “ had there been a searching examination a great number, or perhaps the greater number, of the teachers at that time teach¬ ing in our public schools would have entirely failed.” He believed the second examinations had shown improvement. This included the usual common school studies, with the addition of theory and practice of teaching, and 60 per cent was required for the acceptance of a teacher. In visiting schools he declares that the “ average duration of schools in the State is 7 months; allowing 21 daj^s to a month V7G have 147 days in which schools are in operation, and deducting 25 days for holding examinations and 15 for institute work, there would remain 102 days for school visitation. This would compel the superintendent to visit nearly 4 schools a day, including stormy days and holidays. The school districts are 3 miles apart, Vfith a session only 6 hours a day.” Hence the difficulty of obeying this law. In visiting he found ‘ ‘ in most cases the teachers were using the methods used in the schools where they were taught.” The blackboards v/ere generally in no condi¬ tion for use and the teachers unprovided with chalk. The schools lacked sys¬ tematic organization. The studies that belong to public schools were not properly used in considering the wants of children.” Everywhere he finds ‘‘lack of inter¬ est on the part of those whom free schools benefit.” The habit of employing females to teach in summer and autumn and males in the winter made two sets of teachers and was “ detrimental to the best interests of the schools.” “ There seemed to be little care of the grounds surrounding the schoolhouses; the houses generally are small, uncomfortable, and i3oorly furnished, children crowded into a small space v/ith but little ventilation and no comforts. ’ ’ In Sussex County, the southern end of the State, he found the teachers chiefly “men who did not make teaching a profession, but merely put in the time not needed in their usual work, teaching three months and farming nine. Conse¬ quently the condition of the schools is not v/hat we hoped to be able to report. Reading, writing, ciiohering formed the sum and substance. But little attention was paid to the elements of arithmetic, even a knowledge of numeration and notation in many cases not known by the teachers, much less taught.” He was, however, struck with the eagerness of the pupils generally for instruction. “ The houses are small and miserably furnished. Long desks are stretched around the walls of part of the house and benches with no backs or stays. Neither charts, maps, nor globes in any of the schoolhouses of Sussex County.” Yet there, as everywhere, he found some good teachers. He had called in different professors of Delaware College and assistants from other States for institute work. He earnestly suggests the need of a State normal school. “Vie call loudlj^for better teachers — teachers v/ho can not only utilize the ripe experiences of our best edu¬ cators, but effectually use the progressive and modern methods of to-day.” He suggests several changes in the school laws. After a full year in the service he believes “ that there is a marked change for the better in our public schools.” The city of Wilmington, whose schools v/ere conducted under the local special system, reports 16 schoolhouses with 4,890 sittings, a high school for boys and ^ girls, 2 grammar schools for each sex, and 14 primary schools in which the sexes are taught together. The vdiole number of teachers is 97; 5,947 impils 450 EDUCATION REPORT, 1903. •were enrolled during tlie year, with an average daily attendance of 3,720. The number of piix^ils did not seem to be essentially changed year by year. The total cost of the schools of the city was $119,220.14; the value of school property, $20.), 338. 80. The governor of the State. Hon. John P. Cochran, in his first bien¬ nial message gave special attention to the subject of education. This document ^ contains a brief resume of educational workin the State, and an emphatic indorse¬ ment of the new school law of 1875 as “securing a class of better qualified teachers, a uniform class of school books, an annual visitation of the school by the State sux^erintendent, and the holding of teachers' institutes.” He still exxn-esses confidence in the regulation idea of the State, and argues against any susxncion that the new law ‘ ‘ might infringe materially upon the fundamental Xiolicy of giving to the x^eoxde through the district commissioners the charge of the schools. The comx^ulsory system may make good subjects for arbitrary gov¬ ernments, but the other will better fit men for the duties and responsibilities of free citizens.” In 1878 there appears to have been a slight gain in the number of schools and enrollment of pupils, but scarcely an increase of appropriations. The superin¬ tendent, however, exx^resses the opinion “that there has been a very percexitible imx^rovement in the qualifications of the teachers. Not one-fifth of those exam¬ ined in the year before could have passed examinations required this year.” He X:)uts in a strong X)lea for county, townsliix), and district supervision of the schools. This matter had been confused by the legislature. “No one man can carry out the part of the law requiring general simervision of the State.” The teachers’ institutes “ dex^end entirely ux)on the small amount of money contributed by the teachers to defray the expenses incurred.” He urges apx)ropriations by the State for this x‘)niTOse. Some of the local commissioners 'will not allow their teachers to attend the institutes and in other cases deduct the salary for those days. The school board of Wilmington decided to continue the salary of their teachers dur¬ ing their absence at institutes. He refers to the confused state of the school laws, and urges that they should be comx^iled and printed for general use. One of the most important features of the report is the publication of a document prepared by Mr. H. C. Conrad, esq., who represented a private association established for the education of the colored race in Delaware. Up to this point the State had done nothing for the free x^ublic education of this people, save the approx^riation of tlieir own taxation. This was only sufficient to meet about one-third of the expenses, the other two-thirds to be raised by contributions among the colored peox/le themselves. The author urges the justice of extending the benefits of the public school system to this people. The number of colored pupils for the three counties was less than 2,000. In 1880 the number of schools had increased to 512; of piqoils, white, 31,502; colored, 3,954. The cost of education was $6.39 each per annum; total number of teachers, 423. The total expenditure was $177,651.89, a decrease of nearly $40,000. On this, the closing year of his service. Superintendent Groves reports: “It is very difficult to state in words the 'w^ork of the many schoolrooms throughout our State. The larger number of pupils in schools are in the x^Hmary classes. The fundamental instruction should mainly be aimed at by our instructors. A more thorough and comx^rehensive plan should be adox^ted to secure the best results for children in the short time allotted for school training. ” He devotes an important portion of his report to the suggestion of improved methods of instruction in the fundamental branches. He still urges the fact of the insufficiency of the school- houses, although there is a movement for the better housing of the children. He urges a union or consolidation of districts in many parts of the State. The State teachers’ association, which had been organized in 1879, held its annual meeting , in 1880, with 80 members in attendance. It passed stirring resolutions urging THE COMMON SCHOOL IN DELAWARE, 1863-1900. 457 improvement in the general matter of school keeping. The superintendent testi¬ fies !o the very difficult work of the colored schools to maintain themselves with the help rendered by the Delaware association and the small amount of tax col¬ lected among themselves, and urges the State to come to the rescue. There were about 50 colored schools outside of the city of Wilmington, vfhich had already incorporated this class of schools in its general system. A very important portion of this report was a brief history of the free schools of Delaware, to which the author of this essay on the schools of this State is indebted for valuable information. The president of the State board of educa¬ tion in 1880 was Dr. W. H. Purnell, LL. D., president of Delaware College. Five years later we find the common school system of the State under charge of Mr. T. N. Williams, with H. C. Carpenter as assistant superintendent. The number of schools, the average time of school terms, the number of children, and other features of statistical importance are not to a considerable extent increased, especially the average salary of teachers. It appears that the average age of the teachers in the State in 1884 was 24.1 years. The total cost of education was $206,918.43, a decrease from 1878. The new superintendent, however, opens with the expression of ‘ ‘ the sincere gratification that I am able to present a most encouraging report of the conditions of the free schools of Delawa,re.” The efficient management of his predecessor and assistant “had established the schools on a healthy basis, and a most careful supervision had been exercised.’’ He speaks of the number of beautiful and commodious houses that had been erected in the past year in the three counties of the State. The prominent hindrances are the want of i:)ermanency of employment of teachers, a, misapprehension on the part of many parents and school commissioners of the real objects of the schools, and in some places the lack of trained teachers. “ Yet never before has public sentiment been so strong in favor of the support of free public schools as to-day.” The superintendent had traveled extensively and examined 462 candidates for teachers. One hundred and tvrenty-nine thousand dollars had been spent in the improvement of schoolhouses. The Delaware State Teachers’ Association held its sixth annual meeting with eminent lecturers, and during the year 25 educational meetings had been held in different parts of the State. The Delav/are College was the only institution of higher learning belonging to the State. It was endowed by the fund received under tlie act of Congress of 1862. although under the exclusive control of a private corporation until 1867, the State then being made one-half owner of all the property and an agriciiltural department estab¬ lished. A classical department also contained the usual course of college instruc¬ tion. A literary course, especially designed for young ladies, omitted the Greek and higher mathematics. Young ladies had been admitted to the college for twelve years. The average number of students was 54, half the number admit¬ ted on scholarshix) appointments from members of the legislature, of which the State was entitled to 30. In 1883 the general assembly passed an act authorizing a general supervision over the colored schools of the State. There were 65 outside of Wilmington in session an ayerage of four and seven-eighths months, the highest enrollment being 3,409, while the total amount paid from all sources was $3,176. A peculiar feature of the school system of the State was the large number of villages which, like Wilmington, were acting under a special law, separating them from the gen¬ eral system of the State. Of these the most important seemed to be Newcastle, Middletown, Smyrna, Dover, Milford, Seaford, Harrington, and Lerves. In 1887 Mr. T. N. Williams v/as still occupying the post of superintendent and Mr. H. C. Carpenter of assistant. The statistics of public school instruction varied little from year to year, and from the reports of the superintendent it would seem that the principal gain in eleven years was the progress in character 458 EDUCATIOIT EEPOKT, 1903. and nietliods of instruction, tlie improTement in sclioolhouses, and an increased interest of the parents and patrons. Still the obstinate hindrances remain— the want of active interest on the i)art of the parents, frequent changes of teachers, and carelessness in their employment. In two years over $125,000 had been spent in the improvement of school buildings. The superintendent had made an hercu¬ lean effort, despite bad roads and severe weather, to visit all the schools in the State. Six hundred and twent5"-one candidates had appeared for examination. An improvement in the character of the school commissioners or trustees of the districts is noted. The colored schools are said to be making substantial and encouraging progress. Schoolbooks were sold tlirough depositaries appointed by the siiperintendent, numbering 58 in the State, and 10 per cent was allowed for selling; but the importance of free schoolbooks is urged. As a large portion of the State school money is distributed among town schools practically outside the jurisdiction of the State superintendent, it is urged that this anomalous condition should be changed. A new president of the Delaware College, Mr. J. H. Cald¬ well, reports that the legislature had appropriated the sum of $8,000 for the improvement of the buildings. The number of students was 49, of whom 6 — 3 male and 3 female — were graduated. The city of Wilmington in 1887* had reached a poxjulation of 53,000, and the number of sittings in its schoolhouses were 7,665. The school system of this city had for many years been under the very efficient and faithful superintendency of Mr. David W. Harlan. During the following year the legislature returned to its original system of local control of its public school system, to the extent of dispensing with the State supeniitendency and placing the control of each county in the hands of a county superintendent appointed by the governor, the duty of the president of the State board of education being to offer a report in writing biennially to the governor on the condition of the public schools, beginning December, 1889. The same law that established the county superintendency in the State made it the duty of the incumbents to visit all schools, conduct all examinations, grant certificates, and hold annual teachers’ institutes. Mr. Herman Bessey had been appointed com¬ missioner for Hewcastle County, Mr. L. Irving Handy for Plent County, a,nd Mr. James H. Ward for Sussex County. These superintendents were appointed for only one year, but the president of the State board of education, Mr. A. H: Raub, urges their appointment for four years. The law provided that all teachers should attend the county institutes, but as no penalty w^as attached, the law was not strictly obeyed. The requirement of a county superintendent visiting each school in his county twice a year, each visit to be of not less than two hours’ duration, is described as impossible. The utter inefficiency of the local district system seems to have finally made its impression on headquarters, and the president of the State board suggests that the system would be greatly benefited ]3y making each hun¬ dred ’’ a school district, with from three to five school trustees or commissioners. He refers to the fact that the Western States, and, indeed, nearly every State of the Horth, is adopting the township system, in which the township becomes a school unit. In this way the general board of control would offer the same educational privileges and facilities to all in the group. At present one might give forty and the other only thirty weeks to the children. The “ hundreds ” as school districts might be divided into incorporated boroughs and rural districts, making practically the townshij) system. In this way high schools throughout the State might be established in each “ hundred,” Vvdiere stu¬ dents could receive preliminary education for business pursuits and all necessary training to fit them for college and professional schools. A temperance hygiene law is said to be so loosely worded as to be practically useless. Free text-books are urged; also the inconvenience of the great number of incorporeffed school boards, which ' ' destroys the unity of the system and makes it specially difficult to form THE COMMON SCHOOL IN DELAWAEE, 1863-1900. 459 an accurate estimate of tlie actnal progTess of tlie schools,” is pointed out. At present ‘ ‘ there is no authorized means of learning the number of children of school age in the State.” Under the nev/ lav/ the members of the State board of education received no salary or compensation.^ The Delaware College seems to be making progress. As a natural result of the abolition of the State superin¬ tendency, there has been difficulty in gathering and arranging statistics. The incorporated school boards are under no legal obligation to furnish statistics, and the county superintendence and the requirements of the law are so meager that no general attempt is made in this report to give a consolidated account of the condition of education in the State. Each of the commissioners presents liis own report. The commissioner of Kent County has decided to take the colored schools of that county under his own supervision, finding them evidently in a somewhat feeble condition. One peculiarity of the school system is a habit of accumulating a surplus in the treasury of the different counties and towns. In 1890 President Raub, of the State board, makes a second report, declaring that after four years’ trial the work of the county superintendency has in the main been satisfactory, but that it is impossible for these gentlemen alone to accomplish what the lav/ requires. He also x)oints to two defects — in the fact that this official is appointed for only one year, and there is no standard of qualification as to scholarship or experience in teaching on his part. The present salary, $1,000, expected to cover all expenses for traveling, board, etc., is too low. The annual appropiiation for each county to the county institute should be increased to $1,500 at least. There is great confusion in the matter of granting certificates to teach¬ ers. He believes it is safe do give the approximate school population of the State from 6 to 21 years as 33,589 white and 5,542 colored. Of this number, 80 per cent of the white and 84 per cent of the colored were enrolled during the past year, and 51 per cent of the white were in daily a,ttendance for 84 months and 51.5 i^er cent of the colored children for 51 months, including Wilmington, The subject of incorporated schools is again brought forward as a feature which destroys the unity of the whole system and makes it especially difficult to form an accurate estimate of the actual progress of the schools. A provision for a uniform system of text-books is not generally complied with, Delaware College has taken '' rapid forward strides,” although the number of students has not yet reached a hundred. The State has a large, growing surplus of school money. At the close of the year there was over $58,000 of surplus money — twice the annual State appropriation to all of the schools — in the hands of the school clerks. A new provision connected Vvfith the license law would add $50,000 a year to this fund. In the whole State the children of school age number 33,589; number enrolled, 26,778; in average attendance, 16,798; number of schoolhouses, .367 — 25,293 sittings; number of teach¬ ers, 605; number of days taught, 105,875; average salary of male teachers, $33.52; of female, $30.20; value of school buildings, $548,946. The colored schools included an enrollment of 4,653, with an average daily attendance of 2,851, 85 schoolhouses, and 96 teachers. They received an appropriation of $6,000, with taxes. The commissioners generally report a gratifying progress. In 1892 Mr. Robert J. Reynolds, ex officio x)residentof the State board, publishes the reports of the different counties. A marked improvement of interest in public instruction in Sussex County is noted, although many schools in the county are far below Avhat they might be even under present opportunities. ” Especially is the condition of the schoolhouse criticised. There are 28 school buildings in the county valued at $50 or less, running as low as $10 per building, and there are 50 buildings which do not exceed $100 each. Twenty-six school districts in the county do not ovm the ground on which their school buildings stand. The enterprising superintendent of this county presents a decided overhauling of educational mat¬ ters in his own preserve. The free text-books which are now offered to the chil- 460 EDUCATION EEPORT, 1903. (Iren are regarded a great reform. He says: “ The State appropriates a very hand¬ some sum for the purpose of education, which is increasing yearly, hut my accpiaiiitance with the schools has not revealed to me such an advance in their condition as the financial aid given«wonld lead me to expect. Much iDackwardness is due, in my opinion, to the method of depositing the funds vutli local school boards. In the selection of district officials the first question is to find those will¬ ing to serve. The officers being selected, they regard the office as a sinecure. I find in my visits that no more than 10 per cent of the schools are visited by the commissioner during the year. They regard their duty to consist in fixing the term of school and such salary for teacher as will not consume the school fund, and the employment of a teacher, whom they leave to run the school in his own way until by friction he loses favor with some member of the district and the commissioners are unwfilling to risk their popularity in emplojfing him longer. The needs of the school are neglected and terms often very short when large sums are left in the local treasury. The schools are left to such diversified authority and management that it is not only impossible to enforce any system¬ atic improvement, but the present management is ineffective and expensive. We must have local school boards to look after their interests; but would it not be better if the general management and direction of the schools and the handling of the funds were committed to a county school board, the governor appointing the officer or officers? That might effect a uniform progress in the schools and afford a better security and accountability for the funds. The surplus money in the hands of clerks is frequently used in speculation and often the districts have sustefined heavy losses. Our system of reporting is expensive to the State, a tedious piece of work to the teacher, and the reports have never met the purpose for which they were intended. As a matter of statistics they are useless unless complete, which they never are. Much of the information called for is useless.’’ A change is recommended in the law for the collection of taxes of colored persons in incor¬ porated districts. The provisions of the law are greatly neglected. The State gives the colored schools of Sussex County $3,000, but their entire tax contributed is only one-third of the levy. It is not remarkable that a system of schools strug¬ gling with such inveterate hindrances as these, in obedience to a persistent idea of individual and local independence, should have made only a gradual i5rogress during the decade from 1890 to 1900. In 1898, however, anew school law was passed, which evidently was intended to strengthen greatly the poVer at the center of the system. It provided for a State board of education consisting of the governor, secretary of state, president of Del¬ aware College, State auditor, and senior member of the county school commis¬ sioners, with other experts, which should hold quarterly meetings, four members making a quorum. This body had authoritj^ to make laws for its own govern¬ ment, to exercise the powers and perform the duties usually vested in such boards, to prepare examination papers for different classes of teachers covering 12 sub¬ jects, to adopt a list of schoolbooks and appoint the method of their distribution, to hear appeals from county school commissioners, to gather statistics on educa¬ tion, report to the general assembly, and suggest changes in the school laws. Their compensation was $5 per day for actual services, the president of the States board being president of Delaware College. The supervision of all county schools was vested in the county school commis¬ sioner for each county, this official to be appointed by the governor for three years, the compensation being $5 per day for actual service, not to exceed $30 for the year, traveling expenses not to exceed $25. The districts were still intrusted with large powers in tlie management of their schools. Yet the general scope of the law showed a decided advance through the State in the direction of uniformity of THE COHMOH SCHOOL IH DELAWARE, 1863-1900. 461 system, tlioroiigh snjpervision, and holding officials to their duty. In 1899 the law was further improved by a provision for the establishment of graded schools. The biennial report of the State board of education for 1900, consisting of the governor, secretary of state, auditor of accounts, i)resident of Delaware College, school commissioners of Newcastle, Kent, and Sussex counties, each of which is given a commission of three persons, rex)orts its own origin in 1898. In this brief space the efforts of the board have been, (1) “ to organize and systematize the work of the public schools of the State; (2) to obtain reliable and coinx^rehensive statistics that should be used as a basis of a more intelligent work and fairer and more just distribution of State aid; (3) the selection and adoption of better, text¬ books.” The board recognized the evils of the system, based as it is on extreme local self-government. ‘‘ The irregular boundaries of the district inclose local prejudice and strife and destroy uniformity and justice. The insufficient school buildings, unequal taxation, location of schoolhouses, unequal salaries of teachers, ail make it impossible that taxpayers and children enjoy equal x>rivileges. ” In order to exhibit these defects the State board compiled complete statistics sufficiently valuable to warrant their x)ublication. Full statistics will not need to be published oftener than ten years. The present have been obtained at much trouble and expense. A carefully revised and selected list of text-books has been made. The great need of our schools is more money and a more just and equita¬ ble distribution of the school dividend. ’ ’ The sum distributed during the year was a school fund amounting to $144,296.50, composed of $44,296.50 income from investments of funds and $100,000 appropriated by general ax)propriation act. One hundred and fifty dollars was appropriated to each single district in New¬ castle County. In Kent and Sussex a different mode of distribution was prac¬ ticed. Fifty- three of the school districts in Kent County were incorporated dis¬ tricts and 71 in Sussex. It is recommended that the general appropriation by the State be increased to $120,000, so that $164,296.50 can be distributed, giving $25,000 to the city of Wilmington. The board is convinced that the present general school law is the best that the State has ever had. The graded schools established under the act of 1899 and supervised by the State board represent 87 in the three counties. By the law only 150 pupils in each can be admitted at one time, and the graded schools receive $15 per annum for each pupil. It is recommended that the law be made to ajjply to the Wilmington schools. For several years an excellent summer school of methods had been conducted in Kent County by Superintendent Tindall, and this x)lan is recommended as the best substitute for a normal school in Dela¬ ware. It is recommended that the school be made permanent by putting at the command of the superintendent an appropriation for the school, to be held at Dover for four weeks during July and August in each year. An ax)propriation of $1,000 per annum would suffice for the purpose. In contrast with the general lack of efficiency, the result of the system of local control of the schools and the large number of incorporated village systems, we turn with great satisfaction to the report of the schools of the city of Wilmington, which from an early period have gone forv^ard with a steady progress. At the laying of the corner stone of a new high school building on April 20, 1899, Dr. E, G. Sliortlidge, president of the board, read a paper concerning the growth of the public schools of ¥/ilinington. Little of the history of the public schools of this city previous to 1852 was in existence. In 1829 under the free school act Wilmington was divided into 10 school districts, against powerful opposition. In only 1 was a school permanently established; in 2 others for short irregular periods. In 1833 a considerable sum of dividends from the income of the school fund suggested a plan to unite the 10 and form one large school, and in this same year this was accomplished. A schoolhouse was built with 2 rooms, 1 for male 462 EDUCATIOTvT EEPOET, 1903. aad 1 for female pupils, which contained 120 seats. The school commenced and was continued to 1852. It was supported against earnest opposition, occasion¬ ing much discussion. In 1852 the schools were reconstructed under a special act. The city council appropriated $10,000 annually. New schoolhouses were built and in 1801 there were 8 in use in the city. In 1857 the whole number of pupils in the juiblic schools was 1,800; in 1898, 10,769. In 1859 there were 39 teachers; in 1898, 245. Up to 1859 there was no considerable grammar school for boys. In that year the first high school class was organized, in 1872 numbering 40. In 1898 the enrollment in the high school was 022. Up to the opening of school No. 1 in 1871 no advance beyond ordinary branches with algebra, geometry, natural plii- losophy, and physiology had been made. In 1898 all the pupils below the high school were taught music, drawing, and other branches usually taught in primary and grammar schools. Girls in the grammar schools were taught sewing, and kindergarten methods were used in the primary schools. In 1901 the faithful superintendent, Mr. David W. Harlan, retired and his place was supplied by Mr. George W. Twitmyer. The board of education at this time consisted of 24 members, representing 12 wards oUthe city. Miss Mary C. I. Williams was assistant superintendent of schools. The total population of V/il- mington in 1900 was 76,508. There were 29 schoolhouses, with 238 schoolrooms, with sittings for 10,862 pupils. A high school for boys and girls was provided. Four grammar schools — one combined high, grammar, and primary, for colored — and 23 primary. The number of teachers in the day schools was 270, 245 being women. The whole number of pupils enrolled was 11,019, the average daily attendance 8,476. The colored schools represented an enrollment of 1,560, with 1,114 the average number. During the twenty-nine years previous to 1901 the number of schoolhouses had increased from 15 to 29; number of sittings from 4,502 to 10,862; whole number of pupils enrolled from 5,920 to 11,019, average attend¬ ance from 3,555 to 8,476, and number of teachers from 82 to 270. The total expendi¬ ture in 1900 was $189,676.08; cost per capita on total number enrolled, $15.76; on average number attending, $20.48. In 1901 $205,293.27 was paid for new buildings and furniture. The school tax had increased from 3| mulls in 1885-86 to 4 mills in 1901. From this $162,792.17 was received from the city council, $22,515.75 from the State fund, $4,369.16 from other sources, making a total of $189,676.08. The new high school building, dedicated in 1901, was regarded as one of the most complete in the country. Manual training had been introduced in the different departments of the schools. An interesting feature of the educational condition of the city was the interest shown in the school system by the New Century Club, composed of the leading ladies of the city. The new superintendent recommends an extension of the high school course to four years, with a liberal provision for electives, the addition of sewing into the upper primary grades, the extension of manual training in the form of constructive work in all of the grades below the high school, the establishment of a pedagogical library in connection with the Prin¬ cipal’s Round Table Library and the establishment of a nongraded school for the children requiring special care and instruction. The new superintendent pays a deserved tribute to the work of his predecessor, Mr. David W. Harlan: “His devotion to his work, his honesty of purpose, with ability to organize, and his personality can be felt in every department of the schools.” CHAPTER X. THE PRESENT STATUS OF THE CERTIFICATION OF TEACH¬ ERS IN THE UNITED STATES. By WiLHAir Roberts Jackson, Professor of Education and Principal of Normal School, Nebraska, Wesleyan University . [The following chapter has been prepared for this Report by Professor Jackson (formerly State superintendent of public instruction of Nebraska) from data collected by himself, the results being submitted by him to the different State superintendents for criticism. It answers numerous inquiries made to this Office from week to week. The tabular arrangenl.ent of the legal provisions is well designed to facilitate reference and afford systematic information on any of the chief particulars concerning the different grades of teachers’ certificates in the several States. — Commissioner of Education.^ 463 Table No. 1. — Required subjects for State certificates. 464 EDUCATION EEPORT, 1903, •p^.inib -a.i KiDoCfins JO .laquinx •Siuui'B.ij xt?nu'Bjf 1 j i 111! ; ; : X ; •(Oooiiapg 1 : I XX;; X 1 j X ■oisorj 1 ; : ; ; X ; ; ; ■Anioiiooa ttJOiJUOj; | I J ’; '; X X ; ; ; X ' i ; X X ; •sisaqj. 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X ; X : 1 1 X X X 1 j 1 ; X ; X •AxxdyjSoa-o XXXXX 1 X xxxxxxxxxxxxxxxxxxxxxxxxxx •A,ijaxxioaoSx.xx ; 1 1 1 1 1 X 1 1 X 1 i j ; ; 'X ; ; ;x 1 : ; 1 X ; ; X •A.ijaxaoa-o X X X X X X X X X X X X X XXXXX ixxx ;XX X i X X •y.xfxagxv X X X X 1 X X X X X X X X XXXXX ;XXX ;XX X j X X •aijaxaqjx.xY X X X X X X X xxxxxxxxxxxxxxxxxxxxxxxxxx •Sxixdaaqqoog 1 1 X 1 1 1 1 i ! ixx : : X 1 1 1 > ( i ; ; X X 1 X X |x |x •a.xnjx^i^^^USY 1 X i ! i : ; ; ; X ; ; ; ; X 1 1 j •ASoxoxsAqd X X X X X X X xxxxxxxxxxxxxxxxxxxxxxxxxx •oxsui\[ ; 1 X ; 1 ; i i i ixx i : ; ; ; > C ; ; ; ; ; X ; ' ; i ^ i •Sax^WB.XQ ! ; ; X X ; X ; X I > C 1 j jxxxxxxx j •Suijx.i AV X X X X X X ; XXXXXXXXXXXX 1 X X X X x X X X X X X X X •Aqdy.xSoqj.xo X X X X X X X xxxxxxxxxxxxxxxxxxxxxxxxxx •SuixDBaa X XX X X X X xxxxxxxxxxxxxxxxxxxxxxxxxx •ajon A.xbj -uaxnaxdxlxxs oj aana.xajaiy ! is i 1 S' i ' ' ‘ ' ' O) 'C 0) o ^ CC 2 o ® o ?3 (B ^ r^H o"^r2 ® 3 C3 .iiS a w o ce w . P,>3 Pi ^ fS O ® ri=l J iS g &cg‘i 3 § _M f-( 'S C«^ o;;Q 2 g § is's^o-s ^ ^ illl o p ce ® o cs =« C3.2.5-2.S2 o ® ® ® ® ® o c^ 2 ®r=l PEESENT STATUS OF TEACHERS’ CERTIFICATES. X X X i ^ X X X X X X X X X X X X i X X I XXXXX X X X X X X X 1 X X X X X X X i X X X X X X 1 X X X ; X :' ; X X jxxxx X X 1 X X X X X X X X X X i i X ; X X I X X I ■ i X ; X X I X X : XX X X X X X X X X X X X X X : X X I ; X i i ; ^ i i j ; X X X X X xxxxx X X X i X i X X ; X X X 1 ; X X X X X X X X X >< : 1 XX X X X : X X I X I X X ; 1 ; X ;' 1 X : X xxxxx xxxxxxx X X X : X X i i :x ; ; 1 i : ; ; ; X X X X X X X X X : X X ; X X X X X X X X X X : X X XXXXX xxxxxxx X X : X X |xxx XX i j i X X |X ; ! 1 X i X i XXXXX xxxxxxx 1 X > : X X ; ; ; X X xxxx j xxxx XXX X X X-* X X xxxxx xxxx XXX XX > C X X xxxxx xxxxxxx X X X XX s: ^ 1 ^ 1 s H 5S^ 1 1 1 1 1 1 1 is e| c 6q 1 ri rt Q 0 0 n n 1 4^ ■ p ' c 5 1 1 a I i 6£.? 3.a> 3 i ec H '5 I- f r H be ri. ii Ift :a ; A I 0 :cD ■'0 p 44 i PA’^ 1 c 1 4- ! a •b *3 3 ^ C If ■< a 5 ) i 1 m : b ! 0 :1 1 CO ^ 3 ftp 5p| 1 03 !ft 1 P 1 A 1 CQ 3^ i P 3ft ^ft ED 1903 - 30 o 7i p be S o ^ bcA -P ? gs 73 .o a tfi Is ^-3 ’ic3 0 'ts ft® o g .S-2^ ° g Nr§ ^=3 1e^ ^,0:3 ■ ert ‘o ft m ^ 3 -P W bn o ■SA W .. 30 ii S2 .a .80 „ 0:3 !^3r-co-^ ® £'«3'^ o 3 ^d'2og| ^^':3 6£o-s g g o ...a^^^^s ^'p^c«0p^^ce$'^&o^':p7:0, ^ 02,^^ p-^+" PI ti ^ -5 bofl-^ O o OjJ, o ^2 a a Co I.*" • . O p 3 -^§5 Pi C! O i|.s“^1flli1?!|l!l •i§f:ll»gg-3o°gg||g '°asifS®?S.s|||l53o- nsi ri l^-P.-^ #*ScT)rHCdCwi-H-J^;r'^0 •'•O S0^O0{dS'^.5o ^ ^ 0 '^o'3!>::^3c3K3'=i ‘ 0 (T) ^ ^ cl •r—t -P O ■S o s b3 1 s g..sis L-'S-|| «|.S^t:iai?i:&g^|^2o5|oi£ SOsca,©w^« 2s3s5ftHfts> A O ^ ^ a o A <12 ©,-1 O o c«.3, ^''fto o hS _S O CC m ^r2 cS ^ a s p 3 4h ^ -^2 fi C3 c3 >> PI be O O ■-3 'o eg o p N -PJ Pi © eg 'a 2 o 0 3 CD 0) p g^§ ;P (D CC ^ 0 If io ^ CO (D I" oA © pi © «3 A'o AA gee lg o ■3 ‘A pi eg © o '3 A3 *" 7-^02. J O g egjV^ O O O^QD ft . bfjA © 2 tg p ftC o 3 eg © '-'ft » i||l eg ftl § ^ O © "^.2 p 3 g ® eg a al § §ft g SOcSiJflJ «^.2” s'--® © 4J eg © © [i. 3-3= ' A 9'p- © ^ P-p ,© 5,0 ® =5 pIs"^ © eg.O p 3 d ftf S-2 o $ •43 Po? a^a ffl'^ =Saa>^ o P Sft © « 3“ ©3 Sft'ft ^ P^A" Aop 9 Pft : ^ § • o^; 466 4(36 EDUCATION EEPOKT, 1903. A COMPARISON OF SUBJECTS REQUIRED FOR STATE CERTIFICATES. The following are required in practically all of the States; Reading, orthography, writing, physiology and hygiene (including scientific temperance instruction), arithmetic, geograxfiiy, United States history, and grammar. In most of the States the following are required; Algebra, geometry, general history, civics, jihysics, theory and art of teaching, literature, botany. In a largo portion of the States the following are required; Bookkeeping, school law, composition, rhetoric, zoology, pedagogy, iisychology, physical geography, geology, history of education, drawing. Chemistry is required in 11 States, Latin and school management in 10, method in 9, trigonometry in 7, music, agriculture, and a thesis in 6, astronomy and l)olitical economy in 5. Table No. 3. — Xiimher of subjects required for State certificates comqyared in (jrouqjs of States. 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 _ _ Oklahoma . . 14 20 (rt) 23 28 al3 28 23 all «13 14 («) 1 14 12 nl3 («) 21 IT 18 14 14 15 23 21 20 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 . . . . L^tah . . Nevada . . Idaho _ Washington . . Oregon . . Califoi’nia . . 17 28 25 16 24 31 30 20 33 23 27 29 21 21 24 25 14 23 21 20 Cl See notes supplementary to Table 1. From the above it will appear that the North Central Division of States requires on the average the largest number of subjects — approximately 35. The North Atlantic and the Western divisions of States have about the same average require¬ ments of subjects — approximately 21. Next in order is the South Central Divi¬ sion — approximately 18. The smallest number of subjects required is in the South Atlantic Division, where the approximate average of subjects is 15. States requiring the larger number of subjects almost uniformly require that a higher grade be maintained in the various subjects. Thus, the above variations are even more marked than would appear from a comparison of the number of subjects alone. PEESENT STATUS OF TEACHEES CEETIFICATES. 467 Table No. 3. — Authorities issuing certijicates. States and Territories. State superin¬ tendent. state board. state normal board. Regents of uni¬ versity. County superin¬ tendent. Countj’' board. School district board. X X X X X X X X X X X X X X X X X X X X X X X X a X X X X X X X X X Minnesota X X X X X Missisisippi X X Missouri _ X X X Montana . . . X X X X Nebraska _ _ X X X X Nova, da, X X New Hampshire _ X X New .Tersey X X New York _ X X North Ca.rob’na, X North Dakota . . . _ X Ohio . . . X X Oregon _ _ X X Pennsylvania _ ... X X Rhode Island X South Carolina . X X South Dakota X X Tennessee . . . . . X Texas . . . X («) X Utah _ _ X Vermont -- - - X X X X Virginia . . . X X Washington . . . . . X X X W est V irginia . . . . X X Wisconsin . . . . X X X X Wyoming . X X Alaska . . X Arizona . . . X X District of Columbia . . X Hawaii _ _ _ _ _ Indian Territory . X New Mexico . X Oklahoma . X X Insular possessions: Porto Rico - . . - . X Philippine Islands, « Parish superintendent. b In Nebraska the following institutions are normal schools, with State rectDgnition, and State certificates are issued by the faculty and State suijerintendent: Nebraska Wesleyan Uniyersity Normal School, Fremont Normal School. University State teachers’ certificates are issued by the LTniversity of Nebraska, the Nebraska Wesleyan University, Doane College, and Bellevue College. After three years of successful experience the countersignature of the State superin¬ tendent of public instimction makes them life State certificates. c County and State superintendents. SIMILAR AUTHORITIES FOR ISSUING CERTIFICATES. State board only: (4) Alabama, Connecticut, Massachusetts, and Rhode Island. State superintendent only; (2) North Dakota and Indian Territory. County superintendent only: (3) Delaware, North Carolina, and Tennessee. County board only: (1) California. State board and the county boards only: (8) Kansas, Kentucky, Nevada, New Jersey, Ohio, Oregon, South Carolina, and Oklahoma. State and county superintendents only: ( 10) Florida, Georgia, Illinois, Louisiana, New York, Pennsylvania, South Dakota, Texas, Virginia, and Wyoming. State board and county superintendent only: (5) Idaho, Iowa, Maryland, Missis¬ sippi, and Utah. 4G8 EDUCATION EEPOKT, 1903, Tlie other States have placed the power of issuing certincates in the hands of from three to six different authorities. Xotp:. — The above does not take into account the certificates issued in city dis¬ tricts by those designated by the city board for this purpose. Table No. 4. — State normal and university certificates. Issue these certifi- cates.rt Recognize from other States, certain con¬ ditions being met. States and Territories. California . . Idaho . Kansas . - . Louisiana . . . Maryland _ Massachusetts _ Michigan _ _ _ Minnesota . . . Missouri _ _ Montana _ _ Nebraska _ Nevada.- . . New Hampshire . New .jersey _ New York . . . North Dakota . Oregon . . . Pennsylvania . Rhode Islamd. . . South Carolina . South Dakota . Tennessee . . Texas _ _ Utah . Vermont . Virginia . . . Washington _ West Virginia . Wisconsin. . Wyoming . Arizona _ District of Columbia . Oklahoma . New Mexico _ Insular possessions: Porto Rico _ Philippine Islands Total . Normal school cer¬ tificates. University certifi¬ cates. State nor¬ mal cer- I tificates. X X X University certifi¬ cates. X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X (6 («> X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X o A few other States issue these certificates if in additionrto graduation satisfactory examina- tion is passed in a few specified subjects, b Reciprocity plan. PRESENT STATUS OF TEACHERS CERTIFICATES. 4G9 e o PI ^ 'Hr^ c3 pi t>5 M bCW o3«5 Ph 03 d) cS :2§ B v, 2 . cS m O 0) &a.-i s ts s ©t; '©J o P ,P© CP'P.P ' 'P 'P 5 S ^ hr ^ cj c! ^ S S ^ i-e p-S.JS'cs I ^ ^<1 oT'^ 6t^ I , g^Mn© ^ pt © i ^ S o p .gH g ) p? ^ ^ Cril^ ^ ^ ^2 ce S g.f. illlfPg ||£| ■© p, ^43 S oT.rf ©g-^r^.P ■;j sg i||p|i|g sal^ gsl^ « ^p| 2 ft+j O oj 5 :g>ia5P| |fefjs o^ro^S ^ O '■■% Pi g-a ^fa ^1 §'g '-' o'*-' 55-P'-^ c P P GrPftI MrS 0®+ipHrHX.P!+3©^ PQ H I P o o © I:d t>c I >. Vh t^rP 'CS ^ P< -. © cS ' a'r! o . t ^ ii -^a © o3 ^ © tD '2-2 2 © 2 a 03 o ,© O ©•rt ^■§ © a p p pfti O ’P ap ^P) =M © o p >2 © Q ^ © c3 8 a 2 © ©:3 P P © o t-i bn bt) be © © P o ^ l5 pf©j p o w 8a © o ^3 P ® 8 O m a p r-l © P P 22 pT ■d © >. p as 1 d © p p 03_O © P XJl © © s.a a p C3 ^5 M © 2 d a a ft o p © © 03 4^ •M p © aa ©2 c3 p] g3 C3 C h ^8" o ft ■© ^ a-s I 'ga •P p p p S) © O © 2 u P) rs +-' o © pa ©p m -p P be P P 0©3 k.k 2 ^ a® © a © R ©g:- ’J2 ^ 2^=*^ © © © o as 43p P pHaS p p a © p ©'^ S' till F=l be2 ^ 2.apt^ s cc o ©ft p2 oS 8 © p^ ''-'P r. „ 'd © _ P ©A -ft ap ^ n-* -bd *2 lisa '“•p a P t> p 2 © © P S ■pB.s ft a - I -d'S © ft cd cd © P © t •S ft ^© © 6 ©P pp OToOcH ©H The Territorial board of education consists of the governor, Territorial treasurer, superintendent of public instruction, presidents of Territorial university and normal schools. Territorial certificates ■will be issued to applicants holding life diplomas and State normal school diplomas from other States in the United States without examination if the holdei- is authorized to teach. Arizona State Normal School graduates receive life diplomas. ARKANSAS. PKESENT STATUS OF TEACHERS^ CEETIFICATES. 471 o Co ■Z >-• -P 05 oo Illicit rt g-i 5 ^ o ii ' r-.^' ^ O^ t/.Z ^ 5 a? 7^ [s'©'® ^ .S5 PH^ S P ® rrj'P p or£i §1 >;i ^'S'g p ^1 ft|| Ig p-2.2 p 2 p- p-^ o d 2>-2 t* ^^^^5/25 P o h.-.'d S cS-t^ P-SS g'-S 0-3 § a ^ I p jg a;g.2 I a^ 2 d a g ^..-8;^^ >>p d ? 2^2.2 a-g ^ s- P 2ept'ao^''^s'l^ I I §}C oft P i S)^ SH-S^ Sio^ScS'o M H 02 p ^ ! pft ^a s, .0^ p 2 ® b® Cw f-< . • © ^ G >5 ^ O C3 O)';^ o ^ - d 02 . pp K © ^ p f^aj tn d P O ©•ft -8a s p 02 ’^S as fcjc'ft © . 'd o d -p ^ i i i ^ 5 © O © ft ‘-' d o g '© © © ft .2 d p 2 -3 s © a Sft g 1?^ 3 &/} © p © •3 © '2 o > 9 ftd ^ og ^ 1^© o a 3 © 2 A pft 472 EDUCATION KEPOKT, 1903. O o S 2 ^ o ft? “ r-- O .2 Pi C c -J1 o •5 <5^ O 2 ® i:^ 0.2'^ w. cj- o ta. :2 Oi |w^ w • ^ •II I' I 2"^' CM o 2 w 53 2 Jh ci--^ o O 03 'Cl-Q d 0^-4^ Wi?§ ^ S ‘2'i t^-I^ ?h-2'o S d - St.fi Ss “ffi ® tc d 32 o U2 idj ^ ^ t£. d PI d •r- 03 t>j— ' -r^ 31: cc *^00 ,^4 icSS^B&Sl^-gB^-siSsIg i.fc 8 MS a„'’S §5 oS*3 6|^ 03^ ^ ® d'^ 3 (C ® 2 d®-P2=^aQrHd-'3f:i0^^ 3^cp;^ Sa3it^ . P g 3 p> g "O o Srd w| §W S S S -M Q, ^-.2 43 S: ® 5 '-i^ o 3 o ^ rt a p3 ^^^2 2 g '^scc ^ ® P-" o 3 §3 S 2 ce d=M :^-3g S| g d3 1-3^ 3®^^do52423MS^2>oo.2 W H ^ I d i 3 3 >> g otjd p<.2-e : ® d 03 ® ’^2 o 2 S' ^ i^M ^ O '33 £&§SgS65S s'o'^ d'^ g5j-2'M'S.2;g l§a“|^8-g| 2, >- o . ^ 52 eg Pi d!&|J o 3-2 o ^§2|2'S2'Sg .2 § c^ oK s=2 -rfl ®!35 o^H 2 o i>.»c> -t^ >3:3 d a ® tc 03i=l'-'2ft®-2-S®„ ®c5 ^fl’S d'S g'g 3 ® '3 ® d fc£,® Od 03 03 c■o•'-'rl^^4:;p|^^d-^^® 13 Ph d® « O fe tS ^3 CO S O S> o ?:. §3 ® O o tied 03 ^ •-' a 2 ^ a 8,§ ' 0 >, I -rt 4i "'d PI o 2 o ^ ® ® >. d 03 Pi +2 3>>®2 a 53 Pi 9 U d 9 >-.0 . o PI o >, -ij d ,d -t; p ® PI C.=M 03 fi ^ 03 ^ ® ® g arP3 O •rH O fXS 'o C-g r-.^0 O rl o O 3 ® t^ >5-d +0 a [c o <1 +317:^ rj 03 d 9 W Ti jd is O 1?^ d ® g'S o 9 03 PI 9 . g=2 ©94 Ph ® 2 ® d H • Q) M '^9 3 3 3 3, -A p-'^ i| 1-2 .9^ •rH 03 . .1® 38 P'S 0 ® jj d P 9 go 'Pi ji 0 H 0 ® J0 _ Pi 0 a tg.2 rH V "d 99a 9 d . *^t9 3 9 p-p d ® t9 ■-I3 p . 9 ®C3 igh - school cate (on tials) . 8^ .9 a rPl-2 .2^0 rammar-sc! tificate (or nation). rammar-sc tificate (on tials) . indergarte m a r y ce (on examii indergarte mary ce (on creden ® 'rt ® ® d d -H S'-^ .asg 0 diT^ Pi'^® M K 0 0 M M CO « When the holder of any certificate or State diploma has taught in the same county or county and city for five years, a permanent certificate of the kind and 3S may be issued to the applicant, good for life in said county or city and county. Special certificates are granted for teaching of drawing, music, physical culture, commercial, technical, or industrial work. PRESENT STATPS OF TEACHERS’ CERTIFICATES 473 Oi t5:3 d 999 ® rt Se"^ 2 S 20c3^^g+3rrt<^?^2M'S4.^0 ,ps||ps|^l5il .a1gK|i'Slf ia^lil §|||iS'g5«|«|^S3;| ■Jj -S 'i: iS d cC-i ^ >5-22 d o ® rr i:llaiag|iiii5i5 W w pals 2^ ^dd “ og ^lD'43 >if-i ® tT - ® ^ ® 9 53 11 1142 ■ bii^^ v:;di o 3 d S 2^ ^ o •S d -d l;' te d d rdo2>':S5cDd P|^§3911^ 2 29'^ S)i £ 0'43 ^3 ^ d«Pl =3 ■-§■£2 =3 d d ^ a3 9,-2 2 a3 § ” T-a S-s =« O S 32 S d^cj 2 f-i tSd9'3X;2S|2 MflOiOftdSft H M o3 (1> d K. d ._! . 92'“ o Pi -td 8 ^ 0_O ^2^3 ■£ d g‘£ d^d3 O'^-'-' 2 03 -P .H .la d 03a K! ‘S'o'2 22-29 g j2 d S_o d ® 3d o £ 2 dA^d >5Sd w fa ^ 9 CD bo O . 2]a3id"dfa99 03 o w C- s3 Ti 0) P 9 0 0 0 0 0 d d w 02 ^gp> 2 m u P 1 c ' 0 -B 1 d 0 o3 0 0 d 0 '9 01 0 l^i i 2 d a . 03 o O rdO CC N ^ S.2d S >=39 i>t) bfl d1d8g d d o 0)9 o p S 3 g§ o ^ O © fa 02 “ o9 ® 29 • ra 09 ta bX)>. d © > >,« ^.2 d C'i Pa4J d d CO © M >5 2 o dl9 a d' o o .&3 ^ d -21 9 d 02 d . .§ s ft'd 9 d d o uS 3; bco 99 d-P 8 g © p’ 02 d g^.d a Cd9 8 8 ‘999 03 CD 8 ^1 9 +a ^ CO 03 Seoi 2‘« o 313- ^ 2 8.29 g H Q Table 5. — Legal iwovisions relating to teachers'’ certifieates — Contiiined. CONNECTICUT. 74 EDUCATION EEPOET, 1903. +3^ 0 a; ' ^ ^ o : .g o g sr* ' •? o s . < -.zi »' o ;ii|f ( ^ ^ ^ 02 ii^gce ! ® 3 a: iai^a i'S P,* c3 ;S§^_^ i S a; S ^ a . o .2 >--33 jj w J3 * . o "c^ P « ;=! -MO® >>2 ® c i i* =2 ;SS fl ® .2 :-S^ ri:' |g ^ 3^k 2 " S V- ^ : . , O PI $f'P 1 .2 - r S-; 'S'o'Sv cc^ S ^ I’i ’■M 3 ' O'"' 5'p O .- G esEHr^i zj ^ ® G G ^rG 03 r2 X H O X >; fci G O -M -g GO Ci-rH,^ G fl. d G w c5 n ;.J CS ® < X >1 M H o; (D c p! ■-M G if ^ o W -M t>C.2 S 2 iCG S^H O ^-M , tx G 2.5 2 M o a state. _ df ) 1 c 1 'O ) c' _ do. a. . do 1 State board of education. . do . . 0 'G ! X ! S ce u CG 'm O o op X o © c3 ® 'G -M G X X O ^ a s ^ o =>P! -t? o © X O ii grO 02 02 la o X --M ci ? P 0.0 X =1-. o CP •r eg .2 1X0 X © C3 O ii ss P G G G “= S a p © -pp X +3 G O G G © t> -M ’■^ G O © 2 © © o ^ © O CJ 3 a 2 2 X P © cc .... 'r2 ® o' © -M ci o - ^ '35 oP ■■M ^ 2 f-i o © G © G X ci © O P. 'M 2E G ©P'-‘ oppp P! 33 G O O S oj trl-2 73-Sg G25a 55 g ^ © 0-2.G G o G p X G G +3 !P G G O G O 2 G OP so o^ o5 CERTIFICATES, 475 PRESEI^T STATUS OF TEACHERS’ 9 Table 5. — Legal provisions relating to teachers’’ certificates — Continned. 47G o X ! ^ . o 1 ^ 0*2'^® C U " cS •Is .2 a o 0) p 11'i p rri Z 1^ a 3 p 3d ® St-i t> . t> o c3 t>5 1' ^ ^ _ o3'^^ c3 qJ •r’, ^ CO a ^ X! « 0.2 mli =s X C3 (ri O’ Sc^' Ox! K*- P g s.a^t: =0 ^ LM o r!"d OD 0 0 02 o jnc^'o Oc2-2o cil? .'-2-3 ..ft) ic cC O '^g'S lols o o CO O o CC O'? 3 O^ £.2o ^.Sa: ~r^ C3 ^ O CO Cj CO • COft « 1 ««ftft >23® '1^ cc O 0 +i O C o '^■43 4J c2 O +3 O M ®cC ^ Oxift 2 3® i a 3<'^ 02 O c3 OX ■.S3 » o ■q^ ® a X.2 ;h +0 3 o3 o o m 1 t>>tx '^.a T3 X O C! O Jh += fto & o o CO 2 S 2 ® ft o +0 ft . 0 1 ft . x 0 a c3 SI 0 0 0^ 0 0 ft 0 ® ® Eh. 02 iX) .3 ft I 02 o ft O P ® 3 0 43 o S| II ® a CC.3 .—I 3 o S o ex' o o Q O . 02 Pft . bJD Oft O'-! "Sdo *:=! bx) Is 'S .9 0 =3^ ® C3 g g'S 40 tj) ^ 0 0 ft ^.3 c3 =e cs 0 bJD a ^ CW 0 ■75 II IS Is S).5 03 O ^ 2 oft 02 ® ^^J2 >.g o S O 5d ig -s t> ®.2 |1o5 o O |L,'^^ft 4^ O 2 o •gclg ft O'^ o •2®1^ P OP'-' ^ ft 0=3 r... . oft llll f I !ft o ■^ftft 2 0 ® 2 . O'M oft cn » o-ft,2 ® o g-gft ta 0 -*^ cS 4^ PRESENT STATUS OF TEACHERS CERTIFICATES. o £8 o o CO i1 o l| 'cri cS ©1-1 ■p d d.2 rd+^ O d.2 rd+-' o 51C>.X3 ..d oTi^ .S9c§ga.2;2;. ^ liiliSii ' ■ be d 2 2 ^ © o ® o3 2 c3 o +^43 be: P< ^ rrt al^ d d . . 0) id o I’S ^-s ®',Q ^01 'd ^ d d O d ^ d M _d '5 4^'' a g •r-l V .•■ o 2 --4-1 440^'dvrd'2®d>tp '^0^44S-i“ ;©13 SCd.Ad a &J3d o^ d g-r^ d d ® M g Srd gr- OrQd g vn'd OdJ b 1-4 >: Q, > hr ^ ® 1^ d ri d § bco 2'^ d . " Pi Old p44 ^ ^ § ai c ^zs%’tf^.s&s§ts .r^'Hs&z t»Sa»i„=c|s^sg^s“«|,s|g'J -d'd do3dd5,-,ido©dd® -^B||||||||e| 'd bX)! d ® ® bxPi fcxS g” bxd bx^ d d 4/ ^fl.2,2 a o OS'S o '^ •a.2'2 a ©2 o^ ^ M gti o ®2 add wCyr^ 2^a +3 cc bx • 0^22 a d,^ 'ih” Oi ltd o d d ^ i.i o o . dd 5C (D d2 §-g Q d3 a P d ■d d [ir 2 o 2 ■■ea ^ ® a ® 0 0.0 '^d'A A'^^A d ^ rH 4^ ;h ce o ^ d d g2 .d d be ^ O fd CC d o eg a g .a ° g .2 d ift X a © ft 03 2 A a iB ^ o ® i ? “ ■ ^ ® ® R ^ c2 © d g d I 1 I ^ « 1 S a ® 03 ft ^ g 2 O pH § CC (D I 1 d bx ® A ft b 2 s ^ 9 ^ ^ 'S I ^ © bx a ft "d ® rP O •s 1 eg g ^ ft -ft d d d O A o 477 Table 5, — Legal lyrovUions relating to teachers' certificates — Continued. 478 EDUCATION cs y- ® o' ot 2" O as O.M oS. . ^ 3 S 3 2 ' -2 c> o 2 o o'S ^ o'55 Q o'm cc O o S S 3 O 03 <0 3 O o3 M O O' lg o c; a 0 c'tO a ■S.2 8^.2 1^.2 CO Eh o 23- ■ 0 S 02C2P3 O bJDO cfi'A PI 10 g ■S S • r-« rri c/2 a 3 P 0 1^0 .3go=- 23^^° 0'S 2 o O ?-« m''2 2 ce 0^:5 |Nl 'A =« =3 ^ r r- 'S 3 P p |> P o3 c3 g 03 0 0 30 0 ffi 0 0 ^§33 0 0 o -Pa rt ^ as PrH .2 P t5-2 0+-' CO 0 0-1 cn ■ rj O 0 M rPl 0 % o P'S .3 O 3 ° '2'3.S'H §.2 0 s o 0 0 p o-P 2 .1,^ a 0^ o^cJ P 0-A ? g.pl 'd ei p a^ 0 P *|p — o 0 A ^-0 d E P P c3 P 3 a 0 K ce opa.p) M 0-0-P W t»a3 0.p ptj 2:Pa2i.2 p P'S o ’o P^'^.'S'^ 0 0^-0 0 .H_a -a P cc bC o'^ 2 P.S ^ ---I- ■■0P0P0O 'P® 'P'P 2 P P^ 2 ■0' ■ 0^ r- Or-’^r P' .Srii! 0‘-f2 a CO 2 M ->- a o .a cs p ^.2 ^-22^ o P'A 2'-P 0 " P. 0 Pt' P P © CSrP 0 .s5s 1§^ P fA® © -a=M “ A 00 a ^-0^0 2A§)» S g a 0.0 0 .-.a M-- |:P^|p o’p P.^ 0 P'a o’^ 0 2.S 0 l0^^.|il§pp| C3 I'a.CO bCP2ca g bCcSPE CO uOhP r0 7^ p 0 d 1e ^ fj ^pUS i I P'3'2 0 © 0 p p-a a S.0 a a 0 o p A 3 p o o S'S ^ P ^3- o 3 -0 ^ a ce a « cpS® •1 0X3 0 P.P ©CP ” • 0-0 .-s © D rl 3 -0-0 3.0 _ce o A coco p. .30 PRESENT STATUS OF TEACHERS CERTIFICATES. 479 § o bij 3 P .d ^ -p fc/) S 13 P,4i lull's. rr- O S* ^ _ O UJ r—i ft bo 3 oS ^O §■£ £ -3 - s ^+3 >-p ^S'BcCce^ fnft h i=l d 0) ‘ ■ .2 8 '3'^ic'S 0^3, ,3Q M ^•-' o-p 1- 0=w 'H o J ^ 1- K-.- CB - "3 ,3 t^> ^ 1^1 a 2 g-3 03 d '•'^ d d M CD ----- 3 g •3| . 3 t>='o .2 3 CO 5>B o -p 3 bDTi o fl 3 P >-< m CD S'^ CD •S12did2 o.d d+3 CD M d 32 2 02 5 bd® 3 9 ►>. 0.3 d -P 5V;2 sill: ft^l ® 5'^ -^5 <^^coE-i 1^..2 >3 m ! cctI^ o' 32 2 d ft ^ d o-d ° ffld bed ri O rr> d O Q •Sag'S gga |,"3 :,s s t g-ScM P ® ^ o^ .‘^3? >3!>3d >• O o. - ^ ^ d N - 2 P ^ -'S 2d b^d Sd I o 2 r a 2 F' 8 O 3 p • 3 R d -Prd 9 :• CD p d d eg cjj o o © d d d 2 & p “d'9 Od^pJ ft 32 © cp P © ’d d 4S1 o O’d '? § 9 p|s.sii |°|&|ll obctO dPd d E^ 5|d§o8 ©d d 05 ft ddJ P -7p ^ 2 I^t;^©'© ^ 6/.^ .0 ©5 3 8.9^^ i ^"-3 h.9 Sii^'^3 © ^.SwB ^ - d ftl - P g'© ^^p d © ©H+s © ..H S f9f=“-'4; bD?- a do gco ^dj2dr2r9 -3--.- O P © © *7 *P ^4 9 O g P a©^.'ft^32t^aft pd'dl^'pdp o ,g7f-3gl|-9^ ©od>;55i5^^ ^44 be ^d >:!■ © o d >30^ p?oH 1^ ft o;aft,o t>3 , ■*? d -2 © 9 «.dft-d.9 ^ d)44 o 5 O 3 CD ' “ o © '^ p 44-^ r3 "p >3 gr o P a a-d^ 9 84V bio.a g.ddoSOdj^-p©P p .- p d _, ft © s ■ i^4gi^l9g >3.d'di.p.p oS © 9 ©4^ d d}.d d o -9 a p 9 2 p w © ft P'S do?. p © d fl g g.3 >3 02 X p a © d.a p © ic> © o P ® d S &;d © Med t>3©i-i ft44 d d © © P4 ©^ "d a o o tdft p d 8 a .2^ o Unless candidate is a graduate of tlie State university or tlie State normal school. Girls must he 17 and hoys 18 before receiving certificates. There is no law allowing indorsements of other tState certificates. Diploma of graduation from county normal schools under the control of a hoard of education shall, when directed by said board, entitle the holder to a first-grade certificate. ILLIN OIS— Continued. 480 e QJ lO m w > P3 <: c o a ^ S='“l iR! Is^'i 4ls ^ VfF^ :e'^+^ 3 3,-' ^'a r-H tr, 2 H S S O'M •>1 tt oj.;ii’ j^.2 f3 'm Pi o 3 o pq ® '^~Xi o 1- 3;r--±: g (E 3 33? _o.'t; 3 SR,c B -1^ iiti 3 3 3 S 5 3J a_,'3 3 ^ C-3 > ^ 3 .3 of 0+- ix Pt • fcJD 3 C.S 3 1+3 -tf; ^ c^B 3-3 ^ PhS^-' 3 3 2 >- X'rP W i^r 3 & 3^ 3 3 3: C.-; 3 g t-'-S^ 2 tc ® 8.S 6X3? 34 3 ” pI 2 3 cr 3 ^ eg 3 g 3 >;3 33 ^ a 3 a: C g d2 B a - . § ■Si? J § 0) o ft35 "3- 3 3 3 "'^ i* in r+ 2 3 ai-g tX3 3 3 Pi cS 3 -3 ’^5 2 0 3^ fe ^'S ^ W CC 3 ? I 3 § O 3? u • Pi ^ . 3 5 p> >^pi Sts .-3 ^ m o >>3 ■3 ^ tw O ° 3 0 >= i 3- ■2 3 0 ■ ® . s-B ®3 * 3 p 9 -2 2 3 ® 3 E .50 3? e’I+S 0 3 3 -g 3 ® +j 0 ^ 3.2 3 3+f 3.3 3 3 3 E be ® 3 B 13 §1 3 d 3 E 3-dl 3 9 ■Sfe9 .9 ® 0 0-e.9 §§9 > 02 01 3 rt "^i 3 3 3 o c cs-g o o 3 a .jp 3: ^ c Ti F 3 cP ^ O Q) ® C c5 C r3 .Q 2 ^ &|P ■ ;.3 p 3 rC=M3^-S0 0 0 c p; p E O H) -|J p h- 1 d f3 3 -cc^. Sod nX' C3? O O g 3 3} >-. 3 K pH •^'Sd l^s c 0 CH dP; B S 3 w o " C °ll 3 S-'3'S^ .2 g.2 33 "a a d'p § 0 3 a . 3! 3^5 S 3 0?^^a . .3 ptwa S ^ (++5X0*^ a.pq C,-H E i- 0 be •3 o ^ 3 >30 tc-rt 0 3'3'~'k> ,® o o_®' .2^ 5 d" s'0 3 3 E ' S-d, 0 0 e'O 3'^ __^t^§d03:2b3 r-l ^ a 0‘^.®'S3'*^ ® 111 " ^ iSi o * • "o 'cc'^ r» lo cH ft d ' ■«-/ w •Sop<^^o P’^ 3 >5 ,54-1 3 g.2 08 ° ■3! a P'S !=*=0 P d 5 pH0 O 3 S <1 3 PrQ H E-p 9 S O 32 9 • S3 c-t 9. 9 s 9'g 9 9 O 32 o np p ^i j=g 3 0 -dHp 3 E 2^ Ko rpS 3 'S ^ 3 S.2 0 ^ 3 a 3.2 0 9 O 3 1® .20 o o 3'-' Pk PRESENT STATUS OF TEACHEBS CERTIFICATES. 3 S i S if® o ci O fl 2 ?" ^ ^ i~i hr< +-' ;u o 03 s 1 '■^3 ^ -p 43 O Op® ! ft t»' fl . O ft 2 fl fcjag'p o (D tn ®,K cc •2 rt-S o cc.S p rt p fl ftg ; a ft ajs CS fto rtio a «3c4! O p O O i::! ® af cc g a 2-2 • .‘^v o a ft^tS^ f-( !hP p o o3 o.:=i ftl fl’ I! p p ft P! jH ® § P p a 2 ® °5a^ o; pj o ^ P.; rH ^ 2 »o p! tiCp' goo O o3 d isPE 0-^:3 '3^3 2 S S bjo 5c ® S w c3 ® S ^ a}-2 Oft, 5cO w o3 ft Sd Sa pj ft. a .-! d a^ p . d !>> o ft p m m ® ^a d ^ Is a a' a ijo ft d .CO ft PhP.P 'd o Pi pi d c3 > ® d o ® H P? pp d'>J d CD .2 ft © ® ft > o d d ftH d d o ' P d § oaQ d d oft a I § d o Mft d > ft d ® Ih ® ft ft d d - d -p g ^8 “ a^ggp ©.2 ® o ^ ft-p-ftp" o dOO^ c^ft^o g ^diopg ^ l^oftiog > .a d ® .2 © © ; OP ©pft m 5 , ft d o © .2 o ^ © o aj .O te d y, a'8 gp .aS'^g^-Bo ft ® .3 Pi .ft o d ® £,d oftft dft ^ ft d d o H p d © d o o H « O >,d o 'g d d O © © © .- d l>>>v'M O p- •^^ft ® p d d d ft^ ftp p © o ^ ft p d m ® . d d m ® .ft ^ d ^1 I" d © O M a§ d ® O =® pi O COP d rJ ft d d d O d O dA o CO o y ©p ;; o o 23 ^ © o p ft a g © I d 3 P O ® O ^ ft o d Pft d ft aj O 2 H O fnrM ^•2S §ba Pa sag gpft >..2 d d d d O ai - ft 03 d ft H 2 d 0.2 t>ftA c 2-0 ft ED 1903- -31 481 Table 5. — Legal provisions relating to teachers'’ certificates — Continued. 482 EDUCATION KEPOKT, 1903. It m Q "S CJ cd 5 3 c2 _ "S 2'SS o'^'P ^ V^(D ^ 'S||i ilg.“ o 5 “f'- d Pa: fl Q 5Jj^ X 2 Ci-+j d |>,.d M O a d So "Pr— d i d 5 d S ce g "c: fP d •S ^ c ® 5 o ft" 2 ci£ i i ^2 b^'S •2 2' ^ fi; t— < •“ gsfj ■ rt H 2 2 ® 2 A >-.1' d ® S o - g, d ® s ^ O Mi O 2 2' 2 2 2 +2 ® © 2 •2 2 2 d ^ X MiS Sr2 H In the nation where issued. do 2 years . 1 ven.r ) ■J { T e r !• i 1 0 r i a 1 secretary or superintend¬ ent. do 1 1 11 LC in li 02 ' ' ; i« 2^ 6 i d d M=5 ® in d O is 'o Mi cd © ® t>C '-' ^2^2 S 'g P'.doS p I M 2-02 :.§ o b^.d '-d - ■ - ! d O >^® o- §-2ll?-1| g g a-^^-a — oSd d s O oM c P 2 ^ ©•« © 11^2^1 ® o © M 2 n d-P 02 d S o o d+3 d, i fS d M-'P ^ !:D O ^ C.i d. I p § ta ’^II ^ "c ^ 5^’ !® P, Si'S II iP; ft'gs.d d >.•■2 SIP’ d o o IIIsS d-P - d d ® H b d ® 2: i'2 5 a a S M ® © Crd > 2o_i - CO C d O^iSS M ;f. bi-t o ^ 2-p,' o £r d o 8m ‘^'o P 3 2 o ;ac82 I O ^ 5; d >,. 2 25 -p^ , cAd tc — >0 P^ . "■ ® 0,0 2 o la -a o d d © CO i-a.^ 2 d M ^ b) Pi el i&ii® "f’^dxl 3 - ^ ^ © d - b;2 o ^S-Sd d b:^ o ir.2f 32 te a a la ^ _© d 43 d o .d, ■ 2 2 d 1111“ •11=:-' bg fciod p: H o d - ® d c p a ^ o P i^.bi d M43 P o m'H rP .-d O-P g i>.d a CO © o •d ic P ^ 2 CO 2 d ^ Md lii ■ 23 o 'dJ CO p o o b O o PrPrP do© bl CO JO H 0-2 ® O - O CO I’l d a •pill d Ipifo I pII® ^ cci>> d o ® cS P © M --p d o o o fl-p b- 51^® — ^ P d 2 o Isli -4-5 0^ r^ o M ^a> ^ 188«: d^ p-§.E'S -2 ® fH d t>>a C P o P P< ®43‘43^ J'p 'x M d d d ^ ^ ©.a § 2-p ^ p d o P d ®"d 2 to o ® a.2 ^ do a H © © b-i > 03 1 © '-' ■s b^ 1 CO §8 ' ^ a; I 1 1 r© i d d 0 in 0 CO o pS d d ,2 Q © d d o ® '-d o l>>o a3 •rjM fP ©43 IS &5S PRESENT STATUS OF TEACHERS CERTIFICATES. 483 fcj)0 e sgsbs^rt 0-^ oSf5'^o3o .o® •SS^'^.SIS^.SS cgrJOSCciO0d00 H H H H 4^ 0_^. O S 5 ® ,0 ^ 0 ® .2 a 44 ao2. o 01^ 8 a o ^ S§ 0 '0 0 © .2 ^ +4 0 ft CO 44 ® o t>, o O 0,: 4^ O o >> ^2; t0 0 ® be 44 0' m o r2’44 ® S ■^•0 a I^S'^ 0 2 0 ^ 0-S 3 >j CQ 04 a 2 0 rr 0? 044 h:i » a be eg eg _co '0 2 0" 04 -^4 Q ^ ® ' 02 15^ ^ rt TT ® 44 fSS'g ■rH^ © © t> ^ O 2 O 0 -0 L 0 0^ • 0-0 0 ® ..0 ® 3 oS ft . 2 ? be-p .-^ 4^ ® .-44 . - 0 tj o ® eg 3 Jjjg a^-2-3 ® « •'ll psil'ls i ®-|a'^3 |S s ® ® . _ &a.2?e^s^^^^0ias 1 0 o ®^t)_i 0ft j §0^ 002 O 0 oa r, _ - . . ,-._ _L0 -2'044®§ 'ft-^ rrt d 3 ^ O |X)0 s I ^^0 8 il 2 15§ s|«|i||;gii5||||?l|jll 3 o-^t >.®44-^3.-p‘2'25 d33 0> ft ft3 0 ® 0 ® 0 0 ® 0 3=w S;® >^03'0 ^ ® 2 ^.a o^ 8.a a .d ^ S ^ ©^ Sr^3|g!>>. 000-0 >00 00*050^^0-^® >-0 eg ® 8 0 0 >>4 ;>,© •0 H 0 ® >> > > 000 iii 0 0 0 '0 0 '0 4^ +3 -P -P -P +=* c5 ce ce u: ^ ^ laa ® ® ® I !i| g g S ^ 0 04^a^ ®.10 O S3ft J '5 d,0 23aa 1 § § 2 g^s bea a 0 ■a g ® a a a . ?!l o o o pH ^ 7* ^ © Ph I-H 2 a a+44444 bcp® 2 2 •0 2 0 S -a S rp ^ _rj 40 p> Zt, ® 2 2 2 3 o ® 0 s.s 0^000 0a||3 a 'd -2 >-3 ft ft a go 00 0 ® 0 0 0 shfii 0 d ^0 .a .a .3 ^Oft > ® ® ® 0 © a a a a p< d 0 d d 0 002-^02 0202 Table 5. — Legal provisions relating to teachers' certificates — Continued. KANSAS— Continued. 484 EDUCATION KEPOKT, 1903. PEESENT STATUS OF TEAOHEKS CEKTIFICATES. 485 Q be ® >3

j^-g'^rt 0.2*3 d d ^ ^ 2'^'*-' *d ^ te ^ .2 -2 Pi p" © 8 ^ "S 'c "a S p d ffi flCWr-l, 'e3'-',2©0:rH(Bi-iror^+-' Jjl-H '’^•P S3.3 g F >-.-P FP •-■ Q.p p fl Pi g o^’p O © o 25 P 1. W _ , J_H TO ^ 2 *r-< CJ H /-I d ^ rta p p i §. ^ (D ? §iiisi|i^plil p © p ^ ^ g pSpS®©p^Pk>©^op p F jg a-p 'mmppMjziPioF 02 c/2 fp p & p: . p . :> o © = 0+3 3 © p ; m o 3 >>S ^■s-P -< d M Dp© D O ^ O P'S §8 o 'm ■p p t>i p p pt< p 1 s p o p 2 •rt p'® ^ a5 S op ^ a^ 02 ;3 J p © 2 ©■go FI -Sp a 02 a m ^P ^ =2^ a ^ (p 2^ .2 ^ ^ p S i o oftH 3 ^ ^ pg8 ^ ^ o y © cc O p Op:] [-H I ?^£ g a 8 g.So isit p K ';h= p «2 ^ © © O prri be 't-'rF o p ...y p; be © !>-i3 § ^|ci O'S-P P p o © ©F p >5 1>5 , P © 2'©’2 I Fis © +j a o © © P ^ d^o o © o 2 t> 4-5 d ^ 8©:: ^ SpS 'S t^cSiS p ©ai ,2 o .© a -p ©a p p 32 a ■'p be o ■ a o p+s © ©-P p p s F o B. ©a p a >3 ^.a 02 02 3 y p ^ o © ■^"p '2^0 S.2 t>o 8ap ©p p erjr^ d ^ CC TO ^ >.02 ^.ga * 3 » rr-/ iSa'gd§ d r r/T'^ ' — ' o d © p ©'3 '^g'SppF P ©"a o'-p d paa o p p =p a 2 © © d > p p © p Pab?" cc © ^ P © a d r^d d a ^ p © p a o,'^_a be© O P p-i p a » 53 0 ^ p 2 ©I o a-g © p gp p d p p p p a p ^ © be b d ^ Jh 2 be-S ^.2p r-, tJD a g be p'p p" o P 2 9 P 2 P 2:9 y 2 8Aa te p ^ p CC la'I ^ a ■ If g p |l a o to p © © Fa g p d.g g be a o o © P oc .-^02 P bea o ©02,rt 2 l=Jp^ p © p.^ p gs-sa Ft^oS^pAg flai a'^i— 002 a I pa M 02 2a 0 H d*55 g >;2S g 9- .2 ..'a'*-' titi i©.2 be - -,- P >. P p &Jj ft O O P -P 4J, hS '^a p S.2 B Soa S "© 'p 'p *^ © ‘2 ^ ^"-p S, p alsajis o >1-P © p M H H H -P 2 tD ; p P a >. d a 1 bc-p a p > •pp © 2 © p M © o ^ a 2 p o p''^ C« p. © 2 00 a ©a |g ili a p II © p mo cp P a-p © 2 © p M (D © P O o 2 a 0 © p © S 02 p ■© •p p E: p © o Fa p ft c« g: a p .2 © Fo 2| ^1 P.2 td ^ ’■S2 o © 20 ac2 ^.2 p d m a d pS d © p F p P p F P-*^ aa pa 2 p FP 9 F" 9 p © pa •9 p Fa g P U o ^ © -p d .2 to” Pm P Mr p © > a .2 o o i^a p Op I § p P O 3) a o a pa p p p a © p p a bey d d P P 'i-al ”p^ Fi •SSF aFo > >3.2 Table 5. — Legal pi^ovisions relating to teachers' certificates — ContiiinecL MAINE. 486 EDUCATION EEPOliT, 1903. i MARYLAND. PRESENT STATUS OF TEACHERS CERTIFICATES. ^ 4^ CO o P P CD .. c ^ fill i-r* 03 Q aiili u «■ CD ^ 3 “ i I^S^Rpb'SiSS ^ ^ , 6 3 P O M |>,.9 cc^ D § d-2 d O g o 8 qOCOO ;h U ^4^ S rd rd P T a p d ..-P o S o ® >^-S 3 ® p 2 8rOced3fHdoQOcj_^^ ytd rdo-t'^S .-CgtW;-! dScC.rtrQd ce-j3 r-O cnd>,^. C.Q=wO^O+^n!3 o-g“2c®“?'do3£7P ^oo •ja^Q.S Pj8 d 03 ® o3 3 CO K^co^ 3 a ® d a P ® d-^ o'^ bp.2r3 ^ § 3 d-^ S d o bcM Sf o cs‘3 ^l2 83§^a.S bs.sSS&S'Sg H Oi5 K P >3 ^ 3 >3 r§ d o V d JD cs d ^ ^..d S CO <3 03 -P ^ P -2 O >3 888 •r-3=(-l Cd CO <0 >3d A'd 3 rt >3 c3 a. A d .Ad hd o dd:+^ .^A d f-i ce o O ;HCd |.dS g c3 b£c3 nd’43 d fH O 3 O 3 O CJQ ,d 3> o « as CM 3 O 8 3 0 d A'^ al §a « d r^ C3 c3 o dDd .2 P< CO ft CO o3 P d 487 <*> 4 488 o S EDUCATION REPORT, 1903. rt’3 S O o Q c> 2? a --5 cd U- 'SE.s t2 -i « r2 !/! U ” o « _ 8 1^ .2 T 5 f-t r^ ^ C O 5 rt P 2 ^*-5 s'"- • 3 'S S S ^1. ' ci O : p| ; So r r> rS o o c-t-Pc SsSmSS j:;S' •■g 81 S g = c'd^S SI'S 6/; ci . ^ g 3 ■2 S s fl p S P o-ii •S t> ci ^ r S'lf b^ vr^'n rrri >~r~ Pi e -4^ ^ KS: Ci s .1:5. ^ fi ce4^ s ! ^ I '-'© ^ S I a; 2 is^i^ I w 1.^ .g o ^^'©1 o ° s „s ® cs-g c' grrS. txd^ d O' slSIlS-d g sodl^ 8,g 3 w c c5 vw fere? tiS ^ i Sol g Sd _ O ^ ^ O’ .d3 ci=M d g O g .g ° A 2 s 44 S&g&gStig gSHaoi-SS a 111 11 2 S '-rl © o "S ii^ 'gg's tx V .5=^0^ h CC ® o CO ^ u; re t>= >. C^ 6 gs dr 5 ^ og'^ |1ii 'Id r-^d d S ^ s f=i d sA^ - . ^ 1-4 m r r Vi d r O Tr s 2 o O rt C£=HrO CC tB V, © o o V. c o o ^ VI f ?x fcx o il •2|d -ll o M 02 4-^ UJ d Q . S'o'4h to 2 o g Sg^g'3 o8U'^ t>v:2 0 43 © dr d o CC r ci © 3A ci © ©do® © o u ci >^2 eu Oh 3' X © gr § d ‘■d fcO . ci ' © S2 hr 2 d 8 Ph >-.d g d h • .2d^ r r d ci d 0 rd ©qd o d^ ci 4^ II ci '43 rd P © (T ©a t»rd Ci d riS li 2r II A-d c'd P,© , © cc d ©P^ d © ©rd S'^ 43 d © o >■.•43 d| I g r d d r cc 2 d © ci §? 0 44 © rj ©A O © > r d to © ©rd i! cfi © © 40 d d 0.0 2 © §-§ g ©-2 g ci '-i 40 -P o r ,© d d 0 d ju^d © © f5d I'lilP llllls c®5i © >.K,P d g g 2's-2 g - ^ s-d- Ird gs s © dd ©-^ Ph MICHIGAN. PEESENT STATUS OF TEACHERS CERTIFICATES. 489 o o o f3 ® d pi 1-S pq i’.Srt Q U r. O .2 ^ -P c3 O O QQ i^.2 o .2 § (D <1> cc ^4^ <0 2 d lll ^ ol d pj (u.d E ^d ■■si ! m . . ^ri4 o3 o d cSo C m .5 ? dO Sd g d K m O rt d3 d ci O o o t>> >5'4H S ^'' d fl ^ d 8 8 d ^ . c3 >^03 ^as 11 ^8 PI r2 § ® O =Mrd Or-I O d ^ ® d !>'. ® d tc cS - 8 H d ^ rd d -Pd^ m +-■ d a d d^ d g ^ P I- ll -a -pd] a ft d d 3 d5 O s ft£,i> fei'd fn * rt a o ® a ^ o ® S^' fta « o o ® Q ® be 'a aa s a'o -Pod o >=§|§1§ 2 ® aSdSal fto--' o a >5 Q O ^ K M d d o o o © o © >5>. COiM a b J. o ft tp U a O TO log d d d a d M , d d 4J at gaJ -^^.S ©'d rd -p-SA’S.g ^dJ d ©’co lllfsils bC44 §.d d ia PH CO cc p be be .- o gad 3i.Ei p a © eg . .a be o ||s d © © a-*-^'oJ ^'o p S-P ^ d'Cl 2^.'- p p _ o d pq cc © d/4 •S'a.g agpJ 0-2 -CO ^.a o'© I il's d M SP © I'p i>5 T'pp Q g o^O "Or-H CQ VT) o C3 . ■a^is CO .a o o © © p -p-pdi coco [>iCC p -p d d as a 3 ft.p >5 d a ® a d o^a o o o u -p d! d o ■a 3 s| © © d p'a A © CO dnd © >> CO d be P o 'a ^ t a o o aft be _ © d ft o O'- O : « a 3 a i P! d a .ft o §a .ftft ©.tS a1 _0 J © © CO CO Q te'-p O ^ -'P ft a d ^ 2 ■Hcjd 2 p a a-. d p d a o S © © o © o o be ft d . o © Oft © d cc © d p d © o a -grade (Class -grtede (Class ft © © a*© O.S Eft'- o ft © ©ft §ftft © © a dft a m 4^ d Tj d © ■p © P d © 3 1 & dpiE Uil ^ m El d^ ft'a ft © >33 +3 -3 -^ft >3 . ■P O E-h !h O ^ ' 4g8f? dft d d o a C ^ p* O E.ft d O o O m P ft ft ft ^ CO P ft % rft © a ft m d p © O ft ft ft d P fee © a 'l§ »• fe « ?3 ^ O ft d -p O © d pH ^ d 2 ft © a P o © a Egft g ©a Ift-a ft's §) l§ ft ©. d p,- Table 5. — Legal provisions reJ at in g to teachers" certificates — Coutiuned. MINNESOTA. 490 EDUCATION KEPORT, 1903. C ^ cT 9 c s 5 a c ^ ifi - ^ ? K-O C o lx - * - ^c;3 .2 a; ^ tt;; Tt'c ' C « O -III a. a c a I? Ph cc ca bx-a s ^ c '"'r a"” n - O S'^ =i-i c a a ^ S i;a S'Pi S O' :h i^o rr .- ^c-S a j'^bEl : rt-SS a •S' a a 5 ^ 3 g a:^: ©.is; S o > 2 M a.i:' a a a “ ©-p o ^ o a - o ■■' rH a} g S s £ s 0 0,1 »s“s ^ ' b£ ^ f=* „ jT, , © a Pra 2'^ © ■2 '^'■^ g '"' ® g =“ © © « ar'aA .;:^ txa bx-a ra,2 .2 © © - c'3|£:g^-2 fa©.3ca'5 , pP2 Cl'd b,o gp g =?-? 2| hCO -p > ga g!^ u I* I1 i| a'*-' a ^ ^ >> a ts) Sc §) a'l c © a> pj ^ T-! 2 a^a-a ..ap ^^©aa a +-> « a ® o-^ K ^.. .--^.g-a a a!^ o a ■pllipl If a ..'p © pip bt o g - g & ^3 25 '^3^ gs 433 o'S_^ga ■" a:t^-S g §1 c^gg'gS'aoosg '>;5 -3 "^-3 233 ■ S h 3 3i 1 3 .2 S w 'Sta K H S ^.3 ^3 g.g H S3 © a -a •ja s g o g a g s a a t>> Ph |i sa © ^ H § 3j !—' § ; §35' ira ftcei «35 5^^ W o 3.^ © ©^ s.wa a® 33 3 Sx j CO CO o 3-^ TO o ft© I- a'p a O' g.SS|S o 'a o ^ © ©P3 ^ a 'Mfl SaSSSi a a © a © a p K © f.1 f-) =1-1 CO 3l g a g a a,L g i -I 0*^3 2 • 3- o © a ""3 |i©=.|||3g ap2 a o ©CO .gap! o 6X W © . a a © © 'd © f:) S-*^ m S ao .2 © a '^ja.S r— < ^ a S a s®g log o-d Q; =+-1 a a 2^:3 ft A ® ft © “©■jlft a3^ 3 ©3 o © a ^ca g ©ta 2 •a a ©‘a+j r-H-p a X!- g © O' !^ © 2 a © 3 ©a ® 'd.2 © © a © © ©-d--^ 2"a 'w a a3 o ho o h ^ a © a tM ©.I a o c © ft a a+? g g3 o a. a p, a .ido^o 'd A 'OJ +3 . -a-a^ g|g|| o Sc o fcxco “3 a c3 © o >5ca CO +3 3 © Si cri a © a^ 3 ki © = u o p^;3 • ots 0) rrt -2 .?? I*-! g O 0,4^ 02 a ^ o ^ o P p .2 A p u OJ CD s .£ i § & % CO -p p 2 S 2 p td a; A t>> -g o © -pTJ d © d P CS-r-1 'S ^ t>> PrP g M.2 bo CrA o-2d3 o ^ 5>)5 2 c3 ^ © P iTpI ® 2 »-< bc’43 9 2c>2 t: a g a '"- t' P! P c3 rrj -P ? p^ 2 •pt^pA Stp a ^ 'Ua .2"a 'PI S'p “ II I §1 § © ©:p !>, d p.s o'^'m a d'S d p o © > a P.2 a & .2ld.2 ° 2 ^2 "S '-; 2 a d o •< H d 2 PP! o'® spa 2^ Cu ^ o3 d ^ »»-H H &J3H aS a© H H IpIPl © o aA Sa^a-i'S^ p ^ d -S' •- © w pll|!§ 5P© 2.2-S S asio|?5 S'Bo^g'S-" d T* r^ ^ CD 1^ -SpAAA-^ Pd '®.23^ P ^ P p .^-.A©^ g 2 a h p P 2 c- a s s a.2-9, t^SAp-^l^a +4 >4 d ScA P rP 1^ K H o o-d '^'d ^ CO d . © p . O ;4-^ d^ O P g o d ^ d © c3 .2> © p d d 2“ -' P d o a o a a o '■g d © 40 “ © 44 p<° i> p 2 >" a ©^d©gd© M d P Jh ^ P d !i2a22a .a2'S ^ o !>-.d . -fj ^ S O-P .-V gop^^aS'p o P ft44 CO o a a O Q a44 S © >.1 © o .2 'A A p r-H a p p 2 gi| rH (D O O rcJ 4^ ;h o feT'Jd .h ^ Ip d © p p be© dS Pd p P p^a bX)r4 O P 0.2 >■-=.2 p g © S' A . ^3 COrP 2p p o o C cTj j:3 li p © d§ la © O li •p M a © P44 w o . d 2 p d o dd2 2 a-S r pM © 44 © P^ r^r=i O 1©S 'o © 44 O a44 ap © o t^0 p 491 'able 5. — Legal provisions relating to teachers' certificates — Continued. MISSOURI. 492 EDUCATION KEPOKT, 1903. C X s o A - 2 :S CS.;:^ ^ 0^1 Is ~ sq h 11 i'll 0)^ 2-2 D s 'S <1^ 63 ci k CC ^ Sc , H S W -ets o „- 2.2 2 4 s a) © .•rHP=i a •- © ® a 2- =^rd 3 o 3 SC'^ 2.2^f >> C© g.2 © S r-* o J|.2 O o'6-.2 '13 -t;! >>•.« ^'2 ^0^3- rt.2 ©-^ 2 © Q r§|| g S g)' •Sna! 2 fig .2 ^ 3 o'2 ^ sTrA O ib| ^‘VA 53 O A 2 o • oAcs .-. . cS O . ..— ^ ...CS • r' d ^al2 © y 6bA S o a s' f4 s5 c3 .>j A Ex . -^j rd c/3 I p g g ^1 3 i 20 ;24^a h^ag^; fctA'O 2'2 .2^ i J 2° g.s4- ^Op]i«g ^H*©; S.’2,0'yg CSS^ AnoS^' S Pi ® ^.2 S .i +5 03 A .3 -t^ 0 ft , ft -ftSSc: . . .- © ^ cs 2 ft o^ bo o' Lbc' IgA . M c5 o s uilf-.2g,©''^65 oft p3 2 ft2ftS 2,7-. A O cS k<-j^ U ~ s ft J-) o ^ © -9 ^ ©0.2 3 ©'^©..§ fttc k g d ft Ex'S Sftpkdf^d ,dS o^ 3 "2 EX o .2 ^ 2 © 'o o rO 'S d" © n=MO PI o PI © 6 © © O O^ O tS! O iX^J+i ^ uih ;-i c k.ft96| . - © 3 r3 3 .3 = id^ doS-g2:3-S' 2d'^,2fdS3So;9 ^^.2 2 O ©'^^ ©©A ^ftft Ex fci r^-ri k''-pf,f, i's?^ 2d'^ft-..r33.:“dO 2 o A 25 © ©ft E -oab|5-ggg a. ^ mmx& c* © '^ <^ cc .2 ©" r— © ©2^ 3E.? 2-k hf] ft o .- 'O °ft cSft ^ 3 d 2^' © ©c«d2fe0 '*-i d§. l£9 2'i«il|if9| dPl,22ft2o®E^EXodgr d©ft2ktxP(>^ccd©Xrd O cc H W g- 9^ CO . 5o fH O Pi 2ft d 2 © © I ki o II ki 3 ft . d -k © d © © 2 S-9 p S © O Efi ft ft^ g d © Od d5 cc d.2 ft d d 2 2ft o Ex 0 O ft o CS d © O ft A A d p d ©ft 2 d ,2 1^ ft © ft d © . ft ^ ©ift ft P d §1 CO o ft ft p “ I d O a o I . dl5 ;^Ex..g ^ ?-d g'^ ^ gg O l-J •“«^Ss;s .s| S § B'j o d ©Jdco 0 N di5*^q. o ^'g d g.§ ©5^ issip >^ © o; -1-0 d ^ g d © « d s, o'" Is o s a o _^| o s|dl ^=3 dec •d &o-a d 2 g d g d5-a >=gF^ d g 5?^'4-l o d^ O^ o o_^-=g ® o'E 2 d g d'^ W?d fH (piO d © d^ ^Pll b6si^' til © ro a d. G^ Jh © -+^ ^ m - .a.'a °s ^ i o a^ d © d © © o 2 ^ i>^ • bet) © d w-G d.2 ; 2 d Id *r! -“^ .d dgi a © r-l a ■occ^2.2®*^— I ^t»o 543 g ©?^ c ®=» g d:2 d d d.a d d'ts ai^p a C5 O d ^1. w .2-^ a 43 - 03 j3©©w-wc5^^c,^ d O'g^ a . A S ■ig-a&il||l M^dddMccbCod W W pq r§ ^ 1^ Sd^ d -d ^ -^.2 t> d-g o.a CM ^ m © © a d tr' a^ rQ.® SlIS -■d a a "^ ^ © 'a ■at- 2 ^ ^ 9 d OJJf^d © o be s a © o d he-g eg 9o be -• d ^ ^ c5 l>5 . .3 d S h2 ^ ^ Q © 8 2l^l^|o6 S5-2 a-a ©'"' © t> 4^-^-g d o« g ee-2l ||.a|-ga||| 3 © d S) a d s a3 pq H d O d 1>5 fl © d • rH CC4^ O O d' aa ^ © “ -d (M 03^ ^ © d © 23 So a 9 3 03 « d o9 ^.2|agd :s5a^©d d cS d d rH g g d p,^ 27:1 d dpHodd© ^a3© a da - d g d'g © o S-2 o 3 d d-2 §a pq a+o d d 03 © >o1 3| §3 Q cs^ II ftd 3.3 A a a d ^ d >.a .a o a a *d eg li a d op ©s Vfi © d d • 2 Ph © 3 -rg^ = 1“ pSjj 2|2| A^® d d?g d g CC CC k> 0 ‘S g d d 0 . -p ^ c5 ri 0 0 0 © 0 © d 0 0 &s 25 4J a d A d a +0 d d © A d an © . a © Sd ©.a dd ^0 CO ^e| be© aA 1^ 0 c^ 0 © © a'-g -g © d © a d -g d © d A d cc Pk CO En ©.a d g CC g-< © g 3 >. .a d 3 o O ce ^ 0 a oa dtr^ S © © 03 'd O da -2 d A 02^ d^c 3° S o d P d d d 03 o © S d .2 3 a s >ocd ® a .2 d 8 d p a 0:) o .[z A A d d d eCd2 S © d d o © 'd.a © ^ a 3 d a II a a d (D 03 -d p d © u dS d l« PrQ P 404 5 ^.2 m EDUCATION REPOET, 1903. 53 +^.2 c « 0) ai 0.2 Q -5 S 0} 01 - s _2 ^ ^ 0.0 2 o c'43'S gV42-Eg> 02 01 0.2 rSoi §1 22 33 -'bed C ;-, fe o 5h M O g O o O^ o'^ 0< ?-i ® .2 .^ •— I ^'beo ® o'^a g S .-^a be g III hi a ^/.a o o’' si o f1" g.ig g 8 O Cu iD C .sSssl- 2 s d - he's 2 § bc^e ^43 ® o 2 O d ri-rf kT br; be g >1 S42 oa © 'C! cc d p< a i:y, d 2- ^03 O M+i o § o “ vr, SHr^-g a if O d 5 S' fH rd ci O o d d O o d be o K O s O O o d W di ll rt.S jea d O O) > cc d S'? bfl>jg d O, ©33 . - d 'SSS^ s'© "o' ?^.2 o o 03 ^ Or-; a o Sa O o y CC ©"d as ■2 a |a gl 0+^ o do© CO S d a o-g d a S |.S © -^-' d >. d a o be?s o 1 = .S 2 o S 2‘-J22 ® d a o-’u 2 2 8, a; a2^ •a A c3 dj 32 a a-S o •^ © a “2 a >-ah oco't-i a cd’^ © S« 2<1 ^ 8 .1^ 2 ©3 a “■ “ i'o _.hffl o cc . ’jj © O § a . m © ft d ' *0 o:o.> . a cc © ■ I2 O I S'M S " a rO a.2 .^.g .■g 3<(-( g . o ©P3 cc a :^8 ©3 ©ffi a 5S> o'g'ga^^’ •r'< a y a, © . a O^ a "ftte a 8 • o rd be a d o o d'a © .a © © be'^ ©-I © Cre'g ; O bCrH o a “ 3.' a a .9 o “a©©oafo!’l3 ^2 2 gjg'^oA bebe^ a 33 2 '*-' d O a a beaJ'g .g'd a rid cc G< O O © 2-*^ a ■go ? 33 a ^ |s|s O.t © g I CM a a o o • a .S begtl M © O-M •g33 -CO a oW 0 -M 343 2cm a al © S’S S a 4.5 a a si aa» © M 4-* ;a © a o Oh© Q So PM I O 441 > a-g aS© © O) > © ’a © a'oJ in a O '■ © be PKESENT STATUS OF TEACHERS CERTIFICATES. 495 '^©^.2.2 dS^.2.2 CC 02 ^.2 o o'-JS.^ o.^ 2 V ^ 'S 2 ^ h3 ^ o I- ^ 03 0) > CO ^ o . .2 ^ rt pi o-iS 2.0 ^ cc is& ■“.g-i 3 a ^ ° PI g^'Sg tc O O >!3 fH b/D g Kit III- r^rd be c3 P< © rd T o'A ^£.-2 g..2 “ OOP CJ sP« .s|3° -p ^ d 2^ P 23 d o<^ ©■ M © © m ^ o ^ u- , rd d-|H •- 03 -(J O ^O 03 ' rHrd a-lJ !.S gs 'P-S, d 6JDTM' d § "ds's Tes d2’4j u odi be o © !+3 O ^id I sag ■ d bla S-SW d W CO 05 ^ a ddJ o - d ‘^.2-i g-g;> P^.p-T^ ©^.o ©rO pi ad © O -CO ©o.^ be(H c d 5 d |o2 r2 02 5 ^ CO O 'Sip'-g -P oi o fi* o ;:? i:2o 23 >02 ©•t: » d d a2. o ^ ^ 'S © d'd 0.2 o -P+5 ■o © © ®.a d §1 o’J^ 23 o i| •rH IS g- «W 4^ a§ >5 rn d S O ■ '© ?2 51 §=2 ©g cc d il Id 1 d d © © d « -2 d g d's3.=d 2 dnd 55 s m O O® © ©d| dl -p _2 +3 ©di d .B* d t>5 cc ©rd S +3^ |2| -p o'o 01 ^ o 2 o © 5 12 -rH ^ .32^2 U ^ ^ o > &d © © o 12 a © g 2 dfe d-d d a ® a Id-2 ■&II gsS cs ©'d gdg (D P< © dd^ O-d C3 © © a O 2-0 ^a^ §00 7: g O o 2.r^ o © os it- ^d^ S d o ©.o B_o d .2 0 P< !>‘-P t7© .■d >> © p- © d .& o a ^ d d -2d 0 Ph © ■ CM O o^ |a nd © be.g om d.liJ dd p d bJ}d S>i© ddl ©.Pi -p dd ■d gd ddd >d-2 p>o.b §15 l|.3 o . o d dll og cS-d o © K ” 0 © 5!g d.2 > >3 Pd pq o o Q Q 00 O' 2 d o.-p d 2 ©p fM r*M o c m m "liTe Sid ©^ P d l:| d p © ^ CO lisg ■d P o 2 g o'p.a d © © 0 ■^dd d -p d d-d 2 p p d d b;} be p d "" © -ia d*^ p c3 ^ ^ Id ag.d d g §g I dge® I o p=od t>>u beg^ doQ ^ d o © ©0-0 d_i 0 P P-d © o o d l.a >1 ^11 i t* rr 02 ^ S'S o 2l^ td^ &^© d o^ dgg Iggoggg'd ^s©g©S^s d>,o^©o^© ^g|od^^8 © gd rtd d d^ 0 0 125 rd rd 43 43 d d o o a.-oS^ © d © d rd >d t> 43 O-P © g^g^ a.as.d “O cS d d © O^ >irO m ^3 O o d o OcG d bCo .a^s g^fe §di d §S3 8|« © p'-i |S1 0 © ^ -p Odd 1 a> te©^ g d'P o-a ° rdd ® © g d “E® 3 IS 4-10 4-3 O doj dr2 O a"^43 o . d r&lg d P'm ©go dgr |d p 01 ■ p ©■ bird dgl .2 o; d d p 2 o-p ^ a ’rd'd dg a.! d -P '^a .2 o .2^5^ rd d 4?td d'43 02 bed il d o +3 © . 01 1 Table 5. — Legal provisions relating to teachers' certificates — Continued. NEVADA— Contiuuod. 496 EDUCATION EEPOET, 1903. O S S’P l| u'o o O O M I ^ s 9-1 3 ■3 ic o P rt S S §: g -2.si^ T. c'm :3 ^ .3 "3 h' S':; 3 1^0 ’3^ p ^p-3 o' g rP Pl3 3 a S -1 3-P! S 9 M OC „ o yp^-ii r. P x: pVf , ® X ^ . t: 3 i£ 2 P S "'h P 2 P p -Sh:! p p p bT 2 . O O ^ P U 3t^oS3 33 5^-- 2 o 8 o.^'^ 3p^:3-2 33 ^3f ^p t;| p s «si.3.-gS.§sS.&§" ^.2 ^ - « <75 -•- tX fcB-e I jy§pp§32si2 2S p.pp3Sc3p+2 3 ce p 2 S Pi SI'S rP aj 3 >-=> -p p3 Spg 3.2^ p-g- ga Sj2;§ 3 . -S'S I c 2 02 02 >'-PrS iai •sap . 3 5 o p 0 O O OQ o p p 3" 11 pit 4^ P K p P-2 c 3 P 8 02 "* a o ^ p p 9-1 as PrP O . P 2 • ft ® 26111 !;d tx® p ftp o3 • o aiti pft p a p fto o a| ii p p t^c2 o 3 2 Pft P u o M O ■P o P o «ft -1^ M P.2 .23-8 w ft 02 02 ill SI p ©3 2 p 2 8=1-! © p ^ 3 O o rl © gSS 2 p'^ cg3°S^.S3 l|".i§| o P3 tc P.3 h a I ^.p -g p p' 3 ft^p p p ^ ft p ^ p^Po^pft o 8 g a.p >>^..'^4:r $ t>^>1 fl!) Q 133 s a'M 3 3'' o ®-p © 3p3 © •aggo 3^"-^ p.a go 8.-3 .3^1^ 3 p *^p 2* o © . P P O 3I 3 Q PKESENT STATUS OF TEACHEBS’ CEKTIFICATES. 2 bo i Si • o . fl .S rt PI bo rv-’-J ^ h> :Stglisil;S ^ H bo g< g ,D ^ , bo 0 >— I > hS Sq ffl ^ fjccco^pjpicc^-io Si2t>,P.o |li|l®«|l o cl r^_ ^ -n ■?g§|-SSa'"S flCi P^®o3.Sfl^ O gf -H PI O ^ *r^ o ^ c' lO 0.) O g-pa^'g^agi Bi-ntsm c3.2hi>dSa)cS^ ^+3boPaflOi«|^ H W o Hi o . CC _ fl ^ g O-^ II s ^ -13 o ii p gr^ g fL-S pi . O' c3 0 CCig S-pi •rt -Ss 0 c3,d tpl-p 0,-i O CQ 11 PP 0 +i -1-3 Ice aa nH_g a s o o PS o ft-d o >A ED 1903 ® d O^- ^•|1§ ^ P.8 fl 0 ^.a ^ drdC/2 P •EHd ip O g S^, ■-+3 O P © §s-ii _g 0 bole ® . ^ a p M o p a 0 o 2 O -p ftrp 8 p 2'^ “ i|sl1 © PjTP Pi a a a § P PrP O 02 O g.af'^'g^ ■gS'S'^lg - •a^2^ p^& -Pd “Pi w 0 © o ;h “ o -13 0 ® ■S^^gfeSp p.a a 8 i.S'^ ® 0-m d p ©11 ^ g © p^.a.2 p^-+^ccd © pg8®^^ S P'p'd .co-^ •43 p'ES-aS'g 2 p p 2 boo-s-a ^ iB.a p ■d 0d.2+2 O p s p 0«M-gt-l,© -w t O I p p 2 ® a © © !#« I §3-2 ^■P |l| ^I'S'g&l a ® ^ ^ O O t»d ^© ® ®, ^d, ■apti sgsg^fi .-gp®^ ;aa'ad8^ >>® a 2 o . ^P2d 0 „ ® 1^ ^Ti'ccd © p ®^a^ .0§.2d^g 2 ^d u ©dd p o P+j . S'^=i«ip'gg|g.s| ) O ht.. r ^ ^ oS CD bp ^ ^ d-E3 ” ® 5^ ©2^ O 2 ^ p 2"^ ^tp'^ o^-i ^'^ © 2 •P pr^ ceS-p^-p.2 ® d-d a o P ;-,■£ g-p'^d g © § p M bod=S © g P odi-^-iSd o H H I'SS © 0 >i bo t>j '^a ® M 2 © -4-3 r-( 2 © o St © © -(d» 02 2 ® 2 ©d 0 2 © fli © rst-grade tifleate. 'ormal sc certificati econd-gra cei'tificat* a ;-i. o p © -IJ p cate. hird-grad certiflcati pecial Sta cate. "A 02 E^ 01 497 ■32 Table 5. — Legal provisions relating to teachers' certificates — Continued. NEW JERSEY— Continued. 498 EDUCATION EEPORT, 1903. o||u 9 Q ^-2 ? a; ci o o oD CC r-lr^ Q C? (D cs o ptc't:! o -p o ^ C K " D 0) O - o 2 ^ ^ S «fJ o CC 2 c5 ^ Or^ O ® 2 « 2 Sq-^ tiC <2 o p; p p! a; c5 O C 4^ o ^ g p 8 ® =3.2 S ’-*3 p+3 c3 P «3 pPc3^ Op •p O C5 73 5 ft ^ s Pi .^2 P =3 S g - ri o t£ P ti u P 2 2 o P g p) B*9 c.'P n ft-i^ ^ O J3 ^ ce V S:2 0^3 + ^ S-S4- O ^ o ^ o p p p i)C tcS 03 >5'P • 03^ 03 'p P o p « P II|3So|2^’R;.p .2-3 P 33 ^>-.-^ ^p p-s O g.5pa2 s o 8) ^i|sS'=^r§ip|s.ga e|ll bS'5 2.lil 3 05 ' 03 1^-pS . c2 ^ c/} >^*7:3 Jd H H T^S'^gp'^papSS*''’ •2 o .2 ^ ” .2 § 2 'o .p Ip o s -22't^Spp£p2^.2 5'i>c2Pp-§p P> -P P P O o 3s 03 P 03 03 P,TH CC 0-2 o tiC b — _kP 2 Q-*^ p ^-p s’it -^a- p — p<.2 p 9. 'p p P g*S 2 cc « O^g 3^ p ^ cr -2 rt -p p P oY o Sop g^2 f-( o p •s^p P’aS 03 03 ° bl 'S 5.2 2 p2 o ® o « Pp o V P g >> C.P a ^5 a 85-2 |o8 oil 03 2 ppiS O p ^.2 O M p >. pp O O p,^.:> -'g q-, O >rt§ .2^ ^ 2 pH 3® ^ P 03 II 4 ‘^-irsl.aS § 2 P .3^ ^P 2 p agop.as o .2 St > C -+3 ® ft ^ p 2 S >, -Pr— ..H— P 2 p i-H ^ ^ ® a ^ d O ^ bc-i^ eg p I p|-S8g^ ^ ^ocPdgg p 3'ad33.2'^ ■§ g be p 2 33 '^'9.2? § i"|Kt§ ^ (D O O^ • ■ JD s p p a-^ 71 ^P'P.S op > d 33+= ® Sd^ip^ ^;a1o5S« O d— o3P P'^ P 33 P '-' ® p.s 03 a P-P.=s Ss^llsg gal-^Si ^ o>■ pq d PI c; 2d3 ©F ' S-PTr-fn '-' ! d d £ o d J "S Sb*Q -'o S) c3 ■§ •d b>'=®.d 2 m ^ 0^5 d d^;:; d d - >^.2 -.2 o 3 § ■^ d - 5^! ^ ^ ri d 2 bP! M ^.2 P SnS.dOddO ®dS 5-1 ^ t> QjTd ^ ^ rH O 4^.2 ^ 0^:3 d® cCPa-S'd'dM X d bj^lA ^ pd O ^ O ?H d-d d d O Pi d ■+^ '^ '■<-' r ^ ^ o Odd© PlOU H be ^ d g £-© S' r^ Pr-H .d 2 3'^ 2 •-.54^ td © o d dr^ '8.^:2 d -iP'o © ©i^^-©-^ a d^' ^ ^ d go d d'g.a 1^d%g -313-^1 'fc,S2-d.a 2i ^^P'd'g Ifl g S %ya ■2 o dr^-g .2 '^©r-l © m ft o o ‘p p* o . ^.2 r-O 2 d4^ P d'dp So.pg^' d<<2 M . 3 2 S'S ^'o O p d 8^2 O © . d © © ©gS rd CC O ■3 d p P © o3 d d 2i-h ©2 a '5'^ d o '5"p-3d^:^S)p2.SrS iri ^!>>oSp beqird ^ d drd © d"^ O d -piOX!-'"''— ' d d OrdUe-'^rd'd '■'2 ffl©d3 <«33d=g,g S -• d gd|||d|||jgd'|)^.^- U'js d d'd^-S'S'g d 22'S d C^j • dSogrdoSr^ r-SaRd 27; •d "3 d"dd2^dT:j©2'^*^do'2.2S2 d'S'S^ -d ardg-g-rs a © ddO feoS Pgo^dod^berd dri'<-iPlrjddo^d©dcir''ddd WPi O d-d d ©P M d boP.d w W H H -d P d © d r'-d O as^^be <| ©>^ Pd ;^3 ) !=i d d-ie-2 ©cc (> P^ © o © ^ be ■ .a d .2^ Sd -p be '-''d , © 3'd* i d a P r ° be r^.a © d I'S P tn .a a © 75 75 0 p aS p d 2 ^ © © p d © 5^ CC 02 0 o o p . d © d^d .2S) .. (P ^dS” il:s« ^ ^ P. O 'S'^ d d 2 © © d §2^-2 3 d o'd^+i d'2 © d ^^'+^ p.a .2 •P'2 "d © -gl^ dS & © .■©-©© g §2^2 p©cd-r©a2 ■d Ppr©; © ^§©d5 do^g.2^ 2 © © d d ■_ ©.S-- © dT dPP ‘■'•P d 'o g ^ d © gp p- © 2 dA d d d p2p2 a d d © ©.a © 2^ ^ p © Eh Table 5. — Legal requirements relating to teachers' certificates — Continued. NEW YORK— Continued. 500 EDUCATION KEPORT, 1903. "Tl, 'JO -2 .'I -P o s ® g o ;-< "a P< c3 S c ^ GO • .. . ® 2 ^ ce u 0 p^a o H . £3 M O Or ?? 2 a (B -3 6/) S P 'ri t» r3'v> t>-3 ® e3 o'© c3 3 ^ I rl g^© 3 “ R ® 2 © Wr^ © ffi !h ^ © ce .11) © e3.£:3 2 cUrta ©• a gs g 2-p' -p ce © -p cs -p © Q, © !m O s""r" t>n cS^ p ©' t>'p'Td a 3 © g , p p § 1'^ 2 p pa 2 p-p ©-!■£' PP> =« 2 3 2 © P P O -P'a ^ >5 ^.■3 >5 w © . p p © © 3'p g.2 o . . © © ^ © 'd -p p p' p d p p © t® o bcjd ■© o g © .3 © ^ © ^ CQ a Branches taught in the public schools are: Orthography, defining (reading), writing, drawing, arithmetic, geography, grammar, language lessons, history and Constitution of the United States , history and constitution of North Carolina, physiology, hygiene, elements of civil government, elements of agriculture, theory and practice of teaching, and such other branches as the State board of education may direct. (School laws, p. 25.) In this State the county superintendents only are authorized by law to issue certificates. The law allowing certain institutions to grant certificates has been repealed. NORTH DAKOTA. PRESENT STATUS OE TEACHERS’ CERTIEIOATES. ® o o o Q Q ^ O O OrS^d tsi a O P £§•? " ” g S p i3go- .fc o ^ '^-1 P* bi g C3 Oi o Pr-rt M ® Of 43 ® &c So .S ^ ^ O ''*.3 ! *rL >i sc W s' cS M 2-S ® f3^ .-S'S d eg O O 2 a o •a o S d a g ■*^ Vr O -S - bc° 8 "I fccf? te O m . be Pe® Q be C ujj 3 jr-P « a ^ cc o eg 4J xii-l p,s a tc W CD s a w fe o •Saal^ .5 - U%h a 5.1 a 2.^ s E^s S5! J«"|a ^.sS'g'S 33^ S c,OCo:) f^(X) p b^ap g ftp ^ $.2 0^ a o ft-iJ o a CD j2g8^L-ft S ^ o S ® 2 .-ft-S a c3 p ffi a a . -CO S'rt.s a beOf^ bpt^ .a 8 8 ft2 a g)-g +5 bep '=^.a£< a iZ 1^ 8 ^ is O o a esp 2$ a ® qP p ^ o o o - ^d bo’fep p o 8 . P S4 ftp P P ^ -'a P o P22 ffl o M o ap |8 _a_, a S ;>iO a a o a <0 o P.S a'^ a m bea p a f^.2 8a 'So ^ a -P O •a a f ® fti m o P a I- .M aa a a CO (0 p 2 a P a ’-*3.2 ® 2 a> a ,-1 © a a a .2 'm ^ • '*-''!3 o PS43 a ®.a o g ©3 o o a p o S P.2 ogos > s o 'a ^ !a w _- t«i 228 US3 - . a a ap s a -la « I 2 ©Af 0 4d-g43.M o a a 501 502 s o §1 0) cS P EDUCATION KEPOET, 1903. Hi s*oQ M O j:: i‘.2 rC O 43 +^ra- o o cS.S o lil 42-2 O ||i 2 2 o u ltd d^-e C3 d q r-4 fn -4^ a> o ce j 43 -g tt) ‘^. ■ CO IHI o o-d ^ R o 2 (343 rd 2 ^ <1 O be q 'b£'^ S O+C' f3 © . . ^ C3 ^S.s||| +3^.243 >. g?^§«| d.S d aj c3 o xJ d’d^'d'^ C3d-qrd4^ q_i © 03 43 O © :)-l © « I— I ^ o d M Pd3 d H S ^.2°- ^^.2 •<-i F>j Jj d-^ d eg Orq O d ■43 d o-d d eg 35 d ■d t>>d ^ i°iS' U P O • S 5fd3 " 1;©- X.'t-i d 44.- 1 343 0 § m 43 -41 d . o ^ ig j© 33 d dvd ©O a 3 d o . a© 00 o in a d o . a© (M O in P,© in 43 -^O- rd a © 2 ® 44 ^ ©^r <1 cc cc © -41 d i-j3 1 i.* tut) Q o © 43 © a© a ft d, a a 2 2 ■■ o a^ 2 2 © ft-p t 0 .a-dr- .22-2 a ©I -4-3 4-i rj i:g ce-rtj'^ P o .a s .4.^22 © - 4i d -p d becg © d jh a.a a a g^© H Ph a §-s „ ©2 © © =41 ^ ;4 , d _ d'd ® (D P O a&t 4 " © 1? p, 4-1 o . ^ a ^ © g.a s ' s a.a 'Si §a laai'M 4( © d d d §.a©go ffl o §d a I a i go O I© 4i la ^a w .1d © O cd ® o 43 ^04, 43 . © ,-. © © © o 0=4^ © O . ' eg 44 43 © d ©43 ©■^ O'dr-. ^ s -^td a a © bc^ d © © d d © o -4 . eg © .a © ©td .a O H © © k2 d © o d © heg S.td d2 >> 0 a 43 © ‘^ !^' © >, © ?2 3 © © © 22 ©2 .4;-4.-d©^©lS+^d'© P4 ft. H H O ©eg © © g ;© be © © o eg ft ©©4 © o >1 1 5-aS o a 2^ © c tie© bxjS 4543 ^=0 2d^^ '«2 2'S J-© cd ^ d ©'-g ' ■R'd © |g»S 22- a © d43 2 aSiS- d'C ©'© [<{4^+4 O §1 ^ d © ©^ 2 o d r1 o *-‘ ed43 43 d u d , © d S ^© • ft • © ^-4> .10 d iCC © V, u cs®g d|^ d a*^ d g © ^ 2 a ^ o d ed s © 2 © 4^© ^=^43 © d fg PKESEjSTT status of teachebs oektificates. 503 •43.2 < .g .2 cs ^ cc 'o cS ft tl£ g P. o g g 2 g © S S cfS ° 'I'S ft g g pjft ^ gft rtftft ^bfirt.2-M-g 5 O ” P< -- o’ ft ® t>; ^ S • r3 O |,|■|SSil||35 -^Sr§|ft^.’g ® a-S ^'3 ^ °-S=2 i ^ •S a j^-s^ ^ 2 g 0 r3 25 2 2 "4-' . •- jO >g © p^ o sa3"tH.2^asa"-.o3 >< © ft g , CS >i M .45 ® Q StI ft© ce +3 tXft S ?! O © © . ft © 61!) ^ r^.^. 2§ fctft ft ft eg Si 5R « © M ft © ft a ©ft U fS ip m ft © m ft 2“ ft 2a r-2 fnft 2 ^ 82 r-l f4 CSft a © u P< O 0 2 03 Oq 2© ft 5 © 2 o cS +3 ^ ri 2 2 t>>03 ce ft 2 © _ffl2 PI © O 2 p- ■43 0 >■'2 -t^ft c 0 © u ft © cS ft bil M ft> O o I © o CO © 504 EDUCATION BEPOBT, 1903. S o g> 043 2^0 rt (i) 11 A m ®-§ S'2 S^ ^ Cf 'ti § '■^ ^ J-l ® ffir^ o a; S o p-f- ?;-a O 'fl_Q-’d t'T 5 U U a d 0 PI 's^ ’^al Pl^ P) 03-d a 0+= o u a<] •;3 iP ^ S ® g'-H-e . '=’ go t'., . o o g if bcif'o ^ '«'d P('-i3+3 jp C Qj ci.ri'^ o3 ^ ^ a o E 2 -+^.a "c- ® s^ .as .2® >0 Sashas' S 'q._2 ^ f- =0 ^ a ® ^ v'r ^sg^-E:§^g*^-S|-a.2 I s ^1 i-il gslsti ^ :;si s “| ssi : is |||| § &Jf| llli'^ g il'S'i § "■g|'3|5 a .5,ipo.g-j3oMc3^5a2Sc3Sc:-^f'3go-^=-2apP ®-^ giSgart'^ 5p'^^ a'eiaa'S'ocrt'a*^g®>2P!*''*pi2rt'®^abc ^ ^ iPbc^BS cePiSciO.d J^'wg.clS^a ® iz:! d Q ® tM d c3 d r5 pa-afSusf^^dd SC.CI rt M®pPXP<« O oS 5 ra P< • n, 03 Is 8 S i 2 rj p,4^ rrt p3_ CS-JJ fH 043 o ^ “ p< . ftbC O 03 cl E gi ^ -pJU -r bg'S ^ a a .a tea H , t^'2 i.ai > d O J-I fcjoo r;1 o > tJ3 o ® Cl ,-<^-1^42 ti-i o3 0) O^ 60 53 60=^ ^ o *=l g-Sa o^i'A 5§« si.a^ ^1 M 0 -S © a ^ ai 0 •Sol all a O ^ o 2 ^ -p CO PI -I d '-JO© 43 ^ CO 9"^ 2^ a °8§i?° 60 d d r>J -(-^^■J-' pj-jj . ‘Ord S o'ord , to O , 60 6^ ^ >> Ji 5 ^ O ^ o -C o d Crd d c; d o o -1^ d 2 gd:=H o SA O O 6c p d © O ©rp '~'d1 d -H O I i^-d a a. ^A I© © +i Pi4J ^ ■^P-2 4? © . O O CO © Q 11 cS d o 1 1 O o3 O m a o ft "rt a CO Cl © d3 o a . O cc -a d.S' ® c3 O CO ft d © 60 A d © a d o t> o 60 d d c3 © >.a ^ o .2 p rd § 03 ^ •8d a d ^ - i iSa-aa ft © cS^ d t> o M 03 ® © O ^^560© llll o d ® © a •-g-g ft'^ C cS'Td 0) ■^.2 c cl ■ cS © > d © d S^p’^ §§*^1^8 a ailft © 1 1? 1:21 1 p '[^ft a CO ®'co S'3^'3 o d-r^ftpi d P ^ d d ft^ o ft©o<3 .'^A p CO dft ;>, edd © g.2ft d l©^ld°a AcSiSg Ssssgl X OJ C3 p. Q O tH * ?H r-' S-- •43 tn'^a'f'ga^ ft cd S©a-dd.ap ft 43 fti-i c3 P O © © c ^d^oft'eo^ P ^ !=s^^':3c2o^dop ft! ^ © dft Q,Ptp.2.E P ^p's-paft^dp p © p P4^ o^-p P f ® 0 2”^ (A 2 S..*^ ® l'^ rd rH ^ © 60 .12 ^ cio3+^Sce£©®ft • o®c.2d d'-'d 1 11 0^1 a al^ 2 too a C o d;^43 23 o^ d a 604:3 g c3 g op 2 © ® '-' ®ft^ >^d'iH 2®'d^sas'gogd '3 ®.ft d ® ^ a ® ft d ©^ O g'^rp-a d.P -o^P^wP^O * — ‘O o©-ggsftg©®^A g«ii'sisa|gs >S;d d d p d^ a^o'g.rp © o B § ri d ^ rd 505 traveling fees from residence to place of ombarkment. But the expense for fees on board of ship is first paid by the person. The salary begins when the appointee leaves home. Table 5. — Ijegal provisions relating io teachers^ certificates — Continued. 506 EDUCATION REPORT, 1903. ^2 - ci a’ .2^;:1 ^ o u c QC ^ ^ X ! ce* s g o a o a /a o a ai •!; be br.xJ a : a am . i_K g o' :H be P a ' Sa C o S F ha J a _s i-a -fs m p a be M o a o o 8 ^■.r ■ beaJ X ' a I 2^8 o °'o 1 m O a a « a ^ o o'^Ti 2^ . Vr O ^ ^ ^ vX r-j X ^ o ri X 2 a r^To X =22^ Plllll be"^ ^ M 5 ^ a ■S 8 O a ' (X) <1; r-' ■o2f5 O a a o a c3 ^ ^ ^.a “r^ O+J J-, j3 -rH ! o be^ •s.2-i§ ^ati cc g O •2 CD a a ■^1^® a s 02^ c3 a =i-i'o M-a o o H .2 O +3 o S3 X «w *0 2^ o X . 'gSgS rtf 3 3: O -gf^aa •Sc afS C K a ® O 3 O aa aa a a P na P aa a 0;S 2c2 a 3 'ti 3 'be^S aa> W 8a ct: > ^ o a 0) g ^ d a S Tn P 2 ^’8 p a cc isii“S’g^ s^.gg'S: < c3 a- P ^• Cl p « ©.2 ■d-P 6c 32' as p >>' a p p a M P 60 ft H l>i® 2'^ p ft >;.2 S •p 6C°'§-Q te O O p^ .60? ‘^.SS'2.2 6C b=!:i O © 5^+3 ^ (•r*^ o c3 ^ ^ 2 S ©-5 o d? p'^°^.6cas .•| sill oil “I Il|fl5i| ggisiiss^ H OQ P a-5 Or^ cp *=> S p» ta sa 6C,_, i o •ps is cc ^cp p 43 O ^.cp 'Pi^ P P rP O Eh d c3 O P o © o © P3rS Plr^ 6o6C 6ji tsC P ' ■ P"P . •?H 4^ (D-S £ o ^ -f^ ?d *3 4^ ce 0^ ce t>cp © t>-p © p p ^7 d 2 P S'7 2 c3 asa ©C5 M ^ p^ © o oS a Acp o P'S (- © © ^p^ 3 .a .2p o .2 p.a © 2Spi at 'P >>P o 60§ ■P g rB |o|| ^ P *>.*-^ 3.2 7^ p O © 6CS 'P-^og p >3C3 60 lyi 11®” I g ^ c3 (35 a 3^11 ° 78^5' ^ © P S i p J ^ O P P P 7 ^ a p 7 © ^§3a a © g-grP © o.a> 'P S 3+4 J3 ^ 3p|^ 3 S 3) S3|| I sSs I p p p, © -iUa - ft o sT P O P P ^ ■p.2 O' 7 P ft +^ © , ^•P'O 3 w ° d |3'P 3 o-p 2 -p ©43;3 §g§« P-''' QCM S p p - §.2 ©I ' ft ^ I tr ^ ft ^ ^ 'P © © P P 2 < Jd P P I© 60 a © >> P a m I © as di-i p o . 3 P'S © p <<;a g © s -O t^ O © ■=> 507 Table 5. — Legal j^rovisions relating to teachers^ certificates — Continued. SOUTH CAROLINA. 508 EDUCATION REPOKT, 1903. li o ’T. ^ A s- : T. %<‘SZ r\ 1.2 Ci C ^ *CC c® I bCr V. ~ ^3 S S p c'g p! 3 s.S'^ x-'*-'' , ■-1 a; w 3*^ S Pi. rA o j-z: tc’ .- ^ ~ ^ r: ^ ^ P> '3^ .| ^ 2 5 If 3 OL^ +3 J3-S s As §-2 ^ 3'3A 3^ i||5 3A 2 - 3 ®^Tc2'3 A o'4:^-'^ d S+3'3'^ i 3-p.s ” aA ^3-S 3 <1 ^ As SjA c a P § H H 3 .5?^ C cy d o'A 2 .-S o '^.S A .S 3 ©A 3 0 3 o O "^32 .1st A&A d d.3 A 3 043 J2 d © P* A'n3 3 O i's o A d u . qp bcA >=A ..■pj 3 d 3 Pi O0 . d tc© A '-Pi >=A -ptS 3 d p . OC5 © w d . d ,t3 8 0} I Is ai 2^“ ^1 |l A gw ©2 P,d 2^ a§ to © CJ A§ d 3 A © d;3+^ S d 3 C A d . ? Sh ^ AS © © '3 A cT s A © © A^ is © o A O d -*-’ sx) I geP^ gS 1.3 d 3 3 o & -i W © O '3 . ^ ©i;t3 Ap- . >>C3 d S SA-gAS AS Pa 8 2 s AA 2 ^ a>42 ^ c ©A 5^A- ©•3 © 3 © A 43 '-' ©.© 02 02 © S '^Aa ai o 3 43 AS 'cA A © ."S !W ©g d1 cA O 3 ©A A A 3 £• fS-A s ^ A-tA|§ iuii oAaAa » 8 b g § 3] A o © AAA A?5cc1^ ^S o-e- K >50 P«M A S’-^^ S ° III”’® !p i ©^ W 3 O r^ Q © O ^ 2 S-^ S.S ! © CO © CC dA P'05 35 3 P i-i CS |A © _ © A-pi «^A © d 33.3 A^ ©A ©■« O . O ?2 © . s - 3?2 il a:; 3 m ■P H g A 8 p © '*-' © © CO © -'p' 2 o 3 ,t3 ©•rH AA 3 "^ © A o 2 1|iA^ > A 2 <0 3 ©ccA^ d g«e|a s; A'S-A-gs ^ O^S § ftd^- o do© 3c4_iS CS 3.© ©S Jef^ O © p^o ;.r3co 3 ^ ^.2^2AScA S-S.A > “^ ^ CO 3 ^Igg^iAgg pH O ©H t>ppPH^ 'p g :: © p w 3 i State certificates, (Report 190^8, p. 84.) SOUTH DAKOTA. PEESEKT STATUS OF TEACHEES CEETIFICATES, 0) o P- CO ft . ce .ft'-' O .ft'-' U H d d ft-# ® CO -2 2 II II U 0 ft s Oft5;ft o ft ft ft ft •ft a |s°| s| ft sic a .2 ft ft^’S ® ■-Ijj S o 2 o ft.3 C ft ft ft -I m oi ISAc ft -ft. a ® 2 ft a ft ft aSs.a o O >;b^A-SA •■ 3'ft ojc? ' b§ ft ih a ft o |si|isi ^ /o ^ ^ O ft a o a ft.ft;ft ® crt ft , to O .ft ® 0) ftsftn ft'ft ft +3 uT t> ;i( ;!( ft ft O ® o ft 'to iioft ^ >i a '■ ftft Ji S'S ft ft ft.aS tft “ ft w ® a; c3 gr^ '+f 5c ?-t n; «' .S ftCj ft; -cc •aft 3® O 'a |a S O O t>D .- ft ft Vr ..ft iitiC .w ^ TK uij '-yj -9 '•'^ O rf ftT^r^ o . . O H ff ft ^ 5c o . . o rS S ft^a°®A^ O O ® ft S o S fl .=1 rC) ^ ft /=! 2 ® +3 o -ft bJD ft 1> •3 &.SS “I { -a ft C g o .2 ® ft-ft o^.-ft ft 2 o ft'-' 2-siac l§|si ft ^ *1^ aft^^ |I ft tj ft d S S-ft d be a, ac-c I'd® a^rd ffl > ft i> Ph 302 ■d o dd >,S>.ft be ft be pH *0 d^l a1^ « d ft d ■aSa - d'ft'3 ft a d bcftCt^C^ o d ® ft o ar-C^d'C Ore! ^ Ji O dd3 ftd'M |>^ H W : dS bc^-^ d2d gda . ^>=as ^ be d • d 24 O ICh o ^d :s ^>,^'d o d c 1, d‘43H >> •d ft ^3 03 S ^ |.2^A.s d-t^.-S p,d cd d d a 8 '■ ' ,!3e-S ■ ■ be 9 d ft d ft ft ft H -2 !3E02 W t a m >= —I -l-c .2 a ft I aft Ss d ft a® a 2 It M ft . d d to ® ■d ft d d a -u ^ m d d o — O -e c5 S 9 ® d ft ^ ft CO ft'd ^ C d O >-.0 cd ^ d4 d d t a a ft ft o ^ aft CD.d' d^ ©5 CO d ri'rd -- d Cd gtil^lt; .d.fta c3 CO ® d-p ao ft.d ft d d S ft he'd 24 ft H 509 510 EDUCATION EEPOET, 1903. 1 /O s H o a >* . II If o:-l St} mo rS o °l sZ -M i y ^ p, p §.2'^ ^ .g :S r 5P i>fi 0.2 S rt ^ 2 .■'y 2 2 o op: __-P 2^2 cO^ A ^"o-S ^ 5^1. 2 ^ =2 SI a ^ ^ 'W ^ ? O o ;q.y r^_ij . tS P ® d 11“ ccgj P >■.•■2 fi M k 2 g . S S 5>C .®g.S. o 3 2^ 2-25 0 c'^.y ocH . .a g ^ a §5 O s 2 g o p %t^m S d ^-3 -t^ ^^JJ _,sp, tlCppT~'^ rd o-e 2 . •- S .— ' p d ;3 C3 K2 « - « o'::5d'»'2a*-^"Oga; ^ 3 c3 >>^ "Si ^ Pi s 2 2,^ 52 g* S « ^ af'3 i ta cs a ® w ©5 2 20^ "I -rt it :3 K j3 ^ d d S “ ? >jCS.p3 « ffi.^ ^ mOI SH ft M 5 5 d 2 r;; 2'''m 2 +J d r d d ,3 ;:2 O r^'t-' ri o ^5 ^ '^•2 o o M ^ c'g.i a^d dc3 .a =3 6‘ar§-2f,d's.a ^ s 2 it u*-*^ s 'a 'g it'd ^ddad"p©aic>>oog’a^' ^.a5's a'a i a.a a ss a^5 i ^^.a ^ ^51 §5 <1 W H d d.2 H d 2 cc o . 'OJ §•2 o 23 8 o O “ 3 ..^'2 3 a « s o ® . ai4->^ ©dp cS.2 •r-. ^ (D^ 4^ gfei1s;| -2 ki'ft+j k>d © ;h -rO © d W "2 o §d ©■a 1l !h ■o* o o h d a a r§.2 as iX)« Graduates of tlio State Peabody normal college or institute, or holding “roll of honor” certificate are exempt from examination, and their certificates are good throughout the State. Heretofore life certificates have been issued exempting teachers from further examination, but by the action of the State board life cei’tifi cates are forbidden, and all who stand examination this or any succeeding year shall be granted certificates which shall expire four years from date. This does not interfere with parties now holding life certificates. (State Superintendent’s Circular, April 8, 1902.) TEXAS. PRESENT STATUS OF TEAOHEES’ CERTIFICATES. 511 8l £8 PP i c? d © (^rd ^ .9 cc '^on as in ?2.9 , Sp-2 _r^m dP-'^.2 >c g p ^ p^ P 0 aS ©"p &e^ Oi P p-d ®s drd r'f P t- (B Ard 0 §r^ ®r8 00 ^ PrdP p-'^ d 0-^3 . 0 d P P P P P • P'S p a 0 P P c3 (D 0 Pa •rH d d 0 d P S A AS* d ©iSA o3 3Ctio as a 1903. 0 0 ?l 0 P BCtio amt 1903. 0ctio arQ( 1903. oifag 00 drH e c t 69c, ame m 02 02 w. CO CO CO t>.c5 a; « g otd •g o'y ■c3 CO .1^ « ° .£ Po^'g orzS ^ A 9 o •r-i ij I— I O cf O ■s|sa 'EcO M-in w 2 o o a 8p PA “ U1 Or-H § ” d m2 a ®:g o H P N® ^ ^ ^ O W a 2 H p ® ^i-H m ^ hS el ii ^02 tij c3 ■allsJ^SSg^i. :iA OA ' p k;® ® o r.-'i bn hr, r-i a .-1-^ ^ S®,g2g| A P'*-! rjA 2 Ko^ o o ,8 o c3^-g)g (d_r &cp bcP ® P g d ce P 9^ O d'AlS o .OOP Ad o P W K ^ CO S .w M P "£i“6s'P?& "I “Sillies 's-s °«-a p)- o-s ^ j .i^|o|ii|i|- A S'f^ ® ged p-g §d^ o A ;bebi)o ^nd P 9 n ^9.b-2 kT^^o *^0=2 g P)g O ® ® ®.P+^A >, -g 8 P 0-J3 ® 2 oeA d.5 ^ A ^ O ..-'M ^3 9 -POrr^O- 1^ g ® Aa P-^ P’ 'r* ^ c^ r-i S bl3 (D &n ;h Q (P C5 vn 8^§§-^.9.a P-d d O l“iiriiriii s 2,3^ ®A 002 ^rPn3!0.a40 tn O 3 A >5 >g, ^ A © t- pj ^|8p8-a3"^^Sp- , p p . d^.o d§ P g-g d i s i-8l| §A d.2|| 8 ^ pTI >g2 n S'd'P ®!S3'A © ^A ...d 2^5 o d P m.2 A'9 d d > 8 d^ d 2 'iJS.d 9 d3 d do s^-d a d 93| d s.g;8- ^|.a gA.a ^‘fg.a 8 {>.^ g p a 9 bca bp o b;^ >>a p © § §3 aA g^-p g g ieg a d dA &0P d P o PA O 2 P C3 ©ArhA p d.S-^ Pr2 ® 2a r-i X H O 0 .9 +=> d o +J A d H O-pdb^AodOrSn t>-^-- H H H H be b^ 0 >S “■a.® 2 g 3 g ^-e be^ P 3 d P o o P A be I III -9 Orrj O .9 be d ^ >j nd hA-i^Pp •d 'S A p a P ©•P .. o 2 -1-^ apr,® P ^ “ d P su -Ho t^A§ g.al! ps.9 ilhS'sa alsis? . co^ d d 9Sa8S A H =2|gd gA^a M C P 0 0 0.9' .a8;2>, oP O.P fHp O CQ O O P O >.0 O CO II d.p 1$ m p p m o ...P S s n-i .^4^ © o P -*^ 3 A ® d -d “ pco'a -^8^ a3 rt — fd — d d P P P o O-M d odJ O tc o . P .>^P ii 02 4^ P3 . © © a| h"*" p d p p . o o o-p o d m o A d a A .4- ® a PA ai^ o © 9 o H -pA (0 P >>P gii O'— A ©cc p d 0 0=^0 as ® d dpP O g©9s g t>.p o © oS^ "d o “Sal "S y esed pp .9 ® H o -gA (u o 9 o ap ^wg d-2^ O d r^A, too o aS © d O P gA 8 8 33 m o 9 A-P d ^ 2 beA .P o A o Table 5. — Legal provisions relating to teachers^ certificates — Continued. TEXAS— Continued. 3 512 EDUCATION KEPOET, 1903. (S X S i iA ^ ^ .5:1 '42 a eg P-. cr' ® — OJ p u o.;::4^ g oo gf ^ ^ g o SiSslI ■gf'I'Sc?” P|-rH eg a-^’Xi rn O ix M O o S A ^ ^ dt- « dt: X d ..j- d . o'? u o'? b •.^3 2 c-rt d.o ® dA.2 eg."? d eg.?; d eg M o d kl O K o H H ^ ? o ^ E< o ^ in ^ d'^^ r '^o.b 2? d S o g di's:: o 0 0+3 geg o d ^dg ^d® O?^ •d ? o 1g 1.&§ kl’o W .-I o o u o o rd rd o te O . -S.?'d _o o o ■03 d aj (D X I-I X .d,^o o.d.d a a o ^ Js do g 9 X 5 d r/i d eg 11 .s ■b Ef.? t>3 CD fn ^ O eg d .§9 .? ® Q o o . ^ O 'T.'d eg o o s.? 1 a a o o o X >> 9s a- S ? o O d © § go ftg >■•59 ? a Q o d '? . d © o^ Stj lO +j cc X tf-i d o-'-' ® 2 ^Cg d © O ^ > o c<3 > c^ ;-i c*_i O 1 1 1 PRESENT STATUS OF TEACHERS CERTIFICATES. 43 D 111 M fecS'S-S'S cl '-13 Pi 2 S 2^ o 'S 2 I Vp' 223<1 J- ffl 2 ts eg a5 ftcs r- O -p coC-3 ©cri S o 0^24 2'cc 3 '*^ CJrC O 03 ^g’S'lg .S § p ^ ^ J -2 af tJO I p.js-s > 2-^p a-p r c^jrj O oS o. dScCeHfcfjC3rHric/3CDp>3 -P ^ ?>3 p tecs t>,S (D o ^ p fcCtJjo C3 4:5 'Cftj C> T. Pnftj .2 2' :i .2 S ■fee I^ • • uw 2 « 2 to ■SfcSgsg, .2 ft ^ >>te rO 2 ®-a ® s S'p'c'ft CO p'a C ra p> tl. 0,2 eg g P CD ®r2 CO 2 « Is M g;=(-l 0=t-l a)-rH a:-rH P o o g 3 (D 2ft ^ ft fl t» ti^a CO Stpcin a’p-'p p O o p O o O ft T* 2 p o 11 ft 02 !i 02 ft P &0 fts a'p • C3 o CD -P efi b c ED 1903- I bfi a ft I ft I'M O'P I o C3 ’ -.ft ® I O p ^ p 2 p >= CD 5 © 3 o g o 2 is p >> ticft O ^"2 4^ W f-c'p ft ^ cS O c3' .g 2 ^42 > .3 § bxj ^ • -ft 8 o A iXJ'S .. p^o ft 2 ft iT t>3 oTj ■ 3rft g- ■ ft CQ^P 5 ft C3 rd'ftS go 6fl^ OJ O +J '*^ oV ^ p;,^ ® ft ca o-rtft^- - -i-> f- cS ® PS q :aA 33 M q ft H 01 02 r^ t: ?§l A ft g -iS iq S • +3.p^;df ©AA^ d q.©’S ^gt>.oAft'i>,o2ft ^^°^fto=ggftp!g2-e§ V ^2As-ft“^s|-j1lft I AV q ©'-2 q g q-tl © o ftft §qja5§ftK.|2§^^§-^§ o|5a§qAft^-a.AAS©ft^^ issa|ssa^jaq5^ft^A ft+^ pi ft iK .o PS t>4J P UPS ft g oft8g^a -d ft q &c o ft iip- oV^ ftg.ft A © i A -S , :|3'tpA ft to Il©slg P'K' O •■* I O 01 © . © , ft-q ft4^ pi Pi ft Pi CD © CD © rj © A o © AP5 ft ft CD 'S C3 © 515 Table 5. — Legal ^jrovisions relating to teachers^ certificates — Continued. WASHINGTON. 51G l| l| _£ 52 S c?.2 o Ph-o cero P3--I O O -*-■ M (D tcfi O.C f i S P' ° a p 3 y p, . y o 0) c 043 ' b , p s p 3 O ^ rO 3 © 3 t£r3^ t=i~^ g c3 4^ , c3 3 P’'y^P'2p.2Po ' p; rs Sjj.rf CO 3 ''^ (-• 4^ I'C p 3- .3 34J P m ^4 e 9 .3 b£.3 3 ,2 c <1^ 2'4.3so..:'o©'33p, Po^K3.S’43o42j 'o R cite 2 R fe.13S 3^Mt^co3p3p©fHrf r4 Qk- o.-tc4 w Jg C S|=|.||2gi2| flj p*?^ O ^ ^ H -4-3 ^ .9 c-t:; fPJR i3 t)ti© 3 » M O 3R3r3 ©.2 ®S®33oj^§2«^3o !'3.2-3-3'3 O P ^ ^ 3 , § 2f o p • (k, 3 3ci 3 H bCci fci'3.9 .S P,tic^p'43 Oi § cc , ^..'M 3 2 3 3! •3 g.0.2 3 ° S^g i i .3 ^ 7-2 - ;3 ci 3O t> 3'*^3rwi^f4S44 g 3 P'S Oi c 2 o R g i P 5i£ >i"o ^ "3 Ti 3 y 2 3" 3 3 3 3.52 93; 0‘3 0 o cir-t^ i ci o cc © © .< 1^8 5 !k.2 3 ©3 .3333 I -§ S ® 2 ■3 p oc §1 4^ 3-3 3 fco 3 U 03 3 3 rP , 3 'g g 2H -r ^3 S c3 ^ I R P! 3 -S ci 1^05 OQ O' ©.~ 4^ rt g? § S3 3^2 .3^ Cr^, -3^ _.3(3 33 R-r- 43 o • 2 4J 8 a p g 2l='§lf'~ pd d 4^ -p cQ -p c a> w .S8 -©I p-g o ® d § i SrS p ci 4^ 3 cl PA.§> .8 tP S ♦ Cfi g s^ T^.d: o i/: ^ _d ^ jzi ^ r'. O Vr« O*^ o' a.gg. Cd _3 wM li p >. 'd d > -p ^ d b'8 s-g 8 3 ca -3 3 c '3 V. >> ' 3 3 ! 3 ^ 44 3 © o tp f.- ub? • o © -74 P.P 43 O m o •o 3 rr bf)^ 3 r.rr} .§3^ X « OJ © 3 P3 .24= ■+2 3 o . 3 3 M 3 Tj © 2 t^S 3 441 3 3 0-74 O 44 44 P 3 .3 ^ 12 .3 3 31 O fO 3 3 O 3 c3 ^43 "s ® 9 S4 o . a o d4= P g © O « The board of education and the State superintendent may issue life certificates and diplomas to applicants holding the same from other States or common school certificates upon graduation from a four-year collegiate course or normal course equivalent to the State norm.al or University of Washington and pass examination in theory and practice of teaching, psychology, and history of education, after twenty-seven months of teaching (nine in the State of Washington). All applicants must be 17 years old. State certificates and common school first and second grade certificates can bo renewed under certain circumstances. These certificates must be registered with the county superintendent of the county in which the applicant expects to teach during the coming year. WEST VIRGINIA. PRESENT STATUS OF TEACHERS CERTIFICATES. c3 cooj’p; ce V4-S C S r o§ .o C - 0) tJD W O ^ O S c3v?'S ceQ .S'S^i'g I p'd'* p|n3 ^ilis CO >j ^ D ^ M CS Jj JM o CD ^ O ^ 'P •cj'^ rl "S ’p s g-ScS -s a fH § o3 O 2 CO CO ^ 2 ^ ri S r^-S-S ©'^ P W P P o ce c3 :3 CO'S ^ 2 p 8f |; ” ^ ^ p i o F ^ 32 O 4^ < ce P) ' 2 ^ ^ -- 43 p P O.g rt O O ® op P g © © .a a a a P o X © H © M o3 p © ■ ■ O © « -M ro P O P O p'P o ■2r§ ®4^ 1eoiiS=^ a©^-g2 p ^[2 © a p © © 4-^ © d O © an g S'M P prP O SiB ©•■ ® © § p a^M.s^ © ^ O &Cl>5 4^0 ;4P5 ©^a-g > ^ Or^J © d 'g p g; © ® © O P P '3 CO 0 4^. CS'M P Odi O d r/c j3 .2 P-^ © to o-p . ©td o.p 22-43 SrP 4-i © p p ® p . £|S&£ p p.; 03- d © pg-grO 0 0^0 S2g| ^'il -S&^sl •p 2 p 2 '^d.o >8 ® .-Ip ..» >03©'“fe Op'®-‘^ _^P©d3 Od^i^-CO© -I c. M-P gP P O §.§2:^ 1^© P g r— i— '^PrP'^Prt^P '^8 2'^ ©^4 4 P O P © S P yj d! © w ^"11 p i ^ o ® ^ © © P2d®>=PrP>i^PPo d -P E^ o22g©pOog©po M.arP^ . to "-+3 t,y O P P '43 P r-l r*C O -43 ^.rP -P . 03 ppa^©®dP'^'^‘2:^®P^2§rP2 ® p.a © (p-p p 2 a/’-p p p a ^ P -P p,o3 o-p-p2^ 2 P g'P P.p43"P © ga©p«>pa©gc3t2a-3ppp P rj © d4-l © ddl ^dd'S P f4

^44 iX)0 U ftO Or© ^1 H H H tp ® P P §1°s^ cctp P ©i^ ?-< (D CC .p^ ^ CO o . S2 o.p '“a © p ■3 ^ jS 0 04 © P © § © M •35 © .2+3 P m d cr © P 43P-2 d 2 ©■ 0 © d4 44) I — © P"© ,tP P Hill © p .p44 g © Pi CC !a 'S ^ p © ^.'p •p © 1^ bOo 03 tp P'43 o ^1 © © © © CO 38 bxtp •p © .p © p 517 518 EDUCATION EEPOET, 1903. i lO w M lilju ^ o A >.0 ll b So iZ ^ r^ I o ci ;i; K +3'- • M '^•'3: 0-, 2 o O'-!; 0 2^ •'■-0 "-' --I c >>— < ifl o " ■ ^ o -r' •rt >50 g§-S rt o ri X o o K la -,00 P go l<^ iu) o-^ 'i< '^'■ ;|p a|g“ I g P CS O I O ® Ph ^ ' ^ S,'^ : .^3: ^ : _ aSl-2i:5S.S®'&S ; -S .01 j® w C ' ■ * ' SDof^, ' .S b.S rS § H ^ ■ i S §) >5 ./-.§ o o ^^gs'a's.gsgswlft H .A'O -S fH cog 2 i=! a P>'3 0 o o P« "^•S ^ cl 02 3) o S i3 ® 33 o S O ■‘^+3 CM :e 2'-^ -d . S-d 0 aiga.^ Sd.dP 0 CM 0 d--M d •43 g 0) ^ Id d d5 M 2 0-7 =® O-d 8'^ -. . 0 ; > 3 1 c3 C ■"«■=; .3 tici 11SO ^1 2 !>• "S o a S cr 'oi.S o «M ^ ^0 = c3 Id lil Q 03 >5^^ fl W M g O !^o S o S|35>^ '2'O'O'a s 3 § g 2 O dPO 2 o gaS&o © C ^-3 f-H X 2 c3 2.2 ^•rH n S o >5 •M ® ^■3 c3 ^ c3 32 a ^ sg "d o .or> P ^Ss t>I) o fi !zi o “3 ^5=®'" 8 .2I.2 >^.i .-.r ■3 « M =® . 3 0 pp.o; =®.oi d a 35 303 O c5 O d g +J t«j tsEX H H s I 1 1 - 03 o ^ ' 3 03 o s >§ ® - s g- c5 1 2d3 ^52 M- o -d .cd M 2 &£ifcc.O! o.S5 ^ ilp : d d o 35^5 H --■ 2 003 ^ ob « 8 d d-g 2 CD S S "m 0 ®r-' ® 5 O .=^55 l^i M 33 O cS s03 o ^0 Pi -55 3 CO ’ii ceoi.M 2 X 4J -M ts ‘C o X d ® d c3 d ®'0 O c5 P<0-M ci " ^ CO ^ II 1^- ®5 g d d — d S 02 O 'dCO d bd dr^-d-g M d o 5 o " ' . +3'T3 5 5 'd rt d O dc'-d dP 0 =® p3 5 J 7- a s ® .3 & '35 P S) tj jj 2 d •d d 50 © 2 d M 03 5 d d'-d be p CC 55 8 -^^■-+3 d d d o o d O 0 0 O-d © eg M O >^5 dP g8 o 3| d d d o o d O ctd C'-d ^7Y0MING. 519 PRESENT STATUS OF TEACHERS CERTIFICATES. (D O p. CG o p! 0:1 51 CZ ‘rH It >> M ■g Pi rd .2 w ©qM -r^ p! rpj:)-, ® (D O O O rd dp, -P Q © S p o d Pi 'o o d P d 2fjd|2.2f=^^be,3-p=o 2''^ 'P T a S ^;s d p< S 2 dip 8 2 fc'- 2 d S d Pio d d d do o 2 ^ d 3^ © hA y beS; dtx|©©“-'-^-©^^'^’©‘'^ H H p bed d © © cc b£S2 .2pbe:g ^ P d pP -p g a 5 d ^^ © - SA t^S g d o be c i-=iii ^ CO -p g'l-l ajT ?Hd. p o' 3 o d ^4 A A |•■g p,g ' d d ^p- .2p3pA « © s ^ ^ O Cl d be b be © © ^ c^ d *5 Cl ^ O Ixj.q P^S-4^ ■* O o ' M o S_ "5 6 years . 4 years . . . 2 years . 1 vear ■i State superin¬ tendent. County super¬ intendent. . do . do _ ) 2S Ph fn s be© .i'-d ® o rp.^ as he'd A? Jj M o ,d ^ 5’a he© o >1 ©^ A © A >. d.t^ d S fd© o [> ! d a a© A'm P( r/} Id I A 0 dp. a© ?3 11 d o © AA dA Pt3 d d d © ©* ^ cd © A d-p © o d a ©i yd d ’£>> O .©CD be a • O 2 44 t>a A 2 ©A ©d ^g iA © ^ ©.2 a © '-4'd Pi CD d © 0-44 gA p.d A d P2"-| _ d PI O ©cc A*© ppd ° d sg §1 II sg 51 qy d (DCPI o© A'-e -^44 O © d ry O || it «c. 51 d d do OTd d p! © d ^PZ o d A© od Af aA A o CO (p AA cSCh >5 chaptp:r XL J. L. M. CURRY AND IIIS SERVICES TO EDUCATION IN THE SOUTH. CONTENTS. I. Proceedings of the Trustees of the Peabody Fund. II. Eulogiuin of Dr. J. L. M. Curry: By E. A. Alderman, President of Tulane University. III. Services of Doctor Curry in connection with the Peabody Fund: By A. D. Mayo, A. M., LL. D. IV. Education in the Southern States: An address by Hon. J. L. M. Curry. I.— PROCEEDINGS OF THE TRUSTEES OF THE PEABODY EDUCATION FUND, AT THEIR FORTY-THIRD MEETING, NEW YORK, OCTOBER 8, 1903. There were present: Chief Justice Fuller, the chairman, and Messrs. Green, Porter, Morgan, Courtenay, Somerville, Fenner, Gilman, Hoar, Smith, Doane, and Jesup. Chief Justice Fuller announced the death of Doctor Curry, the genera,! agent of the board, and at his request Doctor Gilman presented the following minute, which, on motion of Judge Fenner, was adopted by the trustees a,s an expression of their views. When the vote on the adoijtion was taken the members rose from their seats out of respect to Doctor Curry’s memory. The trustees of the JPeabody Education Fund gratefully record their apprecia¬ tion of the services of Hon, J. L. M. Curry, LL. D., as general agent of the fund. On the death of Dr. Barnas Sears, the wise originator of the methods adopted by this board under Mr. Winthrop’s guidance. Doctor Curry, in 1881, was unani¬ mously axipointed his successor. He had already acquired distinction as a soldier, a legislator, a minister of the Gospel, and a college president, and his acquaint¬ ance with the leaders of public opinion and with the educational conditions of the Southern States, enabled him to enter upon the administrative resx)onsibilities to which he was called with every assurance of success. These expectations were ' completely sustained. A few years later, at the suggestion of President Hayes, | who was a member of the two boards. Doctor Curry was made the executive officer of the Slater Fund as well as of the Peabody, and in this double capacity | he traveled widely and constantly in the South, visited col'eges, normal schools, ' industidal schools, and common schools, attended educational conventions, and addressed not infrequently, and at their request, both houses of the legislature in* many, if not all of the Southern States. He was also called upon in the Northern States to discuss those x)hases of education with v/hich he v/as familiar. FeAV of his contemporaries can be compared with Doctor Curry as an orator, so that it is doubtless due to him, in a large degree, that the iiresent awakening of the South to the importance of xmblic provision for education should be attributed, i He was keenly alive to the responsibilities of his position, unwearied by the long journeys which they involved, conscious of radical differences of opinion among those whom he met, and undismayed* by perplexities. His enthusiasm for educa¬ tion, his consideration for others, and his sincere desire to promote the vv^elfare of all the people enabled him to exert a x)rofound and serviceable influence which v/ill never be forgotten. v Twice during his connection with this board he was appointed by different administrations to represent the United States at the Spanish court. With these exceptions his services were uninterrupted until a few months before his death, when his physical powers gave way. The board provided for his relief from such duties as he was willing to throw off, yet his vigor had departed never to return. He V7as unable to attend the special meeting of the board in January last, and he died near Asheville, N. C., February 12, 1903, in his seventy-eighth year. He was 521 522 EDUCATION EEPOET, 1903. buried in Richmond, and at the funeral his colleagues in this board were repre¬ sented by the treasurer, ]\Ir. J. Pierpont Morgan. Mrs. Curry, who was then a great invalid, died a few weeks later. It is not easy to sum up in a few sentences the characteristics of this remark¬ able man. His versatility is shown by the various positions to which he was called — the bar, the ministry, the legislature, the Army, the Congress of the Con¬ federate States, the Congress of the United States, the professorship of law, the administration of two educational trusts, the mission to Spain. It was twenty years after the outbreak of the civil war when he entered upon his task as a pro¬ moter of peace and union by the agency of education; and during the twenty-two years that still remained to him of life his other distinctions, if they did not van¬ ish, were quite subordinate to that which came from his connection with this fund. As an ad\user to the trustees, as the official visitor to the schools which were aided by the board, as the authorized exponent and advocate of general education, as the eloquent and forcible speaker upon the public platform, he won the admiration and respect of his associates and colleagues. Other leaders will undoubtedly come forward, but the managers of this trust will never fail to asso¬ ciate the names of Sears and Curry with those of Peabody and Winthrop. To these four men perpetual gratitude is due. II.— EULOGIUM OF DR. J. L. M. CURRY. By E. a. Aluekman, President oe Tulane University. [An address delivered at the 1903 meeting of the ISTational Educational Association, Boston, Mass.] Jabez Lamar Monroe Curry was born in Lincoln County, Ga., on June 5, 1825, and died in Asheville, N. C., on February 12, 1903. This long life was a purpose¬ ful life, rich in experience of men and governments, and full of devotion, of service, of struggle, and achievement. There was never a pause in its unceasing, virile activities, and when the end came I know no man of whom it could be more truth¬ fully said that he had drunk honorable life to its lees. Doctor Curry had been a soldier in two wars, a maker of laws in State and nation, a teacher and iireacher, a writer of useful books, twice a representative of his Government at the court of Spain, and a statesman of that truest sort whose faith in the perfectibility of men was unfailing and whose ambition was to give to all men a chance to inherit the power, the beauty, and the richness of life. The intense, rich life of Doctor Curry covered an equally rich period of his coun¬ try's liistory. Thomas Jefferson was still alive when he entered the world. The scene of his youthful activity was the isolated lower South; for, thoii^'h born in Georgia , Alabama was the State which he served from his entrance into the Alabama legislature in 1847 to his presidency of Howard College in 1868. He was well born and well educated, and he inherited a certain distinction of manner and presence that commended liim well to the genius of his age and region. His young man¬ hood was passed amid the storm of a great argument, made necessary by the silence and indecision of the Constitution as to the nature of this Union. To our minds, cleared of the hot temper of the time, that age seems an unhappy, groining age; l3ut it was a good age in which to be born, for men were in earnest about deep, vital things. It was, indeed, an age of passion, but of passion based on principles and enthusiasm and deeii loyalties. The cynic, the political idler, the self-seeker, fled before these fiery-eyed men who were probing into governmental theories and Constitutional interpretations and who counted their ideas as of more value than their lives. The time had its obvious faults, and was doomed to fall before the avatar of progress; but there lived in it beauty and force, and a great central note of exaltation of iDersonality above social progress. Around the fireside the talk did not fall so much upon the kind of man who forms the syn¬ dicate or corners the stock market, or who wages the warfare of trade around the world, but, rather, simple, old questions v/ere asked which might have been asked DE. J. L. M. CUREY. 523 in the Homeric age: Is he free from sordidness or stain? Has he borne himself bravely in battle? Has he suffered somewhere vdth courage and dignity? Has he kept faith with ideals? Doctor Curry had reached his prime when the great drama, fate driven and fate determined, passed from argument into war, and he himself, caught in the grip of that same fate, notwithstanding all his gentleness and tenderness, played the part of a man and a soldier. He had reached the heights of middle age when the storm had passed and pain and despair had smitten so many souls. What is there for a strong man to do — a man of heart and courage, with a spirit unspoiled by hate or bitter memories, with a purpose unshaken by any doubt? This was the great interrogatory that faced him in the silence of his soul. There could be no bickerings for such men as he. There could be no crude racial scorn, no petti¬ ness, no puerile obstinacy. His passion was for constructiveness. His supreme genius was for adaptability to environment. He saw his task lying before him — like a sunlit road that stretches straight before the traveler's feet. He was to walk in that path for all his remaining days. The quality of his mind, the sum of his gifts and graces, the ideals of contemporary civilization suggested forensic imefer- ment,but no consideration of fortune or of self could swerve him from his course. The quiet man at Lexington who had borne the greatest burden of all saw the same vision that appeared to Curry. It was a vision of many millions of children standing impoverished and untaught amid new duties, new occasions, new needs; aiDpealing to the grown-up strength of their generation to know why they should not have a country to love, an age to serve, a work to do, and training for that work. The vision was life — unconquered, tumultuous, renewing, regenerative young life. The elders had had their day. Here stood undefeated youth asking a chance to live worthily in its world and time. George Peabody, away off in Massachusetts, saw the same vision. It did not matter to him that these youths were the sons of men who had been enemies to his cause. It did matter to him that youth which the nation needed v/as sx)ringing up untrained; and, rising clear above small passions, he poured his great fortune into the stricken States. Our amazing democracy has nothing finer to show than the spectacle of these three men acting thus largely in a time of national passion and headiness. The general agency of the Peabody and Slater boards came to Doctor Curry in 1881 as the opportunity of his life, and his last years were to be years of splendid youth wherein he was able to work resolutely for high national ends. The task that confronted him, in its larger lines, was to democratize the point of view of an aristocratic society, to renationalize its ideals and its impulses, to preach the gospel of national unity to both sections, to stimulate the habit of community effort for public ends, to incarnate to young men the ideal of social service, and to set the X)ublic school, in its proper correlation to all other educational agencies, in the front of the public mind as the chief concern of educational statesmanship. His task, in its more technical aspect, was to reveal the public school as it should be — actually at work in a democratic form of society, vhth all of its necessities — trained and cultured teachers, varied curricula, industrial training, and worthy surround¬ ings. From 1881 to 1895 his work was to be a battle for public opinion. And slowly that public opinion got born, and many eaimest men gathered around this splendid figure, and under its influence young scholars had their creative instincts awakened and public men felt its stirrings in the air. Above it all and energizing it all stood this genuinely gifted man — I had thought to say old man, but there was never any suggestion of age about Doctor Curry. He met youth on its own grounds and asked no odds. As the things of sense faded from his sight there was vouchsafed to him that supremest good of life — an honest bit of creativ’'e work well done and bearing fruit. At the beginning of his work not a single Southern State had a system of free public schools. At his death there existed in ev'ery one of the Southern States a 524 EDUCATION KEPORT, 1903. System of public schools more or less complete, and a wonderful activity in uni¬ versity, normal, technical, and industrial education. And, greater than all this, a generous and triumphant ivublic sentiment had been aroused that will never stop short of efhciency and perfection. It was given to him to see Southern governors from Montague to Heard turned into educational statesmen and to behold the best brain and heart of the North and the South united in a common and intelligent purpose, to get at this great task right and heartily. His was the first voice to declare that the strategic point of this whole battle was the untaught wliite man and his child. He was among the first to declare that there was no place for a helot in our system and that the negro should be properly trained for life in the Republic. lie was among the first to urge com¬ mon sense as against sentimentality in the education of the negro. He caused the world to kiio^'/ something of the courage and patience and self-reliance of the southern struggle for self-realization, and he made the v/orld believe that there were strength and imrpose enough in this people to solve their oum problems with justice and wisdom. In the discharge of all these duties of the pioneer and propagandist, no man who has lived in America since Horace IMann has shown such energy and enthusiasm as J. L. M. Curry. Personally, Doctor Curry v.ms a man to enjoy and to love. He had the grand manner and the social instincts of the old order. He moved in a fine, lordly way among his fellows. But at his heart he was a democrat to the core, and an indi¬ vidualist i?! the structure of his mind and in his sublime patience with and belief in the unfailing rectitude of public impulse. He had the genius for giving himself out and the equipment of intellect and temperament necessary for his many-sided duties. It did not matter to him whether he spoke before this learned body or in some little country village — he was all there, heart and soul. The real genius of the man, as I have said, was for adaptability to his time and for sym¬ pathy and service on the side of its better forces. The most vivid characteristic of the man was his intense and complete Ameri¬ canism. He had believed in his youth in the ethics, at least, of secession. Ho did not change that belief in his old age. Calhoun was second only to Aristotle in his regard; and yet I have never seen a man to whom the flag made such an appeal or to whom the great unrended nation was so dear. The unforgettable service of J. L. M. Curry was the development of an irresist¬ ible public oxnnion for the education of all the peoifle in the Southern States, The great lesson of his life is the jojmus fruitfulness of unselfish striving for high impersonal aims. His fame is secure, for it is the persistent fame of the teacher and reformer. Is it not our task — the task of the living — to x^ress forvrard '\vith patience and quiet resolve not to be deterred, not to despair, nor fret, nor doubt? Surely this work vre are in is the nation's work, and this nation is a great spiritual adventure, worth living for and working for, as well as dying for. HI.— SERVICES OF DOCTOR CURRY IN CONNECTION WITH THE PEABODY FUND. By a. D. Mayo, A. M., LL.D. The death of Dr. Jabez Lamar Monroe Curry at Asheville, N. C., on February 12, 1903, removed from the Southern States a man who for the past twenty-two years had been not only the most conspicuous of southern educational leaders, but. perhaps, beyond all others, has illustrated the position and functions of an educational statesman. The fifty-six years of public life allotted to him v/ere an extraordinary training for a work of great magnitude in a crisis of the civilization DK. J. L. M. CUKEY. 525 of the Southern States of the Union. The object of this essay is not a final estimate of Doctor Curry, especially in his public career in his own State legislature and in the National and Confederate Congresses, in which he was occupied from the a,ge of 22 till 41. Neither is it essential to dwell upon his service to the Republic as minister to the court of Spain, including his last visit to that country as the representative of our Government at the coronation of its youthful monarch, a service undertahen in peril from declining health and which practically closed his active life. His career as a southern public man will be written and amplified by those wdio knew him best during the troubled years of the civil war. But it v/ill be necessary to briefly sketch the first forty years of his life with a view to its influence on the later half, especially the twenty-tv70 years from 1881, when his administration as agent of the Peabody and Slater educational funds was in more than one sense a conspicuous and characteristic educational spectacle before the whole country. The history of the rise and progress of the American system of common school education, crowded as it is vrith romantic and dramatic incidents, contains nothing more inspiring or instructive than the plain record of what Doctor Curry was and what he accomplished during the years from 1881 to his closing visit to the Peabody Normal College, at Nashville, only a few weeks before his death. Jabea Lamar Monroe Curry w^as born in Lincoln County, Ga., on June 5, 1825. At the age of 9 his family removed to the beautiful mountain country of northern Alabama, near the village of Talladega, where his father established himself as a wealthy and well-knov/n planter. Here the boy came up according to the regu¬ lation life of the promising son of a prominent southern landholder and slave owner. At the age of 14 he entered the University of Georgia, and graduated at the age of 18, in 1843. He studied law at the Law School of Harvard Univer¬ sity, from which he graduated in 1845, at the age of 20. His interest in x)ublic affairs was already awakened. Until his death he spoke with enthusiasm of the strong impressions then received, not only from the distinguished instructors of the law school at Cambridge, Mass., but from a frequent hearing of the political speeches of Daniel Webster and others famous in New England. Only two years later, at the age of 22, he vras elected as a member of the Alabama legislature, and he was reelected for two sessions, between 1849 and 1856. His most notable work as a candidate for the State general assembly was a campaign in which he was elected over an opponent who represented the Know- nothing movement which ran its brief course through this decade. But far more important was his connection v/ith the establishment of the first public school sj^stem of the State of Alabama. In 1852 the city of Mobile, then the largest in the State, made its first advance out of a system of public education under the control of a close corporation to a proper common school for its entire v^hite l)opulation. A commission from Mobile visited the public schools of New York, Boston, and other northern cities in 1853, and the people of the city and county indorsed the movement by the appointment of a, suT)ei'intendeiit of the nev." common schools. A year later, 1854, the legislature passed the act which finally separated the public school system of Mobile from all connection with the rising system of the Commonwealth, save a share in the State educational funds. At the outbreak of the civil war, seven years later, the city vras paying $46,600 for the schooling of 6,000 white pupils. In 1853 the governor, following the regulation example of southern governors in those days, called attention to the unsatisfactory condition of educational affairs in the State. A legislative committee's report showed that the original national gift of school lands, amounting to $3,000,000, during the past thirty-five years had been rendered almost valueless by the careless and sometimes very questiona-ble local policy in their sale and use. There v/ere 130,000 white children then in Alabama between the ages of 5 and 15, of whom only 35,000 to 52G EDUCATION PvEPOKT, 1903. 40,000 were in public schools. A legislative committee recommended the appoint¬ ment of a State superintendent, drafted an educational bill, and published tables shoAving the condition of local school affairs. A year later the educational committee of the legislature was reenforced by Judge A. B. Meek, of Mobile, as chairman, with young Representative Curry, from the Talladega district, as a member. An elaborate report, in which it is not difficult to recognize the hand of the new member, presented the situation. Indeed, it was high time the alarm was sounded, for, in the language of the report, '‘of the 140,000 children of school age 100,000 are receiving no school instruction. So great mental destitution is apparent in no other State. The demand for a great advance in educational facilities is clamorous, coming from the great body of the]>8ople, who are the chief support of the State in peace and war, its rightful rulers in all legislation, and their voice should be heard and obeyed. The elementary branches of learning at least should l3e free to all pupils without money and without price.” The bill reported by the committee provided for a State educational fund from the interest on a portion of the surplus revenue of 1836, an 8 per cent income of the proceeds from the sales of public lands, a 6 i^er cent income from the sales of sixteenth-section lands, with $100,000 additional paid by the State. A State superintendent of education, three commissioners of free schools chosen in each county, and three tmstees of schools for each township constituted the executive force. Even then it required another year, until December, 185-5, to get the new educational machine in motion. After two State superintendents the system had risen in 1858 to 3,597 schools, with 98,000 registered pupils, 43,374 in average attendance six and one-half months in the year, and an exx3enditure of $564,310, more than one-half contributed as tuition fees by parents. But this favorable beginning was destined to share the fate of other similar movements in the South¬ ern States in the deluge of secession which engulfed the 11 Commonwealths known during four years, from 1861 to 1865, as the Southern Confederacy. From 1857 to 1861 Mr. Curry had been elected to the Congress of the United States from the Fourth district, including the six counties adjacent to Talladega. By marriage he became connected with another family which has furnished more than one Rei^resentative in Congress for the same district. The new member at once attracted attention in the North by his Congressional speeches, in which a classic form of expression was remarkably blended with the rhetorical fervor then and now characteristic of southern oratory. But already the rising tide of seces¬ sion had swept away from national moorings the great majority of brilliant and ambitious young public men of the entire South. In connection vfith Yancey, Morgan, and others, only less notable, young Curry rode the topmost wave in his own State, and in 1861 was found in Richmond, an active member of the Confed¬ erate Congress, which position he held till the close of the war, although during its last two years bearing the title of lieutenant-colonel of cavalry and aid on the statis of Gens. Joseph E. Johnston and Joseph Wheeler. The most important edu¬ cational result of this experience during the brief existence of the Confederacy has been the turn volumes published by Doctor Curry in 1895 and 1901 entitled “The Southern States of the American Union” and “The Civil History of the Government of the Confederate States, with some Personal Reminiscences.” In these volumes the reader in search of the true history of the great war for the preservation of the Union v/ill find in condensed and judicial form the substance of the library of volumes and documents published in support of the contention of the seceding States. The complete history of these tremendous years has not yet been written and we must await its advent for the information of the relative X)osition of Representative Curry among the elder and more conspicuous figures of the period. DE. J. L. M. CUEKY. 527 In 1866-G7 Doctor Curry, already bearing the title of doctor of laws from Mercer University (Baptist), G-eorgia, and the University of Georgia, for two years served as president of Howard College, Alabama. And now began another period of a fif¬ teen years’ training for the great work of educational statesmanshiiD that awaited him by his appointment, in 1881 , as agent of the Peabody education fund, to which, at a later period, was added the agency of the Slater fund of $1,000,000 for the schooling of the colored youth of the South. Ill no case has the fact, so often denied but as often verified, that only by an educational training which includes the entire American ideal of universal educa¬ tion could any man or woman have gained an adequate outfit for the most difficult and most important educational work done in our country during the past forty years, viz, the reorganization of the entire school systems of the Southern States, been more completely illustrated than in the thirty-five years of preparation for the final work of Doctor Curry. Doubtless his early political career was largely influ¬ enced by the two years’ instruction and observation at Harvard College, certainly then the most important center of northern educational, literary, and civic life. In this respect his experience was similar to that of almost every man who, during this educational period, was known as a leader in southern education. Gens. Rufus Saxton, Y/adsworth, and N. P. Banks were the first to inaugurate the educational movement for the colored and humbler white population during the war, and no man in the history of that troubled period and the generation following has been more deserving of the gratitude of the American people than John Eaton, happily spared to us as a conspicuous monument of educational statesmanship. Samuel C. Armstrong, bom and reared in what is now the American colony of Hawaii and schooled under the greatest college president of Hew England in that x>eriod. Doctor Hopkins, vras trained in a command of colored troops, and in the service of the Freedmen’s Bureau for the organization of the Hampton. Dr. Edward S. Joynes, the foremost of the older university men of the South, in his comprehension of the American common school, was favored by training in Germany when that experience was unique; Dr. A. M. Hewell, for twelve years State superintendent of instruction in Maryland, was a graduate of Dublin University, Ireland, and thoroughly instmcted in the Belfast, Horth Irish, system of modern school keeping; Y/illiam Preston Johnston, most original of the new college men of the later South, was a graduate of Yale, and had gained his educa¬ tional experience under the presidency of General President Robert E. Lee, of Washington and Lee University; Dr. William H, Ruffner had lived in Philadelphia as a clergyman long enough to appreciate the necessity of studying the best of the common school keeping at home and abroad as an addition to the admirable plan for the schooling of Virginia white youth , prepared in his own boyhood by his father , then president of Washington College. Almost without exception, every young man of twenty-five years ago who engaged in the superintendency of the new graded schools of the South had been an eager student in, or frequent visitor to, the great summer normals and the schools of the educational centers through all the Horth- ern States. There is nothing remarkable in this fact, when we remember that the one class of people that needed no ‘ ‘ reconstruction ’ ’ w^ere the educators — the men and women in every portion of the country to whom the x)eople were looking for leadership in tLat great revival of popular education which followed the close of the civil war. But it would seem as if what the preachers call a “special providence” was leading this man by the hand toward an opportunity unique, beset with difficul¬ ties, and not yet appreciated fully by those wmo personally knew him the best. The one point in which almost every educator from the Horth or abroad who has wrought at this problem of the education of southern youth for the past thirty years, however acceptable and successful, has been found wanting is the inevitable 528 EDUCATION KEPORT, 1903. ignorance of the southern society of the old time. Our northern teachers, includ¬ ing Doctor Sears, all came South almost practically ignorant of the past and pres¬ ent condition of these States, to say nothing of the work to be done for their emancipated five millions and the one-third of their white population unschooled in letters. Even Doctor Sears, whom Doctor Curry eulogizes as at this period the greatest educational benefactor of the southern people, could only work “at arm’s length,” x)ractically almost ignoring all denominational cooperation with the great body of Christian i^eople with whom he had been so honorably associated at home. Just ill proxiortion as the teacher has been in sympathy with these educational leaders of the South and furnished by adequate knowledge of the entire American system of education, to which the experience of the past thirty years in the South has added a most important and essential element, has his leadership been on the line of success. In this respect Doctor Curry was furnished with a basis of operation which no one in full sympathy with the South of the older time would question. By birth and home training he was a son of the soil, xprecocious in his educational training; at the age of 21, with his academical, college, and professional school behind him, he had leaped at once into public life and so distinguished himself at the age of 30 that he apiieared at Washington as one of the most brilliant and promising of the young men from that section. Like the majority of this ty^ie of the younger public men of the South, he was a thorough convert to the i:)olitical philosophy which made the State the final arbiter of its own destiny, and no young man of his adopted State was more zealous in the final movement that carried it out of the Union than he. He w'as a member of the first session of the provisional con¬ gress at Montgomery, Ala,, that framed the provisional constitution, organized the Confederate government, and elected the president and vice-president; and through the four years of its existence he served with great zeal, among the last to give u'p hope, even when hope was almost eclipsed by despair. To the day of his death he believed that the Government of the United States, previous to 1860, was a proper confederacy, every State within it going or staying, as a matter of moral or -political obligation, according to its own good pleasure. And the last of his published works, in 1901, was The Civil History of the Government of the Confederate States, etc. So from first to last he wrought with that background of intimate knowledge of southern society and affairs which must be the condi¬ tion of successful leadership in an undertaking so radical, delicate, and beset with innumerable difficulties as the education of a generation for a new order of affairs. By a second marriage he was brought to Richmond, Va., associated with a fam¬ ily distinguished for its philanthroi^ic and educational zeal in connection with the Baptist religious body. For thirteen years he was jn-ofessor in Richmond College, a leading institution in this denomination, and president of its board of trustees; also i)resident of the board of foreign missions of the Southern Baptist Church and of the Southern History Association. Several of his earlier works were writ¬ ten in connection with the history of the Baptist Church. Indeed, he was accus¬ tomed, on occasion, to occupy the pulpit as preacher in the churches, although never in charge of a parish. This, in itself, v/as a great assistance, for, up to 1880, education in the South was largely in the hands of the different Protestant churches and under the direc¬ tion of the Protestant Christian ministry. It was this most intimate and x)ro- longed connection, x)ractically for sixty years, from his entrance on college life till his death, with the southern people, in full sympathy with the aspiration for a new nationality wdiich drove them into the greatest of modern civil wars, shar¬ ing to the full depth of his nature in the disappointment, sorrow-, and fearful wreck of that mighty hope, and for a long generation toiling with all his strength in the adjustment of the southern people to the nationality almost as new and DE. J. L. M. CUREY. 529 nnlooked. for by the x^eople of the North as of the South, that clothed him during the past twenty years of his great ministry of education in the estimation of his people with the double honor of a statesman of the past and a prophet of the future. Then, during the tvrelve years of his residence and labor at Richmond, Doctor Curry, as professor, p) readier, and leader in the social and cultivated circles of tlie city, was kept in the most intimate relations -with the groux) of men and the radi¬ cal movements which were the soul of the new campaign of southern education. Over in Staunton was the home of Dr. Barnas Sears, agent of the Peabodj^ educa¬ tion fund. Its board of trustees as originally appointed by Mr. Peabody was made up of sisteen men wdio represented the best in the Union: Robert C. Winthroxi as chairman, General Grant, Admiral Farragut, Bishop Mcllvaine, Hamilton Fish, and William M. Evarts, represented the North; William C. Rives, William A. Graham, William Aiken, and others stood for the South. This board at differ¬ ent times included two Presidents of the United States, two Chief Justices of the Supreme Court, and three of the foremost representatives of American finance. He was in the most intimate relations with all these men; an opportunity, such as has been granted to no two educational leaders of the country save Doctor Sears and himself. Doctor Sears, by common consent, was at this period one of the most thoroughly all-around educators in the Union, his threefold expe¬ rience as x^resident of a theological seminary and of Brown University, and as successor of Horace Mann in the secretaryshix^ of the Massachusetts Board of Edu¬ cation, besides his intimate connection with the religious body with which Doctor Curry was united, made him of all others most fit for the work designed by George Peabody and Winthrop. So apt was the new student in this unique com- X^any, that on the death of Doctor Sears, in 1880, there was no hesitation or debate .on the question of his successor. On February 2, 1881, Dr. J. L. M. Curry was unanimously chosen as agent of the Peabody Education Board, and afterwards as honorary member. At a later period the agencies of the Peabody and Slater funds were united in Doctor Curry, who had for his predecessor in the Slater fund the beloved doctor, afterwards bishop, Atticus G. Haygood, of Georgia. And while this great campaign of education inaugurated by the trustees of the Peabody education fund under the leadershix) of Doctor Sears, so eloquently described by Doctor Curry in his history of its operations, was in progress through all the ex-Confederate States, another spectacle, only less importpmt and in its details perhaps even more instructive, was going on in the establishment of the American common school for the first time in the State of Virginia, under the leadership of Dr. William H. Ruffner, first State superintendent of free xinblie schools in that Commonwealth. In no State of the South had the “ irrexn’essible conflict ” between the old-time British and the new American system of education been more thoroughly fought out with a more decisive victory for the latter than in Virginia. A hundred years before Thomas Jefferson had x^resented to the new State of Virginia his plan for the emancipation and training of the slaves and the schooling of the white population in a graded system of public instruc¬ tion, at that time the broadest conception of universal education yet given to the American people. The history of the reception of that prophetic and statesman¬ like x:>lan of education by the ruling class of the Old Dominion and the subse¬ quent develox^ment in and beyond the State of a common school public, including many of the foremost minds of the South, is one of the most instructive in the annals of the Republic. In 1870 the State of Virginia was in this condition: the masses of her xteox^le of both races demanded a system of public schools for both races and all classes, practically the system of Jefferson enlarged to meet the emergencies of the new order of affairs. Dr. William H. Ruffner, a young Presbyterian clergyman and ED 1903 - 34 530 EDUCATION EEPORT, 1903. scientist, the son of President Henry Ruffner, of Washington College, who a gen¬ eration before had presented an educational scheme even more elaborate than tliat of Jefferson, was called to the position of State superintendent of public free schools in 1870. For eleven years he administered his great office against almost insuperable difficulties and handed the system over to his successor so compact that it has held its own, with moderate growth, to the present day. Doctor Ruff- ner and Doctor Curry were intimate fi’iends and coworkers, and it will never be known how much of the success of the State superintendent was due to the constant aid and comfort of Doctor Sears, the friend of both. During the same x^eriod the beloved leader of the Confederate armies, Gen. Robert E. Lee, was quietly and effectively doing an educational work which has only been overlooked because overshadowed by his remarkable military achieve¬ ments — reorganizing the old country Washington College to the new Washington and Lee University, which in itself would make the reijutation of any college president. All these men were the x^ei'sonal friends of Doctor Curry, with the faculties of the University of Virginia and the other Virginia colleges gradually renewing their former importance. In Richmond the lamented superintendent of city schools, Binford, was* introducing the best modern methods of instruction. The home of the late X3i’€‘sident of the Confederacy had l3een reconstructed into a public schoolhouse, and the good work of a groui) of Boston women in xdanting the first seeds of the schooling of the freedmen, the buildings erected, and their leading workers, had been cheerfully adox^ted by the educational authorities of the city. Only less important than these developments of the new education in a new South, even more essential to a complete understanding of the American system, was the work of the one man of original educational genius developed by the war as the x^rovidential leader in the schooling of the 5,000,000 of freedmen for their new American citizenshix?, Gen. S. C. Armstrong. Every branch of the great northern ecclesiastical body at the dawn of x^eace made haste to occux^y the South as a vast new field of missionary enterprise. These churches expended millions of money; filled the country with college buildings, which, in situation, convenience, and ax)pointments, often had no x^ar- allel in their neighborhood, and sent forth as teachers a body of young men and women who, in rectitude of character, singleness of aim, and often in personal ability and social and patriotic worth, have never been excelled in any missionary movement of any church. The result of that great invasion, covering an entire generation, has been the schooling of a body of children and youth, representing perhaps a million and more of the colored people, in the elements of education, with several thousand teachers for the new common schools Jind a body of young men and women who have become the first x^rofessional class and the natural leaders of the 10,000,000 of the x)resent colored x^ox^ulation of the South. The great success of the movement has been in the reform of the moral side of the religion brought by the freedmen out of slavery and that training in the manners and habits of civilized society for which this people has such a native aptitude. But the reason that this movement has not fully accomidished its x^nrpose is that it was a rex^roduction of the northern and southern denominational scheme of education, so implicated with denominational proselytism that its work in the larger cities was greatly overdone and, as far as concerned the three great evangelical denominations, was^, from the first, carried on in the face of the southern churches of the same name. Already the leading institutions of this sort are passing through the same change as the sectarian academies and colleges of New Eng¬ land, from which they were copied. There was also the mistake of giving to these schools the most distinguished names and of attempting to educate the first gen¬ eration of the colored race according to the methods of the northern college and DK. J. L. M. CUEEY. 531 acadeiay of half a century ago. There was also the further difificnlty of the prac¬ tical impossibility of employing colored or white son them teachers to any consid¬ erable extent. All this was nnderstood, as by instinct, Iiy this young man, Armstrong. In Hawaii, where his father was superintendent of education, ho had seen what the ordinary schooling without a basal accompaniment of moral, social, and espe¬ cially industrial training can do for a people in many respects similar to the masses of the freedmen, whom he had led as soldiers and among whom he had worked in the years that followed the war. He saw that the first necessity was a military government of these youth, practically and morally let loose into infinite space. Then must follow a training, all the way up, in work, the boys or girls being exx^ected to furnish to a considerable extent the means for their schooling and suxDport. The schooling must be coeducational, that the educated colored boy could have for his wife an educated colored girl. The religious education should be Chris¬ tian in the broad sense that it left the worship of creed and ecclesiastical x^olity out of account. As soon as possible the school at Hamifion was set free from dependence on any association and organized under a board of directors. He also understood that any system of schooling of the colored x^eople, to be effective and permanent, while it might depend largely on the North for pecuniary support, must commend itself to the common school public of the Southern State in which it was set up. Thus he persuaded the legislature of Virginia to appropriate $10,000 annually of its national industrial school fund, with the superintendent of public instruction and other gentlemen of the State as advisory trustees. He left the classical upper story out of his system of instruction, organizing the school as far as possible according to the methods of the best x^rimary and secondary graded schools of the day. The normal training of the superior students was at once established, under competent management, in connection with the practice department, the Butler common school, afterwards named the Whittier. This organization, itself a master stroke of educational and civic genius, was baptized into the modest name of the Hampton Normal and Industrial Institute, and its author went about the country preaching his gospel and soliciting gifts under the name of ‘‘ principal,” till one Thanksgiving Day in a little country village church in Massachusetts he received the “ first call ” to “ set his house in order.” The Hampton system has already been taken uxpby every Southern State and reproduced in what is known as the Normal and Industrial Free College for Colored Youth, of which Booker T. Yfashington, the favorite pupil and most cele¬ brated graduate of Hampton, is the accepted leader. It was the study of this remarkable experiment that converted Doctor Ruffner from his despair over the negro X3opulation of Virginia, one-third its entire citizen- shix), and so convinced the legislature that no effort in the State unfriendly to Hampton has ever succeeded. There was the one side of the new southern education that Doctor Curry needed to study— himself the son of a planter and heir to all the ruin and desx^air that came from the great upheaval at the close of the civil war — and he did study it so thor¬ oughly that when the first president of the Slater board of trustees. Dr. Atticus Haygocd, was promoted to a bishopric in his churchy the Slater board, largely composed of northern men, at once appointed him agent, in addition to his x^osition in the Peabody fund. And above and overlooking all these movements that were operating in the South was the growing importance of the United States Bureau of Education. From the first Doctor Curry and Q-eneral Eaton, United States Commissioner of Education, were friends; and Doctor Curry v/as made in that peculiar way that he was the lover of every man to whom he was dravm by symx^athy in the great work that was first revealed to him during his twelve years’ service in Richmond. 532 EDUCATION KEPOKT, 1903. To understaiid the nature and full significance of the task now assumed, in 1881, by Doctor Curry, and to which the remaining twenty-two years of his life were consecrated, it is necessary that a brief account of the Peabody education fund, during its administration by Doctor Sears through the previous eleven years, should be given. And the real significance of the great gift “to the suffering South for the good of the Union” of $3,000,000, at that time the greatest sum ever given by one man for the education of the whole people, also the first of that series of munificent gifts which have made the educational history of our country during the past thirty years the admiration of the world, can not be understood vdthout a glimpse into the abyss of educational desolation lighted up by the burn¬ ing words of Doctor Curry. He says: “At the origin of the fund not a single Southern State within the field of its operations had a system of free public schools, and only in a few cities were any such schools to be found. No State organization existed through which this fund could reach the people. The illiteracy of the inhabitants was ai^palling and by no means was confined to the freedmen, but included a large per cent of the white population. The legislatures of these States during the period of reconstruction, largely under the influence of members from Northern States where the common schools had been for years a recognized institution and of colored representatives who were filled with a laudable ambition for the schooling of the children of their own peox)le, had laid out a work entirely and sometimes absurdly beyond the ability of their XDeople to sustain, for the support of this scheme was to fall upon the native white x^eoj^le who held 90 per cent of the remaining property of these Com¬ monwealths. During the war and the five years following, 1860 to 1870, the prop¬ erty values of these States had diminished to the extent of nearly $3,000,000,000. There were in the ex-Confederate States 2,000,000 children and youths within the years of instruction. In the effort to organize and put in successful operation a new and untried system of i:>ublic schools adequate to the needs of the entire popu¬ lation the Southern States were under a weight of debt beyond their ability, in this their imx)overished condition.- to pay. To add the expense of free education to this crushing weight was, in their financial condition, a xierplexing and almost impossible task. Free schooling was a new question introduced and to be admin¬ istered by novices in this work. To organize the freedmen — the equality of citi- zenshij) of a large class latelj^ the slaves of the white people — was not easy, because in conflict with the traditions, prejudices, social customs, and legal rights of a few years j)receding.” The situation was further conij^licated by the fact that the ex-Confederate States were then in the period ^f “ reconstruction ” and the schools were admin¬ istered by the agents of the Freedmen 's Bureau. The great schools, even Hamil¬ ton, were in their earliest beginnings, with scant promise of their future success. Indeed, it is difficult to conceive a' situation more uninviting even to a missionary and more crowded with difficulties to even the most friendly agency of relief from outside than confronted the author of the Peabody gift in 1867. In the year 1866 George Peabody, who had already become known at home and abroad by his munificent bequests to education and charity, visited Mr. Robert C. Winthrop at his summer residence in Brookline, a suburb of Boston. “ There,” says Mr. Winthrop, “ seated in the hall under the portrait of Benjamin Franklin, taking from his capacious wallet a budget big enough for a chancellor of the exchequer or a chairman of the committee of ways and means, he read to me, privately, that long schedule of appropriations for education, science, and charity which soon afterwards delighted and thrille^ the whole community. ‘And now I come to the last,’ said he, and he drew forth yet another roll with a trembling hand. ‘ You may be surprised when you learn precisely what it is; but it is the one nearest my heart, and the one for which I shall do the most now and here- DR. J. L. M. CURRY. 533 after.’ And lie then proceeded to read the rude sketch of the endowment for sonthern education, of which the formal instrument hears date Fehrnary 7, 1867.” This document contained the gift of $1,000,000, and in addition the bonds of the State of Mississippi, amounting to $1,100,000, whose validity had never been questioned, the entire fund to be placed in charge of a board of 16 trustees, Hon. Robert C. Winthrop, of Massachusetts, chairman; 10 of the number of northern and 6 of southern birth and residence. Well does Doctor Curry write: “Never was gift more timely. It came a v/hite- winged messenger of peace and fraternity in the hour of gloom, poverty, and despondency.” This great benefaction thus seemed to come to the South not so much from the North or from the nation as from Christendom. And the organization of the board, including several of the most eminent citizens of the South, removed every shadow of suspicion concern¬ ing the motives that inspired the gift and the absolute fairness presiding over its dispensation. The love and confidence of Mr. Peabody in the New England system of educa¬ tion, to which he owed all his own schooling, was shown in the choice of Hon. Robert C. Winthrop as permanent president of the fund. Rev. Barnas Sears as the agent and practically the driving wheel of the great machine, and afterwards Dr. Eben Stearns as the first president of the Peabody Normal College, at Nashville. Each of these men 'was intimately associated with the great national revival of the American common school, beginning in 1837 in Massachusetts with the establish¬ ment of the Massachusetts board of education and the election of Horace Mann as its first secretary. Mr. Winthrop, then in the legislature, was chairman of the committee that drew up and carried through to its passage the statute from which dates this revival of popular education, reaching every Northern State and several of the foremost cities of the South. From that time onward Mr. Winthrop was known as the uncompromising friend of the common school. Dr. Barnas Sears was the successor of Horace Mann in the office of secretary, or State superintend¬ ent of schools, in Massachusetts, besides his service in the professional and higher departments of education. Dr. Eben Stearns was for several years the principal of the first State normal school, planted on Lexington battle ground during the administration of Horace Mann. Mr. Peabody himself, in his act of donation, said: “ The benefits intended shall be distributed among the entire population without other distinction than their needs and the opportunities of usefulness to them.” The board of trustees of the Peabody education fund wisely decided that it should be used exclusively for the building up of the people's common school for the children of every class, race, and condition through the eleven ex-Confed- erate States. The wisdom of Doctor Sears, the first agent of the Peabody fund, was shown by his first move. He came to Staunton, then one of the best-known academical centers of the State, and became a resident and citizen of the South, appearing simply as a representative of the American common school for the whole people, to w’hich the thirteen remaining years of his life were consecrated. His own experience as a college president enabled him to appreciate the value of what had already been done in the South for higher education, while his training as the successor of Horace Mann gave him a peculiar insight into the details of com¬ mon school administration, without which no permanent system of public instruc¬ tion could be established in the South. He devoted his first three montlis to a study of the condition of educational affairs by consultation with the most intelligent educators. “ He made extensive journeys, visited and addressed schools, colleges, teachers’ associations, and legis¬ latures. ’ ’ In his first report he laid down the platform on which this beneficent trust has stood with no variation until the present day. His conclusion was that the distribution of the income of the Peabody education fund should be confined 534 EDUCATIO]N' KEPOKT, 1903. as far as possil)le to public schools, in “rendering aid to schools where large num¬ bers can be gathered, and where a model system of schools can be organized, in all suitable ways to improve State systems of education; to act through their organs, and to make use of their machinery wherever they are proffered, to use influence in favor of State normal schools with special attention to the training of female teachers for primary schools and to especially encourage the attendance of colored teachers at regular normal schools; to favor the appointment and support of State superintendents, the formation of State associations of teachers, and the publica¬ tion of periodicals for the improvement of teachers.” “Free schools for the whole ijeojde was the aim of the trust, and everything was to be, subordinated to this inflexible object. ” With great wisdom it v^as decided that rarely should more than one-fourth the current expenses of a school be placed in the hands of school officers. ‘ ‘ The maximum expenditure for white schools,” says Doctor Sears, ‘ ‘ has been $300 for 100 pupils, $450 for 150, $600 for 200, and we have paid in Virginia, North Carolina, and G-eorgia $4,000 in each State for a little more than 2,000 pupils. Two hundred dollars is given for 100 colored pupils, because it costs less to maintain schools for the colored children than for the white.” Later this rule was varied by aiding a limited number of the larger towns, with the widest influ¬ ence, by a maximum appropriation of $2,000, the minimum number being 100. By this method the larger towns were at once put in the way of assuming all the expense, while the same fund was sent on its way, rejoicing the hearts of new applicants. Meanwhile Doctor Sears was personally ca,rrying on his work by notable appear¬ ances in public. Before the constitutional convention of A^irginia his address was declared “ one of the ablest and most effective ever delivered and very influential in shai)ing the free-school movement for the State.” The agent was perpetually “in the saddle,” visiting all the ex-Confederate States, and reported everywhere that, although the people were in a fever of political excitement, “ men of all par¬ ties who rarely cooperated in other things met and consulted and acted together on educational affairs with singular unanimity.” Indeed, in more than one case the reconstruction government then in operation was ignored and the Peabody aid administered through reliable local agents. In 1868 Mr. Peabody visited the United States again and added another million dollars, besides $384,000 in Florida bonds, which were repudiated, like the $1,100,000 of Mississippi bonds. Mr. Peabody's last summer was passed at the White Sul¬ phur Springs, in West Virginia, 1869, where he formed an extended acquaintance with many of the foremost people of the South. He sailed on September 29 for England, and died on November 4, 1869. As Doctor Curry writes, “No uncrowned man ever had such funeral honors. His remains found a temporary resting place in AVestminster Abbey. Eloquent tributes were paid by high prelates and the highest minister of the Crown. The x>ress gave utterance to the universal sor¬ row. By order of the Queen the body was conveyed to America in Her Britannic Majesty's ironclad steamer Monarch, which was accompanied by the United States ship of war Plymouth as an escort. The President assigned to Admiral Farragut the service of receiving the remains at Portland. Agreeably to his own desire the benefactor was buried near to the graves of his father and mother in his native town of Danvers, now Peabody. On February 8, 1870, Hon. Robert C. AVinthrop delivered an oration on the character and general services of Mr. Peabody, declared by Mr. Charles Francis Adams to be the most eloquent dis¬ course he had ever heard. His Royal Highness, Prince Arthur, with other dis¬ tinguished persons, was in attendance.” For the remaining nine years of the administration of Doctor Sears this great educational trust was developed on the lines originally laid out. Every year, in the autumn, the trustees held their annual meeting, which, after a few years of DK. J. L. M. CURKY. 535 experimenting, was finally located at New York, the State where the trust was originally incorporated and the city v/here the treasurer, Mr. J. Pierpont Morgan, resided. The meeting of the board was always opened by the address of the presi¬ dent, Hon. Robert C. Winthrop, who may be said to have represented his friend of many years, George Peabody, and who declared that he regarded his connec¬ tion with the Peabody education fund “the greatest honor of his life.” The report of Doctor Sears was the central feature of the occasion, and these, continued through twelve years, accompanied by his frequent x)ublished addresses as printed in the publications of the board, are among the most valuable historical papers connected with the establishment of the southern common schools from 1868 till 1880. The journeyings of Doctor Sears in different parts of the South, if reported, would form a veritable Pilgrim's Progress of education. It is remembered th?it on one dismal night, in the city of Houston, Tex., at a public meeting, where many were called but few were in attendance, to devise some method of improved education, at the moment when the small audience was about to disperse, a quiet old gentle¬ man entered the room, and, in a voice scarcely above a whisper from a protracted loss of speech caused by overmuch i^ublic use, told the little crowd his name and office, with an offer to advance a third of the sum necessary to establish a public school system — the beginning of what has become one of the best in the South. In this State he took into companionship Doctor Burleson, a pioneer in education, and found in every State one or more reliable coworkers. He favored at the time the educating of the races in separate schools as best, beyond question, for the colored children and youth, and induced the Peabody board, with Commissioner Eaton, of the United States Bureau of Education, to protest against this feature of mixed schools in the civil rights bill then before Congress. One of the chief difficulties in the establishment of the schools fox the colored people was the almost universal incompetency of their teachers. Soon after 1870 the northern churches, through their educational associations, had established a large number of schools for the race, several of them assuming the title of college and university. These were almost wholly taught by white teachers from the North — persons of fine character, whose infiuence upon their pupils was all that could be desired, though not so often educational experts trained in the most approved methods of elementary instruction or competent to devise the best methods of mental and moral training for the first generation of this people that had crossed the schoolhouse threshhold. As late as 1880, with the exception of Hampton, no one of these schools had a thorough department of pedagogy, and the majority cf their students left school after a very few years and attempted the most difficult work in the country — tea.ching in the new common schools of the rural districts. While the great services of these northern institutions for the first ten years in furnishing teachers for the common schools must be acknowl¬ edged, yet it must be confessed that the lack of a thorough training of their stu¬ dents for teaching and the almost entire neglect of the industrial feature was a defect. It was simply impossible that the majority of these pupils sent out from these schools should have either the accurate knowledge, the experience with children, or the stability of character to hold their constituency up even to a fair school attendance, much less to i^ersuade the parents to supplement the brief school terms by their own contributions. On the other hand, all these schools sent forth a moderate number of competent and a few distinguished teachers. The Hamp¬ ton school in this respect at once came to the front, from its discrimination of pupils, limitation of the curriculum, emphasis on the industrial and manual features, and wisdom in its moral and religious training. 53G EDUCATION KEPORT, 1903. The public schools for the colored people in the cities of Charleston, Baltimore, Richmond, and, to a less extent, in other cities were largely at first put in charge of white teachers of southern birth and not infrequently superior qualifications and acknowledged social position. For several years all the schools supported by the North were officered by white northern instructors. But in due time, begin¬ ning with Virginia, at Petersburg, each of these Southern States established a normal and industrial college for colored youth, with free tuition, modeled on Hampton. The great success of Mr. Booker T. Washington in building up one of these State schools in Alabama, with only colored teachers, set the copy for all the States. The assistance of the Peabody fund was more and more given to sc1k)o1s of this character as a part of the new public school system of the country. In due time the Peabody fund, under the expert guidance of Doctor Sears, was brought to the parting of the ways encountered by every public school system everywhere. Even before the death of Doctor Sears, which occurred at Saratoga, N. Y, , July 6, 1880, it was realized that the moderate income from $2,000,000, rarely exceeding $100,000, must be concentrated largely on the training of teachers. In 1875 arrangements were made with the corporation of the University of Nashville, Tenn., for the a])sorption of its academical features and the use of its buildings in an institution named the Peabody N'ormal College. With no help from the State the school was oi^ened on December 1, 1875, in one room, with 13 female x^upils, under the presidency of Dr. Eben S. Stearns of Massachusetts. The trustees estab¬ lished scholarships for the benefit of all the ex-Confederate States and West Vir¬ ginia, worth $200 a year for two successive years, the number limited to the delegation in Congress of each State. The result was that during the twenty-one years, 1870-1897, twelve States received $383,584.10 in Peabody scholarships. A crisis in the finances of the college raised the question of its removal to Georgia in 1880; but in the spring of 1881 the city of Nashville and the State of Tennessee came to the rescue; the State with an annual appropriation of $15,000. In 1887 President Stearns died. But under his administration, even before the death of Doctor Sears, the school had become an undoubted success, the board granting nearly half the income of the fund every year to its support. In addition to this, generous contributions were made by the Peabody fund for the support of summer normal schools, either with or without the cooperation of the States, for teachers of both races. Several of these schools, supervised by edu¬ cators like Dr. A. M. Newell, of Maryland, Professor Soldan, of St. Louis, and other eminent educators from various portions of the country, marked an era in the educational development of the Commonwealth, From this movement came at first the county institute for teachers and, later, by the aid of the Peabody fund, the establishment of one or more normal schools in several States connected with the new normal and industrial colleges for white girls. With all this work of the Peabody education fund during the twelve years of its administration by Doctor Sears, Doctor Curry was in most intimate relations. His distinguished jwsition as a publicist and his wide acquaintance with the lead¬ ing x)olitical and military men in these States pointed to him as the one fit succes¬ sor of his beloved friend. In 1881 he was appointed agent and honorary member of the Peabody board of trustees. On October 5, 1881, Doctor Curry read his first report as general agent of the Pea¬ body education fund. With characteristic generosity, it is largely occupied with a conii)rehensive estimate of his predecessor, of whom he says: “ No one can study the work of Doctor Sears as I have had occasion to do without being filled with wonder and admiration at his adaptedness to the difficult and delicate duties he had to discharge.” He did his pioneer work “ with the skill and genius of a mas¬ ter workman.” “ It is not easy to conceive of a position more delicate and ardu- DR. J. L. M. CITRRY. 537 ons than was that of general agent, requiring a coinhination of peculiar and exalted qualities; and the best eulogy of Doctor Sears is that he met all the require¬ ments. The marked revolution in the opinions and educational systems of the Sauth are scarcely less due to Doctor Sears than to the noble founder of the fund. The South regards him as a benefactor who imparted ideas, infused a new spirit, and molded broad and beneficent legislation.” The administration of Doctor Sears had succeeded in this way because he at once recognized the fact that since the days of Thomas Jefferson the common school i^ublic in all those States had been steadily growing every year, including a larger number of their foremost people. Ever since 1830 an agitation for the public free schooling of the white race had been going on, resulting in a succession of more or less futile attempts to organize a working scheme, which had succeeded only in three Southern States and a number of the larger cities. The complete financial and industrial iirostration of the southern people at the close of the war enabled this body of advocates to enforce the fact that Doctor Curry saw at once. This fact was that the only hope for the schooling of the South was the hearty adoption of the American system of universal education as it existed, especially in the West, where the State university was its culmination. The waking up of the whole North to this mighty edu ational need of the South during the last thirty years of the century has included the expenditure of more than $30,000,000 of money and services which no one better appreciated than Doctor Curry. The Peabody fund, administered by Doctor Sears for the tfiir- teen years from 1868, had been the most agreeable method by which northern and national aid could be furnished. By this combination of outward forces with the impoverished condition of the country the one great step had at last been taken in placing in the constitution of every Southern State, before 1880, a. provision for a thorough system of common schools, including the newly eman¬ cipated race. This provision had been followed by legislative action and an honest attempt to organize public free schools in every Southern Commonwealth. By 1880 such a system existed on paper, and to a greater or less extent in opera¬ tion, in all the eleven ex-Confederate States that were at first the beneficiaries of the Peabody gift. In each of them model schools had been established by the encouragement of Doctor Sears; teachers’ institutes had been subsidized; the Peabody Normal College had been founded, in connection with what remained of Doctor Lindsley’s University of Nashville; and in all practical ways the aid of the fund voitli that of the United States Bureau of Education had been extended to the authorities of the new State and municipal systems. The greatest step of all was the including of the more than 1,000,000 colored children and youth in the new arrangement in all the ex-Confederate States. But no man knevv^ so well as Doctor Curry the great and numerous perils by which this effort was surrounded. The first was the extent of the work itself, whose magnitude neither the masses nor even the more intelligent common school pul)lic could appreciate. Even ten years later than the death of Doctor Sears — 1890 — the percentage of illiteracy among the population of the eleven ex-Confederate States and West Virginia, of 10 years of age and over, was: In Alabama 41 per cent, Arkansas 26. Florida 27, Georgia 39, Louisiana 45, Mississippi 40, North Carolina 35, South Carolina 45, Tennessee 26.5, Texas 19.7, Virginia 30.2, West Virginia 14.4. Of this alarming percentage, the white race in 1900 furnished its quota, from 11.3 in Florida, 11.9 in Mississippi, and 10.8 in Texas, to 16 in Georgia and Arkansas, 17.9 in South Carolina, 17.8 in Tennessee, 18.2 in Alabama, 23 in Louisi¬ ana, and 23 in North Carolina. The p'=‘rcentage of illiteracy in 1870, practically the close of the war period, among the whites was much larger, nine of them showing more than 20 per cent of white illiteracy. North Carolina 33.5, and even 538 EDUCATION EEPORT, 1903. Virgil] ia 23.4. Among the colored people there had been a very hopeful change, from an average of 87 iier cent in 1870 to 62 iier cent in 1890. This condition alone, very imperfectly realized anywhere in the country in 1880, was an obstacle to success almost in.surmoun table ; but added to this was the other fact of the financial ruin of these States wrought l)y the war, nowhere so distressing as among the people most in need of schooling for their children. This made any immediate home expenditure for the establishment of the schools almost hopeless, and the greatest strain on any community so burdened does not come with the establishment of schools, but when, later, the conviction is forced upon a people that education, however imperative its need, does not work itself. Every year, in a country v^here population increases as in the South, a new army is found clamoring outside the schoolhouse door, while greater demands for the improvement of schoolhouses, training of teachers, and enforcement of attend¬ ance, are made. Then invariably the i^lea is made that the masses — who nowhere j)ay the taxes — are receiving the greatest benefit from the schools, forgetting that were it not for the labor of the masses not only the State itself would fall into the pit of bankruptcy, but the entire fabric of ciwilization follow into the depths. Any careful observer from one of the Northern States traveling through this vast region would at once have been impressed with admiration for what had been achieved, yet vuth the same sense of fear that always haunted Doctor Curry of the danger of a reaction which would disappoint the enthusiastic expectations of the friends and verify the dismal predictions of the enemies of the common school for the whole people. In five of these eleven states there was then no graded school worth supj)orting in the State capital, and few really vigorous graded schools outside of the larger cities in any of the States. Not one of them had a State normal school for either race. Indeed, more was being done for the training of teachers and industrial education in a score of great schools for the colored race, established and supported from the North, than elsewhere. Of course the great deficiency was in the open country, where the schools were often so i30or that the parents might be excused for keei^ing their children at home. The j)eople, with few exceptions, without the thought of local taxation, were relying upon the State funds, which only kei}t the school, such as it was, at best in session four months or even less in the year. All these and other hindrances only less formidable made the period covered by the administration for twenty-two years of the Peabody and twelve years of the Slater fund by Doctor Curry the critical years of the common school system on which the southern people of all classes must for half a century to come depend to a greater extent than the people of any other i)ortion of the country. And the great merit of Doctor Curry as an educational statesman was his thorough knowl¬ edge of the situation, gained from a distinguished public career of nearly forty years, while, in the face of an almost appalling situation, he preserved that lofty cheerfulness, amounting to enthusiasm, and a faith blended with the most ardent patriotism for the new national life. The hiding place of Doctor Curry's power was an indestructible sympathy with and faith in his own people, furnishing the motive power for the prodigious labors of the twenty-two years, under which he finally sank at the age of 78. In his first address to the Peabody board, in 1881, all this is indicated and an abstract given of the educational situation in the States included in its operation. The sum ai)propriated for the year was $50,375, of which half was given to the support of the Peabody Normal College, at Nashville, and teachers’ institutes in several States. The most prominent new departure in the policy of the board was that at least three-fifths of the annual expenditure should thereafter be for the training of teachers of both races. The board under his advice at once embarked in tlie good work of establishing a normal school or schools in every State rcceiv- DR. J. L. M. CURRY. 539 ing its aid, including the free schools for both races that had cast in their lot with the public school movement. Besides this, aid was extended for the support of teachers’ institutes, alvrays with the condition that the State should make ai)pro- priations for this purpose. Under these conditions, essent'ally different from those that confronted Doctor Sears, coming from the North “bearing gifts” as the representative of the Pea¬ body fund and its board of trustees, it is not remarkable that Doctor Curry made of his ijosition a new departure in his administration, covering twenty-two years, and after 1891 including the Slater fund with the income from an additional million of dollars for distribution to the colored people. For the particulars of this long and eventful service the reader is referred to the five solid volumes of Peabody fund reports, three of them representing the work of Doctor Curry, including with those of the Slater fund some fifty documents, in which may be found the most reliable condensed account of the x)rogress of the common school, at first in the ex-Confederate and finally in all the Southern States, yet published. The limits of the present essay only permit a concise statement of the use made of the Peabody and Slater funds by Doctor Curry during the two and twenty years of his agency of both. And under this modest title — “ General agent ” — the new occupant of Doctor Sears's old position built up a fabric of educational statesmanshii) such as the country has not seen since the death of Horace Mann. (1) To understand this work the reader must take into consideration the char¬ acter of the board of trustees of the Peabody fund. There has never in our coun¬ try i^een brought together for educational work a body of men so universally known and regarded for great public service as in this collection of the 51 gentlemen who, during the thirty-five years from 1868 to 1903, held the life office of trustee of the Peabody education fund. The original board of 16, nominally appointed by Mr. Peabody, included in the northern membershii:» Hon. Robert C. Winthrop, who as chairman of the education committee of the Massachusetts legislature thirty years before had been in at the beginning of what became finally the national revival of common school education. Now, after honorable experience in Congress, he had “ returned to his first love ” as a conspicuous chara;cter in a similar revival of the peoples' school in the South. With him were associated Hon. Hamilton Fish, Bishop Mcllvaine, General Grant, and Admiral Farragut; ex-Goy- ernor Clifford, of Massachusetts; MHlliam L. Evarts, of New York; with McAllis¬ ter, Riggs, and Russell from the North. Hon. William C. Rives, Gen. William Aiken, Hon. William A. Graham, Bradford, and Eaton represented the South. At the end of the first thirteen years several of these had passed away, and before the death of Doctor Curry 51 men beside himself had occupied this honorable position. Among them were four Presidents of the United States, two Chief Jus¬ tices of the Supreme Court of the United States, three members of the United States Senate, and half a dozen men of national reputation in financial affairs. In addition to this, the body of 10 trustees of the Slater fund included at differ¬ ent times 15 gentlemen, 3 of whom were bishops, and President Hayes, chairman, all persons of equal celebrity with the members of the Peabody trust. During the twenty-two years of Doctor Curry’s agency he was often called to advise on the filling of vacancies and selecting from numbers of eminent men “ the right man for the right place.” There is no record of any discussion in this board that left a sting or any permanent disappointment behind. During the nearly fifty meet¬ ings of the Peabody board there was never wanting a quorum to transact business, and such was the confidence in the knowledge and judgment of Doctor Curry that it is doubtful if any recommendation of his concerning the distribution of the Pea¬ body or Slater funds was ever negatived. (2) First and last the management of these funds required the investment of $3,000,000 and the expenditure of its income, amounting to more than the sum 540 EDUCATION REPOBT, 1903. of tlie original fund. In addition to tliis was the attempt to persuade the two States of Mississippi and Florida to acknowledge additional funds given by Mr. Peabody and by him supposed to be valid, amounting to another million and a half. The board, on the refusal of these States to acknowledge their obliga¬ tions, for several years denied to them particiiiation in the distribution, and only by the final motion of ex-President Hayes were they at last restored to the list, including finally all the southern States. At the beginning of Doctor Curry's a,dministration so much had been done toward the establishment of the common school in all these States that the Peabody board decided to reserve only two-fifths the annual income of its two million fund for extraordinary cases, dedicating the remaining three-fifths exclusively to the training of teachers. At the beginning, the Peabody Normal College was estab¬ lished at Nashville, Tenn., on the foundations of the University of Nashville, founded by Doctor Lindsley. This school in the beginning offered an annual gift of $200 each, later reduced to $ '00, to a number of white students of both sexes in each of 12 States equal to its representation in Congress. The last active work of Doctor Sears was the negotiation with the State of Georgia for the removal of the college to Atlanta, jme vented by the rallying of its friends in Nashville and the subsequent grant by the State of Tennessee, first, of $10,000, increased to $15,000, annually, on condition of receiving a certain number of free State scholarships. The death of Doctor Stearns, in 1887, was followed by the appointment of Dr. Wil¬ liam H. Payne, who held the office of chancellor of the university and president of the college until 1901, and by the appointment of Hon. James D. Porter as tem- l)orary x:)resident. In 1898 the important subject named in Mr. Peabody's deed of gift, the final division of the Peabody fund by the endowment of one or more insti¬ tutions, was taken up, but X)Osti:)oned at the almost universal protest of the States receiving aid. The board had already commenced the habit of subsidizing the teachers’ institutes and summer normals by 1880. Under Doctor Curry's leadershijj the important work of the establishment of State normal schools in all these 12 States was inaugurated. It began with Vir¬ ginia, in the establishment of the State Normal School for Girls, at Farmville, of which Dr. W. FI. Ruffner was ai)iiointed president, and before the death of Doctor Curry, in 1903, each of these States had one of these schools for each race, and several of the States more than one. Virginia was sui'porting four, including Hanix)ton, with a department of j^edagogy and a summer normal in the State University. Alabama subsidized eight institutions. In several of the States the Peabody gift was bestowed on the new normal and industrial State colleges for white girls, established in Mississippi, Georgia, the tvv^o Carolinas, and Alabama; one of the most inii)ortant new departures in southern education. Every south¬ ern State had also established a college — academic, normal, and industrial, and coeducational generally — for colored youth, taught wholly by colored teachers. The Slater fund still distributed its gifts between some 20 schools for colored youth, including those most active in normal and industrial work. But Doctor Curry, with increasing exi)erience, advised the restriction of the distribution of the less than $150,000 annual income of both these funds more and more to schools under State control. He believed Avith all his heart that for many years to come the American common school, in all its departments, was the true university of the South, and that nowhere could the income of the $3,000,000 under his i)artial control do so much for ediication as in connection with schools exclusively under State management. And it is doubtful if in the history of education in any coun¬ try more Auiluable work has ever been done or suggested by the annual distribu¬ tion, at most of $150,000 a year, as during the thirty-five years since George Peabody unloaded his wallet in the hall of Mr. Winthrop’s house in Brookline, Mass., last of all its contents producing his original gift of more than $2,000,000 as, he declared, ‘Go the suffering South, for the good of the Union." DR. J. L. M. CURRY. 541 •The “ true inwardness” of the mind of Doctor Curry during these twenty-two years in the decision concerning the distribution of the very moderate sum at his disposal among the multitude of clamorous applicants for aid would throw a searchlight into the depths of southern education such as never has been, and probably never will be, made. (3) But of equal if not greater importance to the cause he had so completely at heart in the distribution of these funds was the production of the body of litera¬ ture connected with the administration of Doctor Curry during this long iieriod. The chief interest of every annual meeting of these boards of trustees, after the introductory address of Mr. Winthrop, was the report of Doctor Curry. In addi¬ tion to impressive remarks on the general topic of education, these addresses contain a concise resume of the situation in every State receiving aid. Nearly forty — and including published reports of his addresses, fifty — of these valuable reports were published during these twenty-two years. No body of educational literature connected with the South for the last twenty-five years is more valuable for general republication and distribution than this. And when, in addition to this, we consider the great amount of writing and speaking during his constant visita¬ tion of schools and in connection with the church in which he sustained an honorable position during these years, it is impossible to withhold from Doctor Curry an honorable position as author in the literature of popular education. (4) In such a work as Doctor Curry was occupied with during the last thirty years of his life the power of an attractive, forcible, and commanding personality is half the battle. During the twenty-two years of his agency two-thirds of every year was crowded with his visitations to the different Southern States, not to speak of his occasional api^earances in the North and the influence of his several years’ residence in Washington. Especially valuable were his visits to the schools of the colored people as agent of the Slater fund. On two memorable years he visited a score of these larger schools, once accompanied by ex-President Hayes and afterwards by the president of Johns Hopkins University, Daniel C. Gilman. His appearance in any school anywhere was like a sunrise on Young America. By the rapid intuition of a magnetic personality he always seemed to have the right word at command — of recognition and encouragement for the teachers and an inspiring message for the students. The x)hysical endurance necessary to these long years of tedious journeying, often in failing health, all the time under the obligation of “striking 13” wherever he went, can only be appreciated by one familiar with such an experience. (5) But nowhere did the life of Doctor Curry during this critical period in the educational affairs of the South so rise into the higher sphere of educational states¬ manship as in his relation to the legislatures of these different States and his gen¬ eral service as a representative of the people's school to the entire South. He tells us that no person in the country has addressed so many legislative bodies in connection with the educational affairs of their States as himself. And in these remarkable speeches, even as published, we are able to realize his wonderful breadth and depth of comprehension of the entire subject of popular instruction both at home and abroad, to say nothing of the inspiring eloquence which lighted up the dryest matter of detail and for the time comi)elled the attention of his auditors. Probably the most important result of these efforts was in the preven¬ tion of contemx^lated damage to the common school system. In every State there was at different times the possibility that the legislature in some way would fail in the support of the public schools. It is not easy to per¬ suade any class of well-to-do taxpayers of the fact that the masses, who do little to replenish the treasury, really, by their labor as the great producing class and indi¬ rectly by the increase in their expense of living, are taxpayers in the most vital sense. If there was one man in the South who could be regarded the defender of the right of its humbler population to the best possible schooling of its children it 542 EDUCATION EEPORT, 1903. waR Doctor Curry. When he appeared before a Dgislatnre half decided on -a policy of reaction, in the language of the prayer book he made the State fathers both afraid and ashamed ” to do any vital damage to the dearest interest of the State. The publication of these splendid addresses not only wrought conviction or arrested reaction at home, but inspired admiration abroad, as well as brought their author into the most intimate relations with the leading educators of the Union. Like Horace Mann in his public efforts, he dealt less with methods and details of instruction than with the general and broad relations of the schooling of the masses to the private and xmblic interest of the Republic. In this service as author and public speaker, always emj)hasized by the personal and private influ¬ ence he knew so well how to enforce where most needed, and by his general atti¬ tude of commanding influence, he will be associated in the history of the South with the true fathers of these States. (0) But outside his strictly educational work, though always in touch with his ideal of educational statesmanship. Doctor Curry might claim an honorable place among his contemporaries of the South by several interesting works connected with the civil and ecclesiastical history of these States, We have already men¬ tioned the two volumes relating to the history of the Confederacy, which furnish in a condensed form the best presentation yet made of the argument for the right of secession and the causes of the action of these 11 States in 1801. His residence of three years in Europe as minister to Spain from 1885, by appointment of Presi¬ dent Grover Cleve^’and, was commemorated by a valuable monograph in which the more hopeful side of xmblic affairs in that Kingdom was ably presented. Frequent visits to England and an intimate acquaintance with the x^i’Ogress of educational reform there x)roduced another volume on Hon. William E. Gladstone of equal value. His writings connected with the history of the Bfiptbst Church in America, with various articles and religious discourses connected with his professorship in Richmond College, would in themselves make a stout volume. The new educa¬ tional boards connected with the South could do no better service than to republish a volume of his educational addresses before the State legislatures and various gatherings of teachers and school men in both sections of the Union. (7) It was the remark of one of the most distinguished of northern educators, after a reading of several of the recent discouraging essays on the xiresent and future of the colored race: “ Perhax)S we shall do as well in this great diversity of opinion concerning the colored brother to tie to Doctor Curry.” One of the wisest and most x)rofound remarks put on pax^er by the chairman of the education committee and general agent of the Slater fund during the twelve years of his administration was this: “ Every slaveholder knew that a characteristic of the negro, inherent or an evolution from his servile condition, was his secretiveiiess. No white person is the full confidant of the negi’o. It is doubtful whether the confessional secures a frank and full disclosure. With my well-know xi and grate¬ fully acknowledged labors for the ux:»building of the freedinen, I have found it * impossible to gain full testimony as to their social and religious conditions. The facts as they lie on the surface are not always a proper indication of what lies below.” These words are the introduction of one of the last reports of Doctor Curry to the trustees of the Slater fund, made by special request and evidently containing his mature conclusions after a most intimate acquaintance with this x)eople as the son of a large slaveholder; a particix^ant in the four years’ war for a new southern nationality; a thirty years’ service in the interest of southern education, seventeen years in connection with the higher denominational education and a careful student of 1;he general situation, and ten years in connection with the Peabody education fund before he was called by unanimous consent as the gen- DK. J. L. M. CURRY. 543 eral agent of the Slater fund for the schooling of the negro, with ex-President Hayes, Bishop Phillips Brooks, University President Daniel C. Gilman, Bishops Potter and Galloway, William E. Dodge, Morris K. Jesiip, William PI. Baldwin, jr., and Chief Justice of United Statesjuller as associates. This remark concerning the negro could be adopted with equal truth as the final word concerning the very interesting campaign of ‘ ‘ child study ’ ’ which has well-nigh monopolized the attention of the more scientific and philosophic side of the educational corps in the North during the past twenty years. Nobody living knows the “true inwardness” of any child. Ax)parently the most confiding of all creatures, every little child is evidently safeguarded by Providence from throw¬ ing itself absolutely into the power even of the fondest mother or the best beloved companion. It is only with the age of reflection that confidence, “ that plant of slow growth,” can be safely given and more safely withheld. What is true of every child is true of the childhood of every race to-day. The most discouraging characteristics of the colored people — their animalism, their slowness in industrial xmogress, their loose notions in business and x^roperty relations, their religious delusions and superstitions, and vrithal their secretiveness — are supxiosed to be especially characteristic of this race; but they are paralleled to greater or less degree in the early history of every European x^eople and are simply the charac¬ teristics of childhood “written large,” and desiflte the remarkable development of a superior class among this peox^le, during the x:)ast quarter of a century, the mass of the freedmen remains the child side of the Republic. The attitude announced by Doctor Curry in tliis wise and broad-minded essay is the true national attitude of the American x^eople to-day before the 20,000,000 of its “less-favored ” x^eople. The mistake of the average parent in dealing with children is the assumption of absolute loiowledge concerning the little one, with an obstinate notion of the child's limitation and a corresponding mutual misunder¬ standing, with secret or open rebellion in the nursery. The most dangerous failing against which an American community must guard itself is a “ snap judgment ” concerning every other x^eople , amounting to contempt or underestimation in pro¬ portion as the people is iindeveloi^ed. Probably no man within the past genera¬ tion in America has known the 10,000,000 of colored Americans better than Doctor Curry, and could his attitude of kindly and careful observation of the absolute condition of this people be assumed in every section, it Avould do more to solve the so-called “ race xtroblem ” than all the legislation which has hitherto been applied to its solution. His decision, asset forth in this remarkable treatise, is summed up in the sensi¬ ble conclusion that the experiment of so-called reconstruction, without inquiring inVo its immediate antecedents, was a mistake which will be of inestimable value in the future dealing of the Republic in conferring the right of suffrage which lifts every voter to the double and xisrilous relation of sovereign citizenship. But he realizes that the x^resent illiteracy of the white contingent in the South is an even greater x^eril, being the “ remainder of wrath ” at the end of the thousand yeai’s training of this masterful race. Doctor Curry fully appreciates the great service rendered by the northern move¬ ment in the training in the elements of a Christian civilization of great numbers of these young people, the getting on the ground the people's common school, and the development of a remarkable group of several thousand youths into the natural leaders of the millions beneath. In the establishment of Hampton, Tus- kegee, and the State Agricultural and Mechanical Institutions, largely coeduca¬ tional, with their blending of a thorough elementary and secondary schooling and industrial training, he hailed the apx:>earance of the true university for the masses of these peox>le. He also gave all praise to the South, which in 1899 had enrolled 544 EDUCATION EEPORT, 1903. 1,511,018 of an estimated number of 2,900,000 negro children, and for the pnblic expenditure from State revenues to these children, from 1870 to 1901 , of $117,000,000. Well docs he say, in conclusion, “Many people seem unwilling to recognize the great fact, the most important fact in our history, that these children can be reached only through the public. State-established, State-controlled, State- supported schools, and that ‘free schools for all the people,’ the education of the illiterate here within our own ancient territorial limits, at our own doors, is the x>araniount issue, overshadowdng all other questions, domestic or foreign, wdiich can be x)resented to or acted upon by our people.” He closes this essay by “ venturing to commend to the President and the American Congress a thor¬ ough and exhaustiA’e and imiiartial consideration of a question affecting seriously every jiossible interest of the country.” He also suggests, Would it not be i:)OS- sible, with State or city aid, to establish and maintain as a model, in every State or even county, a x^rofessional school which should combine teacher training, industrial training, and kindergarten work, wdiere better ideas of home life, the only basis of all true elevation, of personal xnirity, of morality in everything done, desired, or thought, of healthy manliness and womanliness, of right living by the light of personal and social duty as taught in the New Testament, of thrift, of sanitation, might be inculcated?” (8) In the closing portion of his history of the Peabody education fund Doctor Curry condenses in five pages the argument for national aid to education, with the action of the Peabody board of trustees fully indorsed by himself in its behalf. “In 1870 half a million of voters in the South from illiteracy were notoriously incompetent to the intelligent discharge of public duties. Two millions of children in these States were without the means of instruction. During the decade from 18G0 to 1870 the aggregate of values in these States had decreased $1,872,284,724, For all this the nation was resi:»onsible to the extent that the conferring of unlimited suffrage upon the freedmen Avas a direct act of Congress.” Mr. Win- throp declared: “ Slavery is but half abolished, emancipation is but half completed while millions of freedmen with votes in their hands are left without education.” As early as 1879 Doctor Sears had urged the imperative necessity and obligation of national aid, and at the suggestion of Hon. A. H. H. Stuart, of Virginia, a committee, consisting of himself. Chief Justice Waite, and Hon. William M. Evarts, was appointed for its consideration. The report of Cha'rman Stuart, as re vis d by his colleagues, is declared by Doctor Curry “a distinguished State paper.” In 1880 Doctor Sears urged that the board meet in Washington “ to exert an influence on Congress in favor of helping the Southern States educate their colored poimlation. ” Ex-Presidents Grant and Hayes had strong convictions in favor of such action. The board in 1883 renewed its petition, and, at its request, the general agent presented it to both Houses of Congress, furnished every Mem¬ ber a copy, and, by invitation of the House Committee on Education, appeared twice before it to indorse the petition. During the ten years of the discussion of the bill presented by Senator Henry W. Blair, of New Hampshire, supported by 17 of the 22 Senators from the ex-Con- federate States and three times passed by the Senate, Doctor Curry was indefati¬ gable in the South and North in its supi)ort. It was finally defeated by the refusal of the committee intrusted with Senate bills in the House to iiermit its appear¬ ance before that body, while its final defeat in the Senate was from the votes of Senators representing three of the most-favored educational States of New Eng¬ land and several of the Northwest. In recording the final catastrophe of its defeat. Doctor Curry comes as near the margin of bitterness as was possible for a man at once so filled with a consecrated passion for a great national necessity and so wise and discreet in the expression of the most trying disappointment of his later life. DR. J. L. M. CURRY. 545 It was reserved to Doctor Curry, as to few of our great American educational workers, to live until lie could behold with his own eyes the results of his work, especially as connected with the educational funds of which he for more than twenty years was the general agent. His final promotion as consulting member of the two associations recently established, practically introducing a new revival of the people's common school, especially through the great open country of the South, though not the least of his many distinctions, came too late for any con¬ siderable effect upon their management. But as in the case of the prophet of the old time, it may be said of him, his words and his life “ did not fall to the ground.” The best of what he said and the wisest of all he has accomplished are now the gospel of that remarkable body of men and women who during the past thirty years have been trained in the most valuable normal university in the coun¬ try. The establishment of the common school in 12 Southern States, for its 5,009,000 school population, having been effected, and its adjustment to the pre¬ vious southern system of the secondary and higher tyjje in the good time that, God willing and all men and women of good will helping, is sure to come, the original distinction of the South in the building of the nation v/ill be renewed in the achievement of its present generation, which will bring its entire population at last on the “ foundation that cannot be moved ” — the American system of uni¬ versal education, the only reliable basis for a republican civilization. In the last interview of the author of this essay with Doctor Curry, he declared, with his usual inspiring emph.'isis, that in a recent interview with Mr. Booker T. Washington they agreed in the conviction that the present system of common schools in all these States for all people was so firmly established that there was no reasonable prospect that it could be moved and every reasonable prospect of its steady improvement. Well might this man, at the end of more than half a century of his great service for his people and his country, declare: ‘‘ Now lettest Thou Thy servant depart in peace, according to Thy word, for mine eyes have seen Thy salvation which Thou hast lu'epared before the face of all people.” To obtain a more complete iniT)ression of what was accomplished in southern education from the beginning of the Peabody education fund in 1871 to 1895, we reproduce several tables originally appearing in the rei^orts of the Peabody and Slater funds. Public school statistics hi several Southern States. [Figtires in parentlieses and across the line indicate that separate returns for white and colored were not made.] State. Schools. Teachers. Pupils. Revenues (excluding bal¬ ances). Col¬ ored. White. Colored. State. Local revenues (including poll taxes). Alabama . . Arkansas . Florida . Georgia . Louisiana . Mississippi . . . North Carolina. South Carolina . . . Tennessee . . Texas . . Virginia _ West Virginia _ 1871 1870 1870 1870 1870 1870 1870 1870 1870 1871 1870 1870 2,899 922 (2,537) 719 I 97 (23) (3,450) (1,398) (769) (1,932) (1,-^24) ■(2,357'j"' 2,497 973 (2,302) (524) (3,520) (1,415) I (2,141) (1,578) (2,405) a 88, 976 0 54,336 (b 107, 908) & 8, 2.54 f>34,.558 ?>4,524 b 5,208 (e 23, 223) (0 98,600) (329,303) (030,448) (0 82,970) (063,504) (050,775) (0 87,330) $531,389 c 454, 636 0 43)3,283 / 496, 401 c 42, 862 0 50,000 0 136,097 e. 262, 892 o Enrollment. rf Total available fund, 1871. 0 Number attending. e^A-mount expended— incomplete, c Hotal amount paid to teachers. / Total apportionment for 1870. 3 Estimated number in school. 0 $50,000 appropriated by legislature in addition to amount raised by poll tax. ED 1903- ■35 54G EDUCATIONS' EEPOBT, 1903. Public school statistics in several Southern States, [Figures in parentheses and across the line indicate that separate returns for white and colored were not made.] State. Date. Schools. Teachers. Pupils. Revenues (exclud¬ ing balances). White. Col¬ ored. White. Col¬ ored. White. Col¬ ored. State reve¬ nues. a Local revenues (includ¬ ing poll taxes), a Alabama . ]8()3-94 4,439 2,248 4,412 2,196 190,:305 115,709 $415,627 $141,431 Arkansas . 1.S94-95 ( b 5, 1 1)66) 5,124 1,796 216,863 82,429 396,308 860,000 Florida . 1893-94 1,775 1 629 2, 151 772 59,503 37,272 100,874 445,987 (.285) (1,045) Georgia . 1894 4,941 2,727 5,398 2,898 260,084 169,404 1,268,618 375,043 Louisiana . 1895 1,999 895 2,576 961 98,400 65,917 206,041 598,005 Mississippi . 1894-95 3,611 2, 4,591 3,264 162,8:80 187, 785 698,039 401, 717 North Carolina... 189:8-94 4,811 2,296 5,285 3,075 242, .572 128, .318 386,118 272, 750 South Carolina ... 1894-95 ^•2,421 cl, 631 2,696 1,869 10:8,729 119,292 332,698 196, 491 Tennessee . 1894-95 6, 050 1,648 6,812 1,778 377, 626 100, 499 1,240,176 (d) Texas . . . 1894-95 b7, 724 52,207 10,279 2,729 463, 039 128, 729 1,190,485 790, 615 Virginia . 1894-95 6,035 2,243 6,211 2,081 2:85, .5.33 120,453 930,548 805,025 W est V irginia .... 1894-95 502) 1 6,066 233 210,059 7,649 318,506 1,089,197 a For Loth races. In 1893-94. c Number of schoolhousas. d Not reported. Pliteracij in twelve Southern States, 1S70 and 1S90, State. White. Colored. 1890. 1870. 1890. 1870. Illiterates. Popula¬ tion 10 years of age and oyer. Illiterates. Popcila- tion 10 years of age and oyer. Illiterates. Popula¬ tion 10 years of age and oyer. Illiterates. Number. Per cent. Number. Per cent. Number. Per cent. Number, Per cent. Total . 1,171,295 16 4,306,086 1,064,991 25 4,315,306 2,0a3,605 62 2,750,918 2,383,076 87 Alabama . 107,335 18.2 377,967 92,0.59 24.4 479,4.30 331,260 69.1 328,835 290,953 88.1 Arkansas . 93,090 16.3 2.56,488 64,095 25 217,4.54 116,655 5:3.6 85,249 69,244 81.2 Florida . 18,516 11.3 68,371 18,904 27.6 119,034 60,204 50.6 62, 748 52, 899 84.1 Georgia . 114,691 16.3 462, 718 124,9:39 27 600, 623 404.015 67.3 373, 211 343, 6.54 92.1 Louisiana . 80,939 20.1 264,033 50, 749 19.2 392, 6‘t2 283, 245 72.1 262, 359 225, 409 85.9 Mississippi . 45, 7.55 11.9 276,1.32 48,028 17.4 516 929 314,858 60.9 305,074 265, 282 87 North Carolina 173, 722 23 497, 132 166, 397 33.5 392,589 235, 98l! 60.1 272, 497 2:31,293 84.8 Soiith Carolina 59,443 17.9 213,194 .55, 167 25.8 470, 2:32 301,262 64.1 289,969 235, 212 81.8 Tennessee . 172, 169 17.8 665,. 390 178, 727 26.9 309,800 167,971 54.2 225, 482 185, 970 82.4 Texas . . 132,389 10.8 401, 110 70, 895 17.7 3:36, 154 176,484 52. 5 169,965 150, 808 88.7 Virginia . 105,0.58 1.3.9 527, 4:32 123,538 2:3.4 455, 682 260, 678 57.2 362,624 322, a55 88.9 West Virginia . 68,188 13 295,519 71,493 24.2 24,737 10,992| 44.4 12,905 9,997 77.4 Percentage of total illiteracy in 1890: Alabama, 41; Arkansas, 26.6; Florida, 27.8; Georgia, 39.8; Louisiana, 45.8; Mississipi>i, 40; North Carolina. 35.7; South Carolina, 45; Tennessee, 26.5; Texas, 19.7; Virginia, 30.2; West Virginia, 14.4. Percentage of white and colored illiteracy according to the census of 1900: Alabama, white 14.7, colored 57.4; Arkansas, white 11.5, colored 48.0; Florida, white 8.9, colored 38.5; Georgia, white 11.9, colored 52.3; Louisiana, white 18.4, colored 61.1; Mississippi, white 8.0, colored 49.1; North Carolina, white 19.4, colored 47.5; South Carolina, white 13.5, colored 52.8; Tennessee, white 14.1, colored 41.6; Texas, white 8.6, coloi-ed 38.2; Virginia, white 11.1, colored 44.6; West Virginia, white 10.3, colored 32.3. DK. J. L. M. CUERY 547 PEABODY EDUCATIOX FUYD. Tabular statement of the distribution of the income from the year ISGS to September 30, 1S97. Year. Alabama. Arkan¬ sas. Florida Georgia. Louisi¬ ana. Missis¬ sippi. North Carolina. South Carolina. 1868 . - $1, 000. 00 $8,563 $8, 700 $1,338 $2, 700 $3, 550 1869 . . - . - 5,700. 00 S4,a)o $1,850 9,000 10, 500 9,000 6,850 7,600 1870 . - . 5,950.00 11,050 6,950 6,000 5,000 5,600 7,650 2,950 1871 _ _ 5,800.00 9,200 6,550 8,800 12,400 3,250 8,950 2,300 1872.. . 9,900.00 12, 250 6,200 6,000 11,500 4,550 8,250 .500 1873 6, 000. 00 11,400 7,700 13, 750 6,800 9,750 1,-500 1874 _ 9;7aj.oo 3,600 9,900 6,500 2,750 6,700 14,300 200 2,200.00 1,500 1,800 9,750 1,000 5,400 16,900 100 1876.... . . 5,500.00 1,000 1,000 3,700 2,000 9,950 8,050 4,150 1877 _ 4,600.00 6,300 5,900 4,700 3,oao 5,990 5,100 4,400 1878 . . . 800.00 5,900 3,200 5, ‘100 4,750 500 4,100 2,250. 1879 . 2,800.00 8,250 2,600 4,400 7,000 2,600 6,900 5,000 1880.. . . 350.00 3,000 1,000 1,300 4, 100 3,600 2,450 1,300 1881 . 1,090. 00 2,500 300 1,600 4,200 1,400 3,335 2,000 1883 . . 3,110.00 3,300 1,900 4,390 - 3,400 1,400 4,900 3,800 1883 _ 3,700.00 2,80'0 1,925 3,500 1,700 1,900 6,150 4,075 1884.. . . 3,900.00 2,000 1,100 2,500 800 1,400 3,900 2,750 1885 3,800.00 1,500 1,500 2,000 2,800 3,230 4,400 1886 . 6,900.59 3,300 2,500 4,000 4,400 11,400 1887 3,500.00 2,400 2,000 4,000 3,000 5, .500 1883 _ 4,200.00 1,500 1,200 3,500 1,000 6,000 1889 7,800.00 2,000 1,853 4,500 4,050 7,947 1890 5, 700. 00 2,400 2,026 4,700 3,750 8,900 1891 7, 900. 00 3,(X)0 3,600 5, 300 5,000 7, 650 1893 7,000.00 6,000 4,200 5,500 6,000 7,000 1893 . 5,200.00 7,000 1,400 4,250 4,150 2,500 4,600 3,800 1894.. . 4,900.00 3,800 1,400 2,000 3,650 3,000 3,750 3,800 1895 . 4,100.00 2,750 1,000 2,300 3,200 3,000 3,500 3, 700 1896.... . 7,500.00 3,300 1,000 4, 700 3,800 4,000 5,700 5,019 1897 . 5,400*00 1,800 1,200 5,050 4,300 3,000 5,300 5,700 Total . . 146,000.59 129,100 67,375 133,531 135, 200 86,878 173,015 1.29,441 Year. Texas. Tennes¬ see. Virginia. West Virginia. 1868 $4, 800 $4, 750. 00 1869- . 11,900 12,700.00 $10, 900 1870. . $1,000 15,050 10,300. 00 13,000 1871 . . . 22, 6.50 15,950. 00 9, 1.50 1872 . 23,250 29,700.00 17,900 1873 . 27,800 38,400.00 15, 750 1874 . . 1,000 33. 100 31,7.50.00 15,100 1875 . - . 1,350 24; 1.50 2-3,350.00 10,-500 1876 _ _ 4, 4.50 7,100 17,800.00 8,600 1877-.-. .1 . 7,1.50 7,050 17,850.00 6,810 1878 . . 8,050 4,100 13,450.00 5,100 1879 . . 9,000 3,100 8,8.50.00 4,000 1880 . . 15,250 1,900 5,700.00 3,000 1881 . 9,050 2,500 4,1.50.00 2,000 1882 . - . 14,950 3,800 2,0.59.41 2,350 1883 . 12,600 3,400 2, 6^. 00 2,550 1884 . . 5,500 1,750 4,000.00 2,000 1885. . . 4,500 1,700 4, 565. 00 2,000 1886 . . 2,500 1,200 6,000.00 3,800 1887 . - . 2,500 1,200 4, .500. 00 3,000 1888—, . . . 1,500 1,200 2,000.00 1,500 1889 . . 2,600 1,000 5,200.00 2,800 1890 . 6, .500 1,000 4,500.00 3,900 1891- . 5,774 2,000 5,800.(X) 3,-500 1892.. . - . 6,500 2,000 7,000. 00 3,600 1893 . 4,500 2,000 4,700.00 3,400 1894 . . 3,7.50 2,000 4,550.00 8,000 1895. . 3,500 1,200 4,0.50.00 2,250 1896 . . 4,000 1,200 5,400.00 3,400 1897 . 4,500 1,200 5,300.00 2,650 Total . 141,974 216,300 305,949. 41 167,510 N ormal College, IS ashville. Scliolar- ships, Nor¬ mal Col¬ lege, Nash¬ ville. Total. $3,000. 00 3,000. 00 15,000. 00 $1,900.00 5,000. 00 1,900.00 11,000. 00 12,300.00 13,000. 00 10,400.00 4,000. 00 25,975.00 8,000. 00 16,150. 00 9,500. 00 20,700. 00 9,900. 00 21,200.00 10, 100. 00 20,970.00 10, OG). 00 18,500. 00 10,-500. 00 24,300.00 7,800. 00 17,800.00 10,9-50. 00 26,4.50.00 28, 250. 00 21,474.00 14,350. 00 23,726.00 14, (KX). 00 2.3,600.00 13,200- 00 26, 4.50. 00 11,600. 00 25,188.25 20,300. 00 35,131.73 6,212. 25 - 19,008.21 9,900. 00 5, .567. 69 $a5, 400. 00 00, 000. 00 90,500. 00 100,000.00 130,000.00 136,8.50.00 134,600. 00 101,000. 00 16,300.00 95, 750. 00 64,500. 00 87,800.00 66,3.50.00 64,100. 00 73,509.41 77,12.5.00 62,700.00 63,065. 00 74,500.59 66,400.00 49,200.00 77,150.00 93,100.00 87,600.00 92,400.00 87,150.00 76,388.25 89,981.73 74,239.46 60,567.69 248,562.25 398, 690. 88 2,478,527.13 The original gift of John F. Slater to the cause of negro education ($1,000,000 in 1882) by wise investment had reached in 1900 the sum of $1,500,000. The expend¬ iture for schools meanwhile had amounted to $650,000. 548 EDUCATION EEPORT, 1903. lY.— EEUCATION IN THE SOUTHERN STATES. By Tiik Eox. J. L. M. Curry. [All address before tbe educational conference at Capon Springs, AY. Va., Juno 22, 1G90.] 1 have been requested to present a survey of the educational field of the South. This must necessarily be rapid and imi)errect. The starting point is the war between the States, which resulted in Ahe most gigantic revolution of modern time — the emancipation of slaves, the disorganization of the entire labor system of the Soutli^ the reversal of traditions, habits, and institutions, the impoverish¬ ment of the South, and the addition to the voting population of a large mass of peoTde who, recently in bondage, were suddenly transformed by act of the United States into a body of citizens having the highest privileges and prerogatives. Few people can realize — no one outside the limits of the Confederate States — hov/ utterly transformed everything was, what an upheaval, overthrow of cherished convictions, of habits of life, of social and political environments, and destruction of property. When the surrender of the armies under Lee and Johnston occurred there came the necessary duty of rehabilitation, of setting houses, churches, schools, and government in order for the new and the strange life. During the war, through the Freedmen’s Bureau and a few religious organizations, elforts, partial and local, were begun toward giving some education to those who were within the Union lines. This noble and proper effort was often in the hands of fanatical men and women ignorant of negro peculiarities, inexperienced as to methods of teaching, full of self-conceit, and possessed of a fatal facility of rub¬ bing the fur the wrong way. It must be borne in mind that under the ancient regime uo public school system providing universal education ’existed at the South. There was no system ade¬ quate even to the education at public expense of the white youth. Our peculiar social system forbade the education of the negroes. That obviously would have been iinimssible and dangerous. In the course of a few years systems for both races were established. The difficulties were very great. Poi^ulation was sparse, roads were bad, schoolhouses did not exist, there wms an absolute want of acquaintance with the machinery of public schools, no sufficient supply of com¬ petent teachers was to be had, and weighing down all spirit of hopeful progress was the dreary poverty of the taxpayer. It is impossible for those living north of Mason and Dixon's line to realize how universal and crushing was the bankruptcy of the South after Appomattox. In 1861 the real and personal property of Geor¬ gia was valued at $661,000,000. At the close of the war $131,000,000 were left. Ex uno disce omnes. Superadd the horrors of reconstruction, its robberies, insults, corruptions, incompetency of officials, and the deliberate attempt to put the Avhite people in subjection to the negroes. Despite the environments and the hopelessness of the outlook, there were a few who felt that the salvation of the South, the recovery of its lost prestige, depended on universal education. They felt that no better service could be rendered to the country and the great x>roblem wdiich embarrassed or darkened action than a. scheme of applying systems, tried and known elsewhere, to the renaissance of the Soutli. Therefore, with hope and courage amid the gloom of disappointment and poverty and despair, the pressure of adverse circumstances, and the struggle for subsistence, they advocated and secured the incorporation into organic law of general education as the only measure which promised to lift up the lately servile race and restore the white people to their former pro3T)erity They persevered in their efforts, until now, in view of the magnificent results achieved, we can set up our Ebenezers. Every State in the South has State -established, Stat3-controlled, State-supported schools for both races, without legal discrimination as to benefits conferred. About $100,000,000, drawn very largely from the taxation of the white DK. J. L. M. CURRY. 549 >A people, have been given for negro education, and 1,250,000 negro children are i enrolled in the schools. Nothing in the history of civilization is comparable to I this sublime self-denial and this worlc of enlarged patriotism. K When the Government emancipated the negroes there v/as an imperative result- ^ ing obligation to prex)are them for citizenshij) and freedom, but the Government has persistently and cruelly refused to give one cent of aid to this indispensable S work. Along with what the States have done, northern religious societies and some . y benevolent men and women have given liberally for the education of the negroes, { and such institutions as Hampton, Tuskegee, Spelman, Tougaloo, Clafiin, Shav/, St. Augustine, and others have done most valuable service in preparing the negroes for their changed condition. These schools, however A’aluable the work : done by them, reach not more than 30,000 pupils, and if all these turned out well, ' what are they among so many? Every southern man or woman is profoundly grateful for what northern people have done for the education of the negroes — for making coequal citizenship of the two races in the same territory an endurable possibility. The public free schools are the colleges of the people; they are the nurseries of freedom;' their establishment and efficiency are the paramount duty of a republic. The education of children is the most legitimate object of tasation. Eighty-five or 90 per cent of the children will never know any education as given ; by schools except what they obtain in free State schools. It is not, therefore, a question of relative vrorth of different methods, but of education at all. It must not be supposed that because prior to the war the Southern States had no systems of public schools for universal education they were negligent of the duty of supplying a large number of the white x^opulation with instruction of the highest order. It may surprise some of the audience to learn that by the census of 1860, when the North had a population of 19,000,000 and the South had 8,000,000, the North had 205 colleges, 1,407 professors, and 29,044 ^students; the South had 262 colleges, 1,488 professors, and 27,055 students; the North expended for col¬ leges per annum $1,514,688 and for academies $4,663,749, wffiile the South expended for colleges $1,662,419 and for academies $4,328,127. Besides these, in nearly every State were denominational colleges, and I make bold to say that the education furnished, according to the then existing courses of study, was in all respects equal to that furnished elsewhere. Webster once exclaimed of Massachusetts: “ There she is — she speaks for herself! ” With equal boastfulness the South may say of the results of the education furnished: “ There are her men — they speak for themselves! ” What portion of the world can surpass our Marshall and Taney, Washington, Jefferson, Madison, Henry, Rutledge, Pinckneys, Calhoun, Clay, and scores of others? Obliterate from our history what those men have achieved, and how barren it would be! It need hardly be said that our institutions of learning shared in the universal poverty which swept over our land. The colleges in some cases were used as I ' barracks and hospitals for the soldiers. Libraries and apparatus were removed ! or destroyed, and in some instances there has been a weary waiting for com]}ensa- tion after proof, clear and full, leaving no loop to hang a doubt uj)dn. Buildings ' for dormitories and science halls, very much needed to meet pressmg demands, ! are not finished for want of funds. Professors, faithful and scholarly, are poorly i! paid. Most pathetic calls from young men and. young women hungry for educa¬ tion are heard, and yet they must be turned away in the absence of scholarships and endowments. Some single colored schools have a larger annual income and expend more for running expenses than any university except Johns Hopkins, and I as much as the combined outlay of four or five white colleges. The white insti- j tutions at the South have had no help fiom the generosity of the North except t what one family has given to the Vanderbilt and the University of Virginia has f received from the estate of Fayerweather. Is there any vronder that southern « 550 EDUCATIOI^’ EEPORT, 1903. colleges can not compare or compete Yvdth Harvard, Yale, Cornell, Princeton, or Chicago, with their plethoric millions? From the Bureau of Education I gather that the northern colleges have in pro¬ ductive funds $103,721,451, while the South, exclusive of the District of Columbia, reports $15,741,000. In the Yorth there are 23 institutions with an annual income of from $100,000 to $200,000, while in the South there are only 13. The Horth has 3 colleges with an annual income of from $400,000 to $500,000 and 3 with an income of from $700,000 to $800,000, while in that favored class the South has not one. Ho wonder that in the northern press, the greatest civilizing force of the times, while columns are given to interesting accounts of what higher institutions are doing and receiving, there is scarcely a mention of work done or help received by the struggling colleges of the South. I shall not stultify myself by any fresh argument in favor of negro education, but I must be pardoned for emphasizing the fact that there is greater need for the education of the other race. The white people are to be the leaders, to take the initiative, to have the directive control in all matters pertaining to civilization and the highest interests of our beloved land. History demonstrates that the Caucasian will rule. He ought to rule. He made our Constitution; he achieved our inde- j;)endence; he is identified v/ith all the true progress, all high chulization, and if true to his mission, while developing his own capabilities, he will lead out and on other races as far and as fast as their good and their possibilities will justify. This white supremacy does not mean hostility to tl^ negro, but friendship for him. On the intelligent and more rehned class of the white people the negroes have been comi^elled to rely heretofore for the educational advantages which they possess, and on them in the future they must depend to prevent a widening of the breach between the races and to bring about their higher advancement. It is hopeless to think of the small number of educated negroes protecting themselves against wrongs unless there be men and women cultured, courageous, broad minded to correct, elevate, and lead public opinion. Some wild enthusiasts of the negro race, some purblind fanatics of the white race, may expect or desire subordination or infeiaority of the white people, but that is the crazy dream of a kind of racial cosmopolitanism or fusion which portends loss of national unity and is the fore¬ runner of decay. Much has been gaid — too much can not be said — of the negro problem. It does not ‘‘down” at any man’s bidding. It is a living, ever-present, all-pervasive, apparently irremovable fact. Its solution baffles statesinanshijj and philanthropy. Education — moral, intellectual, industrial, civic — should be persistently, gener¬ ously furnished, but, if universal, is slow in its results and while immensely bene¬ ficial does not settle irreconcilable racial antagonisms, and it leaves two hetero¬ geneous, unassimilable peoples as coequal citizens with growing cleavage in the same territory. Preachers, sociologists, humanitarians, with their altruistic spec¬ ulations, may from a safe distance pooh-pooh the problem, but there it is, and there it will remain. Recent tragic occurrences at the South are not the gravamen of the problem. They are horrifjung, but are incidents. The unmentionable atrocities, filling the timid with direful apprehensions, are committed by a few brutes, who, slaves to appetites, have had their moral perceptions, if discernible at all, blunted by unde¬ veloped intellects, low companionship, descent from depraved mothers, fiery intoxicants, and certainly are far below the average and have not the sympathy and approval of their race. It needs no argument that the more debased, the less self-reliant, the more unskilled, the more thriftless, and unemployed the race or any portion of it is, the more dangerous it will be, the less desirable as inhabit¬ ant, as laborer, as citizen, as voter. Plato said a man not sufficiently or properly trained is the most savage animal on earth. Nothing can be more illogical, more DE. J. L. M. CUEEY. 551 indefensible, more unjust, more cruel, more harmful to both races than to hold the negroes responsible for the outrages of a few of their race. Besides, these crimes hardly enter into the problem, which is not one of criminology or vengeance, but exceeding in magnitude and gravity any now existing in a civilized country, and demanding patience, wisdom, statesmanship, justice, charity of the best of the land. It is sometimes said that we must rely exclusively on universities to furnish the means of meeting social and civil questions, and for leading a community or nation out of darkness into light, out of bondage into freedom. Such is not my reading of history. Art grew out of handicraft. The revival of real art came from a new beginning among humble craftsmen and hard-working artisans. Political reforms for amelioration of the condition of the masses have been achieved with unrelent¬ ing opposition of those in power and in high places who are on the catalogues of universities. It is an interesting fact, says President Harper, that all the great religious truths were worked out in the popular mind before they were formulated by the thinkers. Nearly every step in throwing off the tyrannies of church estab¬ lishments and winning freedom of worship has been taken with the bitter, insult¬ ing, unforgiving hostility of those who boasted of their social and intellectual superiority. Exceptions honorable there have been, but the truth remains that not all of the advancements of the race have been due to those who have had the advantages of highest instruction. It is upon the condition of the great masses of the people, and not upon the elevation and welfare of a limited and privileged class, that we must mainly rely for the stability of our free institutions and' for the permanent maintenance of public order. Far be it from me to underrate the utility of these institutions which are monu¬ ments to the dignity and worth of the human mind, exert a conservative influence on society, furnish, through the vigilance of the wise, safeguards of freedom, and are essential to our safety and well-being at home and to our honor abroad. Napo¬ leon melted the cannon captured at Austerlitz to build a monument to signalize his martial exploits. It would have been better to have built a university, for Sedan was the triumph of G-erman universities and of science applied to war. My contention is that our main dependence as a republic is on the capacity and integ¬ rity of our general citizenship, and the importance of the trust demands the use and improvement of every educational agency from kindergarten to university. Ours is a federal, democratic, constitutional, representative Republic, and indi¬ vidual liberty is greater and can be safely intrusted in proportion as people rise in the scale of virtue, intelligence, patriotism, and in acquaintance with the nature and ends of free government. When a people are ignorant, superstitious, debased, corrupt, purchasable, the prey of demagogues and adventurers, the slaves of prejudice and passion, individual liberty is less and less until it becomes extinct and despotism is a necessity. Our American Republic, which we love, is the guardian of the holiest trust ever committed to a people. ' There are grave questions growing out of our late and present wars against Spain and the Philippines, our relations with half -civilized islanders, which are not to be considered in this conference. There are other questions, home and internal, which thrust themselves upon our thoughts and demand wise consider¬ ation and the fullest education of every citizen. When all are properlj'- educated we shall not then have too much wisdom for meeting the perils which menaee our institutions. The masses, always representing the lowest parts of society, must have general instruction and some familiarity v/ith the rights and duties of ordinary citizenship. Perhaps the most mischievous error in the public mind is the misap¬ prehension of liberty and of democracy. Liberty is to be blended inseparably with the Government, harmonized with its forms, be made subordinate to its ends, for the correlative of liberty is lawful authority. Freedom consists in keeijing 552 EDUCATION EEPOET, 1903. ■within lawful limits and rules, and anything except that is not freedom, but license — in fact, servitude of the most abject type. It is a pestiferous error, largely accepted, that the people have an inherent right to rule, independent of forms and rules and constitutional restrictions. Lincoln, in homely language, said that ours ^vas a government of the peoide, for the people, by the people. This means the rule of the people through an organ¬ ized government, through legal and orderly administration. How shall the peo¬ ple rule? ^Yhen is their voice authoritative? Certainly not whene-ver, wherever, or however exjjressed; not by the spontaneous utterance of a promiscuous assem¬ bly; not by the will of a frenzied mob. The voice of every man, woman, and child in the United States is not law unless that voice has been collected and formulated according to prescribed methods and forms. Such a claim is the very opposite of our representative Republic. Neither a majority nor unanimity vote can justify the assumption of legislative and executive functions. To be a people i:)resup- poses a state of civil society, and a voluntary assemblage has no sort of title to alter the seat of power in the society in which it ought to be the obedient and not the ruling part. This modern democracy is mobocracy — is despotism pure and simple. The tendency is too frequent among our people for an excited, conscienceless multitude to take power into their hands. We have had examples of this in Massa¬ chusetts, Ne’w York, Philadelphia, Cleveland, Illinois, and the South. Growing largely out of this perversion and misunderstanding of the theory and functions of our Government is the frequent violation of law or the contempt of civil author¬ ity. Regarding the people as the fountain and sanction of law and authority, the slow process of prescribed forms is disregarded, and men take unto themselves the administration of law, the redress of injuries, the punishment of offenders. Human life is shown in the 10,000 annual murders to be very cheap. Whitecap- ism and Kukluxism and secret associations set their judgment up as better than a regularly organized civil government. Riots abound, and rights of property and obligatoriness of contracts are treated as wrongs to be summarily remedied. These offenses are not local and are as censurable in Ohio and Illinois as in Ken¬ tucky or Georgia. It behooves good men and women everywhere in self-examination, charity toward others, in catholic patriotism, in courageous purpose to do right, in help¬ fulness for those less favored, to combine all influences that the Republic may come to no harm. Our history fills our hearts with exultation and pride. Its great examples, its general teachings, the splendor of its achievements, the advance in all good arts, the peace and prosperity, the oj^en door for individual and national development, the contagiousness of the success of freedom, have made the boast of American citizenship to be more real and far more universal than that of being a Roman. These representative institutions must not perish nor be set aside as vain experiments, nor replaced by forms or realities which deny popular sovereignty and the blessings of a written constitution. We must all feel that in us and in our Republic the highest life of man is vitally and insep¬ arably associated. Our country is the glory of earth, the hope of the oppressed of all lands, the realization of the dignity of man as man, the fulfillment of the dreams of all who have built their hopes on human capabilities and human lib¬ erty, and nothing can surpass the duty to omit no exertion of transmitting unim¬ paired all these blessings and hopes to those ■who are to come after us. CHAPTER XIL SECONDARY EDUCATION. By Elmer Ellsworth Brown. I. THE COLONIAL PERIOD. THE BEGINNINGS. The groundwork of the earlier secondary schools in the American colonies was necessarily an imitation of the secondary schools of Europe. Since the most of the colonists came from England, the schools most generally imitated were the old English grammar schools. Two sets of influences Avere at work, however, modifying the English type in the English colonies. These Avere the stress of the strange eiiAuronment of pioneer life and the strain of conscious protest against the old insti¬ tutions of Europe Avdiich many of the colonists had brought with them. Land AA^as plenty and money Avas scarce in the colonies. The population was scattered OA^er Avdde stretches of territory, even in the more thickly settled regions. Broadly speaking, this dispersion of the people Avas less marked in New England and increased as one moA^ed southward. The immigration of the seA^enteenth century brought with it many idealists, highly educated men, of great influence in public affairs, with Avhom the educational and religious upbuilding of communities was a prime consideration. But the great body of the colonists early settled down to the one all-absorbing and overshadoAving occupation — the conquest of the Avilderness. To overcome or civilize the red men, to subdue the more obstinate opposition of natural forces, to accumulate the wealth Avhich should render a higher civilization possible, these Avere the first concern. One purpose often put forward in the estab¬ lishment of early schools and colleges Avas the Christianizing of the native Indians. The chief business of the schools, however, was to hold the gains of civilization and preA^ent the pioneer colonists from relapsing into barbarism. It was, “ that learning may not be buried in the grave of our fathers, ” as the general court of Massachu¬ setts declared. THE CHARACTER OF THE SCHOOLS. In the stricter usage of the time, the grammar schools were bound up with the life of the colleges, though Avholly separate from them as regards administration. Our colonial colleges came in three groups or movements. IlarA^ard, 1636, stands by itself, far riimoA^ed from all others in point of time. William and Mary, 1693, and Yale, 1701, belong to the second great moA^ement in the higher life of the colonies. The others, beginning with Princeton, 1746, groAV out of the intense spiritual strivings of the later colonial period. All of these exercised a great influence in the domain of secondary instruction. The grammar school, being distinctly preparatory to the college, was intended primarily for students Avho Avere fitting themseh^es for a professional or a govern¬ mental career. Many boys, hoAvever, Avere sent to the grammar schools who could not hope for one of these higher careers. Such Avas the strength of educational tradition that they were commonly put through the same course of classical instruc¬ tion as those Avho Avere preparing for college. The educational functions assigned to the school Avere narroAvly literary. Such commercial subjects as wwiting, arithmetic, and casting accounts Avere sometimes taught in a separate school, sometimes by a 553 554 EDUCATION EEPOET, 1903. 'writing master attached to a grammar school, sometimes hy the grammar master liimsclf. In the later colonial period it was no uncommon thing to have such sub¬ jects tauglit in a school intended mainly as a Latin school. Even surveying and jiavigation were sometimes taught in such schools. On the other hand, the grammar master often found himself compelled to devote the greater part of his time to beginners, struggling with their a, b, c, and primer. CLASSICAL STUDIES. Inasmuch as the substantial core of the studies of the grammar schools was made up of the subjects required for college matriculation, we can best get at their courses of instruction by examining the admission requirements of the colonial colleges. « The requirement at Harvard College in 1642 was simply the ability “to read Tully or such like classical Latin author ex tempore, and make and speak true Latin in verse and prose, suo (ut aiunt) Marte, and decline perfectly the paradigms of nouns and verbs in the Greek tongue.” This requirement was probably varied slightly in the actual practice of the college from time to time, but it continued unchanged, so far as the formal prescription was concerned, until 1734. The laws of the college lu'omulgated in the year last named make only slight changes in this time-honored regulation. Vergil and a knowledge of the rules of prosody might be substituted for skill in making Latin verse. In addition to a knowledge of the Greek paradigms, these laws demanded the ability “ to read, construe, and jDarse ordinary Greek, as in the New Testament, Isocrates, or such like.” The grammar school of William and 3Iary College, according to the statutes of 1727, prepared boys for admission to the college by taking them through a course of four years in Latin, together with two years in Greek. The grammars and classic authors prescribed were “the same books which by law or custom are used in the schools of England.” The require¬ ments at Yale until 1745 were substantially the same as those at Harvard. Then the significant addition of “common arithmetic” was made. At King’s College (Columbia) the laws adopted in 1755 provided for the admission of “such as can read the first three of Tully’s select orations and the three first books of Virgil’s yEneid into English, and the ten first char)ters of St. John’s gospel in Greek into Latin, and such as are well versed in all the rules of Clark’s introduction, so as to make true grammatical Latin, and are expert in arithmetic so far as the rule of reduc¬ tion.” These rules were altered in 1785, making the prescrij)tion include Csesar’s Commentaries, the four orations against Catiline, the first four books of the .^Eneid, the gospels in Greek, and the four fundamental rules of arithmetic, with the “rule of three.” We get some glimpse of the way colonial college requirements were met by colo¬ nial grammar schools in the history of the’Boston Latin School. Course of Study of the Bostox Latix School just before the Bevolutiox. [No regular curriculum of the school has come clown to us from the colonial period. What fol¬ lows is arranged from the published reminiscences of old-time pupiis, and chiefly from those of Harrison Gray Otis, who entered the school in 1773.] The pupils entered at the age of 7, having already learned to read English. First year: Cheever’s Accidence. “A .small Nomenclature.” Cordcrius’s Colloquies. During these three years the pupils spent the hour from 11 to 12 each day in a writing school, in which arithmetic Avas studied as far as the “rule of three” (simple proportion). Second year: iEsop’s Fables. Eutropius. Ward’s Lilly’s grammar. Third year: Eutropius and grammar continued. Clarke’s Introduction to writing Latin. a This inquiry has been made recently hy Dr. Edevin C. Broome, Avho has embodied his results in a valuable monograph. See bibliographical notes. SECONDAHY EDUCxVTION-. 555 Fourtli year; Subjects of the third year continued. Csesar’s Commentaries. “ Making Latin.” Fifth year: Tully’s Orations. ' “ Making Latin.” Sixth year: The first books of Yergil’s -Fneid with Trappe’s and Dryden’s translation. “Making Latin.” Ward’s Greek grammar. Greek Testament -with Bcza’s Latin translation. Seventh year; Horace. Latin verse composition with the Gradus ad Parnassum. Five or six books of Homer’s Iliad with Clarke’s translation. [Ovid’s Metamorphoses, Vergil’s Georgies, and something of Xenophon were read by some classes.] COLONIAL SCHOOL SYSTEMS. Four of the colonies — Massachusetts, Connecticut, New Hampshire, and Maryland — ■ had each made provision before the end of the seventeenth century for a general colonial system of grammar schools. The Massachusetts act, 1647, provided for the appointment of a master to teach reading and writing in every township of fifty families' and a master of a grammar school in which youth might be fitted for the university in every township of one hundred families. The master’s salary might be paid by the parents of the children attending the school or drawn from the town¬ ship treasury, as the local authorities should determine. The Connecticut law fol¬ lowed pretty closely the terms of this enactment, but in 1672 the provision for a grammar school in each of the larger townshixis of this colony was changed to a pro¬ vision for one in each county. The New Hamxishire law followed faithfully the lines laid down by jMassachusetts. Maryland undertook to establish a system of county grammar schools, but it was not until after the jiassage of the act of 1723 that this system was fairly inaugurated. All four of these colonial systems are significant because of the advanced ground taken in each case by the civil authorities in a matter vdiich had been hitherto so largely under ecclesiastical control. In the acts of the three Ne^v England colonies the obligation to support schools was imposed on the several towns in their civil capacity. The religious xiurpose was indeed pushed to the front, but the schools were to be under civil control. In the Maryland act a self-perpetuating board of trustees was erected for each of the several county schools. Provision was made for keejoing these schools in close relations with the Church of England. In both New England and Maryland colonial subsidies were granted to some of these schools. These were mainly land grants in the northern colonies and the income of various colonial imposts in Maryland. In some of the other colonies there were interesting legislative enactments from time to time relating to secondary education — in Penn¬ sylvania, in New York, in South Carolina — but in none of these was any general system of secondary schools brought into existence. Paktial List of Colonial Geammar Schools, and of other Colonial Schools muiich are , NOW OF Secondary Grade. New York (City). The School of the Reformed Dutch Church, established 1G33. An elementary school in colonial times, its course was gradually extended to cover the secondary grade of instruction. Now known as the Collegiate School. [Dhnshee, Henry W.] History of the school of the Collegiate Reformed Dutch Church . . . Second edition. New York, 1883, pp. 20+284. Boston, Massachusetts. Free school, voted in town meeting 1635, opened 1635 or 1636, known now and for more than a century as the Boston Latin School. Catalogue of the Boston Latin School . . . with an historical sketch prepared by Henry F. Jenks. Boston, Published by the Boston Latin School Association, 1886, pp. 6+139+8+398. 55G EDUCATIOI^ EEl’OET, 1903 Dokchester, Massachusetts. School, voted in town meeting 1639. In the early days the master taught Latin. It is no'.v and has long been a public elementary school. IJorehcdtr celebration. 250th anniversary of the establishment of the first public school in Dor¬ chester . . . Boston, 1890, pp. 77. Ei.izabeth County, Virginia. Syms Free School, endowed by bequest made in 1635, confirmed by act of the Virginia assembly 1613. Eaton School, endowed by private gift, probably before 1646. The two endowments have been consolidated and the income goes to the support of the Hamp¬ ton high school. Articles on Education in colonial Virginia, in Williani and JIary College Quarterly Historical Magazine, vols. 5 and 6, 1897 and 1898. [Several other colonial schools are mentioned in these articles.] Eoxbury, M.4.SSACHUSETTS. Free .school, founded 1645, possibly not opened till 1650, now known as the Roxbury Latin School. Not under public control. Dillaway, C. K. a history of the grammar school or, “ The free schoole of 161+5 in Roxburie” . . . Roxbury, 1860, pp. 202. New Haven, Connecticut. Hopkins Grammar School, opened 1664, and still conducted under the .same name. It had predecessors in New Haven as far back as 1642, and probably earlier. Bacon, Leonard Woolsey. An historical discourse on the two-hundredth anniversary of the founding of the Hopkins Grammar School. New Haven, 1860, pp. 64. Hartford, Connecticut. Hopkins School, opened 1665. The town had maintained a school as early as 1642, possibly earlier. The school established on the Hopkins foundation probably taught mostly elementary studies during the colonial period; it was incorporated and became an academy in 1798; in 1847 it vras merged in a public high school, the income from the Hopkins endowment being used for the support of a classical teacher in that school. Steiner, Bernard C. The history of education in Connecticut. Washington, 1893 (pp. 300), chaps. 1, 2, and 4. [Some account of schools in other county towns of Connecticut — New Haven, New London, and Fairfield — and several other schools, is given, loc. cit.'\ Hadley, Massachusetts. Hopkins Grammar School, made beneficiary of Hopkins fund 1669. The town had supported a school from 1665. It became Hopkins Academy in 1816, and is still con¬ ducted under that name. History of the Hopkins fund, grammar school and academy, in Hadley, Mass. . . . Amherst, Mass., 1890, pp. 198. [Mr. AValtcr H. Small concludes from an extended investigation that in Neu' England “ in two generations twentj’-six grammar schools were surely begun — seven, perhaps, and one was attempted, but lacked popular support.” The School Review, v. 10, p. 530, September, 1902.] Philadelphia, Pennsylvania. Public grammar school, opened 1689, incorporated four times, the last charter being granted by William Penn in 1711. Still flourishing, and known as the William Penn Charter School. WiCKERSHAH, James Pyle. A history of education in Pennsylvania . . . Lancaster, Pa., 1886 (pp. 23 + 683), pp. 41-50. [Other colonial schools of Pennsylvania are mentioned in this history.] Annapolis, Maryland. King IViliiam’s School, established in accordance Avith an act of the colo¬ nial legislature 1696. Merged in St. John’s College 1785. Steiner, Bernard C. History of education in Maryland. IVashington, 1894 (pp. 331), chaps. 1 and 2. [Some account of fourteen other county grammar schools of the province of Maryland appears in the same chapters.] New York (City). Trinity School, opened as an elementary school under the auspices of the Society for the Propagation of the Gospel 1709. It became the school of Trinity Church after the Revolu¬ tion, Avas incorporated by the legislature in 1806, in 1827 AAms enlarged and made to include the studies of a secondary school, and is still flourishing. One hundred, and fiftieth anniversary of Trinity School. Ncav York, 1859, pp. 24. Charleston, South Carolina. Free school, erected by act of the colonial legislature 1712. Also near Charleston, the Beresford Bounty School, established under provisions of the Avillof Richard Beresford, Avho died in 1722, and still conducted as a parish school (Protestant Episcopal) in the village of Cainboy. Meriavether, Colyer. History of higher education in South Carolina . . . Washington, 1888 (pp. 247), chap. 1 and appendix 2. Neshaaiiny, Pennsylalania. The ‘‘Log College,” established as a priAvate school by ReAU William Tennent about 1726. It A\ms in existence probably about tAA'enty years. It had numerous prog¬ eny of ‘‘log colleges ” in this and other colonies. Alexander, Archibald. Biographical sketches pf the founder and alumni of the Log College . . . Princeton, N. J., 1845, pp. £69. Neav York (City). Public school, established by act of the provincial legislature 1732, and main¬ tained at the expense of the province till 1738. It is said to have been continued for a time thereafter as a private .school. Pratt, Daniel J. Annals of public education in the State of New York. . . . Albany, 1872 (pp. 7 + 152), pp. 124-141. [An account of the Dutch Latin school in this colony, 1659 to about 1672; of a Jesuit school main¬ tained for a .short time about the year 1688; and of the first free school decreed by the legislature 1702, AV’hich Avas open for only a short time, if at all, is gWen in the .same Avork.] SEOONDABY EDUCATION. 557 New London, Pennsylvania. School of the Synod of Philadelphia, opened as a private under¬ taking hy the Rev. Francis Alison 1741, adopted by the synod 1S44. It was removed to Elkton 1752 and to Newark, Delaware, 17G7, where it was incorporated two years later as the Academy of Newark. Alexander. Op. cU., chap. 7. > Lebanon, Connecticut. The Lebanon School, established by several joint proprietors 1743, taught by Nathan Tisdale 1749-1787. Article on Master Tisdale and the Lebanon School, in the American Journal of Education [Barnard’s] , v. 28, pp. 793-797. Philadelphia, Pennsylvania. The Academy of Philadelphia, probably opened 1749, incorporated 1753. It grevr into the University of Pennsylvania. Montgomery, Thomas Harrison. History of the University of Pennsylvania from its founda¬ tion to A. D. 1770. . . . Philadelphia, 1900, pp. 566. Georgetown, South Carolina. School of the Winyaw Indigo Society, endowed by the society 1756. The income from this endowment has been devoted since 1886 to the support of the public graded school of GeorgetoAvn, Meriwether. Loc. cit. [In all, fourteen grammar schools are knoAvn to have existed in South Carolina in the colonial period. Loc. cit, Appendix 2.] Nazareth, Pennsyla’ania. Nazareth Hall, opened as a boarding school of the Mora\uan Brethren 1759. It Avas closed during the latter part of the Revolutionary aartt, but Aims soon reopened and is still flourishing. Reichel, Rev. Levin T. A history of Nazareth Hall. . . . Philadelphia, 1855. Second ed., revised, 1869. Neaa" York (City). Grammar school of King’s College, established by the governors of the college 1763 (opened 1764?). It became an independent school, under the rectorship of Prof. Charles Anthon (1830?), and has continued as such to the present time. Moore, N. F. An historical sJxtch of Columbia College. . . . Ncav York, 1846, pp. 126. NEAAmERN, North Carolina. The public school in NcAvbern, incorporated 1766. Smith, Charles Lee. The history of education in North Carolina. Washington, 1888 (pp. 180) pp. 40-42. Charlotte Hall, Mara'Land. Charlotte Hall School, formed 1774 by the union of three of the old county grammar schools. It is still in operation. Steiner. Maryland, p. 37 ff. CHANGES. Ill the latter part of the colonial period, particularly from the seventeen-huiidred- thirties on, various influences were obviously operating to transform the old grammar schools or bring about the substitution for them of schools of a different type. The hard life of our Avidening frontier and the growing commercialism of the older settlements were alike unfavorable to the maintenance of the classical ideal. In this country, too, as in western Eurojie, tlie growth of literature in the vernacular was _sloAvly breaking down the monopoly of Latin as the sole custodian of higher learning. . People were reading scientific and philosophical Avorks in the English language and Avere demanding that such studies be made accessible in the schools to students Avho had not learned to approach them through the Latin tongue. Of still greater practi¬ cal significance, in an age Avhen the main support of higher education rested on the general coiiAdction that candidates for the Christian ministry must have such educa¬ tion, AA’as the demand Avhich noAV arose that young men be ordained on the com¬ pletion of a much briefer course of instruction. This aa- as partly a demand on the part of those folloAvers of Whitefield and the Wesleys Avho feared that the higher education would have a dampening influence on the spiritual fervor of the pulpit. It AA^as partly a demand groAving out of the necessities of the more Avestern communi¬ ties, AA'hich could with difficulty be suiiplied Avith pastors Avho had had a full collegi¬ ate training. Speaking still more broadly, it may be said that the influences which Avere making for change in the type of secondary school Avere the same influences which were raising the middle, commercial, and yeoman classes to self-consciousness and power. After many uncertain, half-bhnd efforts at the making of schools to meet the half-felt needs of the time, there emerged a fairly definite iieAV type of secondary school, the American academy. 558 EDUCATIONS' EEPOET, 1903. II. FROM THE REVOLUTION TO THE CIVIL WAR.' THE EARLY ACADEMIES. The new institution seems to have been influenced to some extent in its earlier beginnings by parallel movements in western Europe, and particularly by the estab¬ lishment of the so-called academies of the nonconformist sects in England. The ‘H^og College” of William Tennent in Pennsylvania was an early foreshadowing of this type. The first school to be regularly incorporated as an academy seems to have been that established rd Philadelphia, chiefly through the efforts of Benjamin Frank¬ lin, which grew ultimately into the University of Pennsylvania. It received its first charter in 1753. Other institutions bearing the title academy were established in the Middle and Southern States before or during the Revolutionary war. Tlie winning of independence, the establishment of the new .State governments, and the formation of a National Government under the Federal Constitution were events of capital importance in our educational as 'well as our political history. So far as secondary education is concerned, the earlier years of our national life were marked by a great upgrowth of schools of the academy type. An influential move¬ ment in New England was initiated by the founding of the two Phillips academies, one at Andover, Mass., and the other at Exeter, N. H., in the later years of the Revolutionary war. This type of school proved equally well adapted to the very different social and economic conditions of the Southern States, and as the new west was opened up, the masters of academies followed hard after the pioneer woodsman and the ifloneer preacher. THE ACADEMY TYPE. The type v^as indeed protean, but some of its more usual characteristics may be indicated in a few words. An academy was generally a secondary school, incorpo¬ rated by the State but managed by a self-perpetuating board of trustees. Sometimes it w^as under the immediate patronage of a religious sect, but more commonly it was “nonsectarian.” It was a school sometimes for boys, sometimes for girls, and some¬ times coeducational. Often, but not always, it was a boarding school. Sometimes an academy, so called, 'wa^s taught by a' single teacher. A well-developed school of this type, however, was equipped with two or more teachers, who divided the sub¬ jects of instruction among them so as to secure some degree of specialization. The studies of the academies will be noted further on. Some of the Earlier Academies. Charlotte, North Carolina. Liberty Hall Academy, incorporated 1777. It began as a classical school 1767, and was for a time knoAvn as Queen’s College. In 1784 it became Salisbury Academy. Smith. Op. cit., pp. 82-26. [Mr. Smith mentions twenty-four other academies and “seminaries” incorporated after this in North Carolina, before the close of the eighteenth century.] Calvert County, Maryland. Loiver Marlboro Academy, incorporated 1778, when it became the successor of the old Free School. It had existed for some time as a jjriyate school. From 1798 to 1821 it was merged in Charlotte Hall. Steiner. Maryland, p. 39 IT. Somerset County, Maryland. Washington Academy, incorporated 1779. It had been maintained by several joint proprietors since 1767. Steiner. Loc. cit. Andover, Massachusetts. Phillips Academy, opened 1778, incorporated 1780, still flourishing. Hammond, Hev. C. Phillips Academy at Andover. In [Barnard’s] American Journal of Education, v. 30, pp. 669-776. Taylor, Rev. John L. H memoir of His Honor, Samuel Phillips, LL. D. Boston, 1856, pp. ll-t-391. North Fairfield, Connecticut. The Staples Free School, incorporated 1781. Steiner. Connecticut, p. 49. Exeter, New Hampshire. Phillips Academy, incorporated 1781, opened 1783, still flourishing. Bell, Charles H. Phillipts E.teter Academy in New Hampshire, a historical sketch. Exeter, [N. IL], 1883, pp. 104. Cunningham, Frank H. Eamiliar sketches of the Phillips Exeter Academy and surroundings. Boston, 1883, pp. 14+360. SECOND AEY EDUCATION. 559 South Bypield, Massachusetts. Bummer Academy, opened as Bummer School 17G3, incorporated 1782, still in operation. Cleayeland, Nehemiah. The first century of Dummer Academy. . . . Boston, 1865, pp. 71+43. V/ASHiNGTON COUNTY, NoKTH CaPvOLINA (NOW IN TENNESSEE). Martin Academy, incorporated by the legislature of North Carolina 1783. It became Washington College in 1795. Smith. Op. cit, p. 43. Germantown, Pennsylvania. Germantown Public School, established 1760, incorporated 1784. Now known as Germantown Academy, in Philadelphia. Travis, William. History of Germantoim Academy. . . . Philadelphia, 1882, pp. 64. Plainfield, Connecticut. Plainfield Academy, organized 1770, incorporated 1784. Steiner. Connecticut, p. 49. Leicester, Massachusetts. Leicester Academy, incorporated and opened 1784. Washburn, Emory. Brief sketch of the history of Leicester Academy. Boston, 1855, pp. 7+158. Hingham, Massachusetts. Berby School, incorporated under this name 1784, reincorporated as Berby Academy 1797, opened 1785, still in operation. Walton, George A. Report on academies, in Fortieth annual report of the [Massachusetts] Board of Education (pp. 174-347), p. 176. Philadelphia, Pennsylvania. Protestant Episcopal Academy, founded 1785, incorporated 1787. Wickersham. Op. cit., pp. 98, 379, and 484. East Hampton, Nevv" York. Clinton Academy, incorporated 1787, closed about 1881. Hough, Franklin B. Historical and statisticalrecord of the University of the State of New York. (Albany, 1885), pp. 413 and 604. Flatbush, New York. Erasmus Hall, incorporated 1787 (now Erasmus High School, Brooklyn). Gunnison, Walter B. Erasmus Hall. ... In The Brooklyn Teacher, v. 1, pp. 1-2, March, 1897. Pittsburg, Pennsylvania. Pittsburg Academy, incorporated 1787. Wickersham. Op. cit., p. 379. Newark, New Jersey. Newark Academy, incorporated 1792, still flourishing. Murray, B avid. History of education in New Jersey. Washington, 1899 (pp. 344) , pp. 27 and 74. Groton, Massachusetts. Lawrence Academy, incorporated 1793, still in operation. The jubilee of Lawrence Academy. Nev/ York, 1855, pp. 76. [Mr. Walton’s Report mentions in all sixteen academies which were incorporated in Massachusetts in the last two decades of the eighteenth century, besides Phillips Andover, 1780. Two of these had been merged into public high schools and six had been discontinued.] Oxford, New York. Oxford Academy, opened 1792, incorporated 1794. The Oxford Academy centennial. . . . [Oxford] , 1895. Kingston, New York. Kingston Academy, incorporated 1795. It is said that the school had been established in 1774. Hough. Op. cit., pp. 356, 416, and 650. [Mr. Hough’s list contains the names of seventeen academies incorporated in New York in the last two decades of the eighteenth century. Seven of these had been discontinued, two had been merged in public high schools, and one had been merged in Hamilton College.] York, Pennsylvania. York Academy, incorporated 1799. It had previously existed as an academy of the Protestant Episcopal Church. Wickersham. Op. cit., pp. 99, 379. [Mr. Wickersham mentions eleven academies which were incorporated in Pensylvania in the last two decades of the eighteenth century.] NEW SCHOOL SYSTEMS. The academies were privately managed institutions charged wdth responsibility for public education of secondary grade. Some of the older grammar schools still survived, but the most of them either died or w^ere transformed into institu¬ tions of the newer type. When the National Government was formed, it did not assume direction of educational affairs, but it did much in the way of subsidizing educational systems in the several States by grants of public lands. New State systems of education soon appeared. In some instances these systems took little account of secondary schools. There were, however, a few cases in which sec¬ ondary schools seem to have received the chief consideration. In such cases we find State support and supervision, usually of a very fragmentary and imperfect kind, exercised over schools of the privately managed academy type. The system was public, secular, civil; its component members were private institutions, for the most part intensely religious in character, sometimes under ecclesiastical control. One of the new forms of State organization showed unmistakable evidence of French influence. This was the territorial university, which embraced in one comprehensive administi^ative system the whole provision for the higher- grades 560 EDUCATION EEPOET, 1903. of education within the bounds of a given State. This scheme was carried into effect in the University of the State of New York, and traces of its influence are observable in the educational history of Georgia, Louisiana, Michigan, Maryland, jjnd a few other States. In the most of the States the legislatures merely sub¬ sidized privately managed academies with donations of land or of money, and cliarged them with providing for the educational needs of the people, with only loose provision or no provision at all for superintending the administration of those endowments. Such was the procedure in Maine, Pennsylvania, Tennessee, Kentucky, Wisconsin, and several other States, the several systems of which pre¬ sent a rich diversity of detail along with a general similarity of drift and purpose.’ 'Massachusetts continued her old provision for Latin grammar schools in the several towns, but relieved from the oi:>eration of the law all towns having less than two hundred families. Parallel with this provision for grammar schools she undertook the subsidizing by grants of public lands of a goodly number of academies, each of which was intended to provide educational facilities for a scattered population of some twenty-five or thirty thousand people. STUDIES PURSUED IN THE ACADEMIES. The academies were intended to offer instruction in a wider range of subjects than the old grammar schools. Thej^ were not primarily schools preparatory to college, but were intended to meet the growing desire for an education of a more advanced character than that of the elementary or district schools on the part of -many young people who were not destined for the learned professions and had no expectation of going to college. This, however, tells only half of the story, for even from the beginning a large proportion of the academies also took over from the earlier schools, with but little change, the classical course which prepared the student for college. We have already noted the general movement of college-admission requirements down to the close of the eighteenth century, wdien the main business of preparing boys for college Avas passing over to the academies. In a hundred and sixty years four slight changes had taken place. The requirement of ability to speak in Latin had been relaxed, the requirement in Greek had been somewhat advanced, arith¬ metic had been added, and in general the requirements Avere coming to be expressed in more specific, quantitative terms. Latin, Greek, and arithmetic Avere still the only subjects required for admission to American colleges. During the half century next folio Aving a sIoav but steady change Avas going on, Avhich consisted mainly of an increase in the amount of Avork definitely prescribed Avithin the three subjects already named and the addition of new subjects. Geography Avas first required at Harvard in 1807, English grammar at Princeton in 1819, algebra at Haiw^arcl in 1820, geometry at Harvard in 1824, and ancient history at both Harvard and Michigan in 1847. « The course of instruction on the classical side of the academies, as in the old grammar schools, Avas arranged to meet these requirements. The additional studies which were offered in the academies Avere, some of them, such as had been taught in a more advanced Avay in the colleges. Some of them Avere such as had not been commonly taught in either the grammar schools or the colleges. Studies in English, algebra, geometry, and ancient history, after being introduced into the academies, were added by the colleges, as Ave have seen, to their admission requirements. Certain branches of natural science, modern languages, the history of the United States, and some forms of applied mathematics, as navigation and surveying, Avere among the other subjects taught in various academies. Commercial branches, too, Avere sometimes taught, especially bookkeeping. Much interest Avas aroused in a This list, from Doctor Broome’s monograph, takes account only of the requirement for admission to the standard classical course in six of the leading institutions of the country. SECOND AEY EDUCATION. 561 courses of instruction based upon certain books of a formative sort — sucli as Mason on Self-knowledge and Watts’s Improvement of the Mind. Some of the newer studies were pursued by students who came to school for brief periods only, but in time they came to be pretty generally organized into collateral curriculums, parallel with the classical course already described. These parallel courses at the first were intended for students whose schooling could not be con¬ tinued beyond the academy. Studies pursued in the academies of New York in the early years of the nineteenth century, [This table is given in- Hough, op. ciL, p. 421.] Studies reported. • 1801. 1805. 1806. 1807. Academies. Students. Academies. Students. Academies. Students. Academies. , Students. Reading and writing . 14 480 10 205 10 208 18 631 English grammar and arithmetic . . . 16 429 10 228 10 312 19 649 Mathematics, bookkeeping, etc . 12 123 7 36 7 51 15 134 Dead languages . 15 213 9 184 10 330 18 214 Logic, rhetoric, composition, etc . 6 101 4 48 4 38 7 97 Moral philosophy, etc . 1 1 2 14 3 22 Natural philosophy . 1 1 3 14 4 36 French language . 4 38 1 1 4 16 Total number of academies and students . 16 963 11 652 10 671 19 1, 490 Courses of Study of Phillips Exeter Academy, 1818. I. Classical Department, First year: Adam’s Latin Grammar. Liber Primus, or a similar work. Viri Romani, or Caesar’s Commentaries. Latin prosody, exercises in reading and making Latin. Ancient and modern geography. Vergil; arithmetic. Second year: Vergil, arithmetic, and exercises in reading and making Latin, continued. Valpey’s Greek Grammar. Roman history; Cicero’s select orations. “ Delectus;” Dalzel’s Collectanea Grseca Minora. Greek Testament; English grammar; declamation. Third year: The same Latin and Greek authors reviewed. English grammar and declamation, continued. Sallust; algebra. Exercises in Latin and English translations. Composition. Fourth year (parallel with the first year of college): Collectanea Graeca Minora. Horace; Livy; parts of Terence. Excerpta Latina, ” or such Latin and Greek authors as may best comport with the student’s future destination.” Algebra; geometry; elements of ancient history. Adam’s Roman Antiquities, etc. II. English Department. First year: English grammar, including exercises in reading, in parsing and analyzing, and in the correction of bad English. Punctuation; prosody; arithmetic; geography. Algebra through .simple equations. ED 1903 - 36 562 EDUCATION EEPOET, 1903. Second year: English grammar, continued; geometry. I’lane trigonometry and its application to heights and distances. Mensuration of surfaces and solids. Elements of ancient history. Logic; rfietoric; English composition. Declamation and forensic exercises. Third year: Surveying: navigation. Elements of chemistry and natural philosophy, with experiments. Elements of modern history, particularly of the United States. Moral and political philosophy. English composition, forensics, and declamation, continued. [It was required of a candidate for admission to the English department that he be at least 12 years of age; that he have learned to read and spell well; that he be familiar with arithmetic through sim¬ ple proportion, with the exception of fractions, and with Murray’s English Grammar through sjmtax, and that he be able to parse simple English sentences. It is probable that boys were admitted to the classical department at an earlier age, for we know that the standard minimum age for admission to college about this time was 11. The courses are taken, v.’ith slight changes of arrangement, from Bell, Bhillips Exeter Academy, appendix, pages 93-91.] INFLUENCE OF THE ACADEMIES. The academies cultivated a vigorous nationalism through instruction in American ^ history, and raised up an intelligent constituency for the makers of our earlier litera¬ ture. They gave instruction to many who afterwards became teachers in the elemen¬ tary schools, and so prepared the way for the ‘‘Educational revival” in the second quarter of the nineteenth century. They w^ere forerunners of the normal schools. They offered a field for early experiment in coeducation and in an advanced grade of separate education for women. In them was developed an early form of “non¬ sectarian” instruction, and in this, as well as in various other ways, they bridged the passage to the modern secular public high school. SPECIAL MOVEMENTS. While the academy movement was at its height there arose as variants from the academy type certain special schools and groups of schools which have been of con¬ siderable significance in our educational history. The “manual labor schools” ran their interesting career in the twenties and thirties of the nineteenth century. The United States Military Academy at West Point, established in 1802, was the model of numerous military schools, some of which have flourished to the present day. With the growth of cities came the growth of w^ell-equipjied private day schools and other urban schools of advanced ^rade under the management of pri¬ vately constituted boards of trustees. Various religious bodies engaged actively in the promotion of secondary education. In the second quarter of the nineteenth century numerous Koman Catholic schools were established, chiefly under the control of religious orders, and modeled after similar schools in Europe. A beginning was made in the establishment of Episcopalian schools, which showed in some measure the influence of the English public schools. Other denommations established many schools, among them the Methodists, who, in their several conferences, manifested a deep interest in such undertakings. The German gymnasium and real-scliule came to be known in this country through important reports and translations, and exer¬ cised an influence upon our educational ideals if not upon our educational organization. SEOOHDAKY EDUCATION. 563 III. THE HIGH SCHOOL MOVEMENT. i THE EARLY HIGH SCHOOLS. The third well-marked type of American secondary school, the public high school, has been intimately bound up with the history of our jieople for the past two gen¬ erations. The earlier schools of this tyiDe arose with the growth of large centers of commerce and manufactures, with the increasing sense of the imjiortance of education to the welfare of the State, with the expanding interest in the clevelopmeiit and ad- i ministration of great, comprehensive, public, educational systems. The English ^ Classical School, established at Boston in iS21, is generally regarded as the pioneer of r the high school movement. It w’ as intended as a school which should render the sys- tern of public education in Boston more nearly perfect by offering a finishing course of studies for boys intended for mercantile or mechanical occupations. It should give instruction in advanced English studies, mathematics, geography, natural sci¬ ence, history, logic, and moral and political philosophy, such as could otherwise be secured only in the English courses of distant academies, to which boys could be sent only at considerable expense. The course of study proposed for the school at the outset W' as, in fact, strikingly similar to the course in the English department of the ; Phillips Exeter Academy at about the same period. The school, organized on this I basis, was successful and popular from the start. ’ Other Massachussetts towns after a few years followed the example of Boston in the establishment of such schools, and the State law which provided for the main¬ tenance of Latin grammar schools in the larger towms was" so modified as to provide I in effect for high schools in place of schools of the older type. The second high school of national importance was established at Philadelphia in 1838. Others fol- low-ed in quick succession, the movement spreading from the cities to the smaller towns all over the land. The academies had begun to feel keenly the competition of the new institutions before the outbreak of the civil Vv^ar, and in the forty years that have elapsed since that struggle the high schools have come more and more to be the dominant feature of our secondary education. Farticd list of high schools established before the civil war. [Tliiii list is made up from that presented in the Report of the Commissioner of Education for 1900-1901, vol. 2, pp. 1912-1914, supplemented at some points from miscellaneous sources.] City. Date of first opening of a public high school. Date of estab¬ lishment of a regular two to four year course in the high school. Roston, Mnss . . 1821 1821 Portland, Me . 1821 1821 Worcester, Mass . . . 1824 1824 New Bedford, Mass . 1827 1827 Fitchburg, Mass . 1830 1819 Lowell, Mass . 1831 1852 Harrisburg, Pa . 1837 1850 Cambridge, Mass . 1838 1838 Taunton, Mass . 1838 1838 Philadelphia, Pa . 1838 1839 Baltimore, Md . 1839 Charleston, S. C . . . 1839 Springfield, Mass' . 1841 1841 Binghampton, N. Y . 1842 1861 New Orleans, La . 1843 1843 Providence, E. I . 1843 1843 Detroit, Mich . . 1844 1858 Chelsea, Mass . 1845 1852 Cleveland, Ohio . 1846 1846 Manchester, N. H . 1846 1846 Cincinnati, Ohio . 1847 1847 Hartford, Conn . . . . . . . 1847 1857 5G4 EDUCATION KEPOET, 1903. Partial Urt of liUjh schools established before the civil tear — Continued. City. Date of first opening of a public high school. Date of estab¬ lishment of a regular two to four year course in the high school. Columbus, Ohio . 1847 New York, N. Y . 1849 1849 Toledo, Ohio . 1849 1849 Lawrence, Mass . 1849 1349 Lancaster, Pa . 1849 1849 Lvnn, Mas.s . 1849 1852 si. Louis, Mo . 1853 1853 Pittsburg, Pa . 1854 .. 1854 BuiTalo, N. Y . 1854 1860 Chicago, lil . 1856 1856 San Francisco, Cal . .. . 1856 THE CIIAKACTEIl OF THE HIGH SCHOOLS. The academies had no organic connection with the common schools. They were managed hy jirivately constituted boards of trustees. They depended in large meas¬ ure on tuition fees for their maintenance. The high schools, on the other hand, were under imblic control. Their boards of management were generally the same as those of the elementary schools of the same communities. They were, in fact, an upward extension of the common schools, and they shared generally in the popularity of those schools. They were day schools, located near thejmain body of their con¬ stituency, and in most instances made no charge for tuition. They were ‘‘near to the people.” Not infrequently, to be sure, they were opposed by advocates of the public elementary schools, who believed that the people should not be taxed for the su2:)port of schools beyond the elementary grade. In the main, howmver, they made their way to jiublic favor. The question of their legality was in some States set at rest by definite statutory enactment, in others by decision of the courts in the absence of such enactment. One of the most notable of such judicial decisions was that rendered by the supreme court of Michigan in 1874, which was summed uj) in the words “Neither in our State jiolicy, in our constitution, or in our laws, do vre find the primary school districts restricted in the branches of knowledge which their officers may cause to be taught, or the grade of instruction that may be given, if their voters consent in regular form to bear the expense and raise the taxes for the jHirpose.” Later decisions in other States have followed the ruling of the Michigan court. IT. CUERENT MOVEMENTS AND PROBLEMS. SCHOOLS HOT UNDEK PUBLIC CONTROL. While the public high school has become the dominant type of American secondary school, the largest liberty is allowed under our American educational system in the erection and management of schools under various forms of x^Nvate, corporate, and. ecclesiastical control. Since the civil war there has been great activity in the build¬ ing u]^ of such schools. The following x^artial list of schools not under public con¬ trol, established between 1865 and 1890, v/ill give some intimation of the great variety of institutions to which this movement has given rise: [The liyt includes only a .small proportion of the .schools of this kind established within the period indicated, hut it is in some measure representative. The .several items are taken from Thomas, Grace Powers. Where to educate. lSOS-1899. A guide to the best private schools. . . . Boston, [1898], pp. 25+379.] SouTiiBOROUGH, MASSACHUSETTS. St. Mark’s School, for boys, Protestant Episcopal [1865]. Faribaui.t, IMinnesota. St. Mary’s Hall, a boarding .school for girls, Protestant Episcopal, opened SECONDAEY EDUCATION, 565 Higktstov/n, New Jersey. Pecldie Institute, coeducational, incorporated 1866. Helena, Montana. St. Vincent’s Academy, conducted by the Sisters of Charity, established 1869. Bell Buckle, Tennessee. Webb School, founded 1870. Providence, Bhode Island. La Salle Academy, founded by the Brothers of the Christian Schools, 1871. Quincy, Massachusetts. Adams Academy, first opened for pupils 1872; founded on a gift of Presi¬ dent John Adams, made in 1823. Harrisburg, Pennsylvania. Harrisburg Business College, organized 1873. Princeton, Neav Jersey. The Princeton Preparatory School, opened 1875; incorporated 1895. Ithaca, Neav York. Cascadilla School, established 1876. Orchard Lake, Michigan. Michigan Military Academy, organized 1877. St. Louis, Missouri. Manual Training School, Washington University, organized 1879. East Nortitfield, Massachusetts. Northfield Seminary, for girls, founded by Mr. DAvight L. Moody in 1879. Mount PIeraion, Massachusetts. Mount Hermon School, for boys, opened 1881; incorporated 1882. Tuskegee, Alabaaia. Tuskegee Normal and Industrial Institute, a school of many departments, for colored people, coeducational; founded 1881. Kirkavood, Missouri. KirkAA’ood Military Academy and Glendale Institute, founded 1882. Indianapolis, Indiana. Girls’ Classical School, founded 1882. Chicago, Illinois. The Chicago Manual Training School, founded 1882; i)resented to Chicago Uni- A’ersity 1897. Neav York (City). HebrcAV Technical Institute, founded 1883, incorporated 1884. Bristol, Virginia. SoutliAvest Virginia Institute, for young Avomen, a Baptist institution, organ¬ ized 1884. Neav York (City). The Brearley School, for girls, founded 1884. Belmont, California. Belmont School, for boys, founded 1885. Cambridge, Massachusetts. The Cambridge School for Girls, founded 1886. Brooklyn, Neav York. Pratt Institute, founded 1887, begun as a trade school and gradually extended to include many departments. Marion, Alabama. Marion Military Institute, founded 1887. Portland, Oregon. Portland Academy,' opened 1889, incorporated 1892. Port Deposit, Maryland. The Jacob Tome Institute, incorporated 1889, opened 1894. A school for Avhite boys and girls, very heavily endoAved (over $3,500,000). DENOMINATIONAL CHAKACTER OF PRIVATE SCHOOLS. The denominational relations of the nonpublic schools of the country appears from the following table Religious denomination and nonsectarian. Schools. Instruct¬ ors. Students. Nonspctfirian . 912 4, 867 1,946 466 60, 574 Roman Catholic . 369 16, 786 7, 039 5, 856 4, 747 4, 076 Baptist . . 93 Methodist . 78 469 Episcopal . . . 89 653 PresbA’terian . 82 351 Friends . 51 268 3,146 2, 787 2, 710 2, 077 4,892 Congregational . 45 216 Methodist Episcopal South . 31 143 Lutheran . 30 140 Other denominations . 65 385 Total . 1,835 9,903 104, 690 COMPARATIVE STATISTICS. With all of this activity in the establishment and conduct of institutions under pri¬ vate control, the main tendency is still setting decisively in the direction represented by the public high school. This is apparent from the folloAving tables and diagrams: & « Report of the Commissioner of Education for 1902, at 2, p. 1648. b Id., V. 1, pp. xciii, xciv. 566 EDUCATION EEPOKT, 1903. Diagram 1. — Xumber of secondary students in jJublic and private secondary schools. iliitllllllJlIilllli t^tOicri^ ^ Per cent in — .7^i- .700 .675 .650 .625 .650 .575 .550 .525 .500 .475 .450 .425 Year, Public high schools. Private high schools. Total. 1871 . 0.097 1872 . .120 1873 . .137 .145 1875 . 157 * 1876 . 0.051 .164 0. 215 1877 . .054 .160 .214 1878 . .059 .155 .214 1879 . .056 .152 .203 1880 . .053 .151 .204 1881 . .071 .156 ' .227 1882-83...! .074 .166 .240 1883-84. . . .063 .174 .237 1884-85... .063 .rs .236 188^86... .122 .150 ,2'^2 1886-87... !i36 .142 .2'’8 1887-88... .194 .116 .810 1888-89... .205 .130 .335 1889-90... .324 .152 .476 1890-91... .331 .154 .485 1891-92... ,369 .155 .524 1892-93... .383 .154 .537 1893-94... .425 .174 .599 1894-95... .509 .172 .681 1895-96... .539 .151 .690 1896-97... .574 .151 .725 1897-98... ,618 .145 .763 1898-99... . 642 ,140 .782 1899-1900. .687 .147 .834 1900-1901. .701 .140 .841 1901-2.... .701 .133 .834 568 EDUCATIO'S’ EEPORT, 1903. LATER STATE SYSTEMS OF SECONDARY EDUCATION. Soon after tlie civil M'ar there began a iieAV movement in the establishment of State systems of secondary education. The high school was generally made the unit in such systems, as the academy had been the unit of the State systems inaugurated in the early part of the nineteenth century. The State of XeM' York, still maintaining the general supervision of the regents of of the university over colleges and academies, provided in 1864 for the establishment of ‘‘academical departments” in union free schools. Such academical departments weregranted the same privileges in the university as had been granted to the academies, and M'ere put under the general suxiervision of the regents. Provision was also made for the transformation of academies into high schools when such change seemed desirable. In iMaryland a system of county high schools, aided by State subsidies, was substituted for the previously existing system of State aided academies in 1865. Later legislation restored a measure of State aid to the academies. In these cases we see only an extension of State systems already in existence. A new movement in the establishment of State systems Avhere such iirovision had not hitherto been made, began with “An act in aid of free high schools,” passed by the legislature of Maine in 1873. Other States soon followed. Minnesota, by an enact¬ ment of the year 1878, which vras then in force but one year, but was renewed in 1881, first introduced a iirovision under wliich State aided high schools should offer free tuition to all qualified pujiils residing in any iwt of the State. The legislature of Massachusetts, in 1891, added to its long-established jiro visions a requirement that towns not maintaining liigh schools should pay the tuition fees of qualified x>upils, resident in such towns, who should attend high schools in other towns, and in 1894 made the x^ayment of such fees by the town obligatory, and authorized x^nyuient of the transxiortation exx3ens0 of the x^i^pils to whom this pro¬ vision related. Within the x^ast ten years there has apxieared a strongly marked disx^osition among our American commonwealths to x^rovide free secondary instruc¬ tion for all pupils whose advancement is such as to fit them to profit by such instruction. The establishment of new high schools in small communities has been encouraged hy a considerable increase, of State subsidies. Strong graded schools have been established in many rural communities by grouping the small schools of contiguous districts in one central building, and rural high schools have follo’vved as the next step in this movement. In a number of States, moreover, provision has been made for pupils residing in communities Avhere there is no high school, by offering them free tuition in high schools or academies elsewhere. STATE SUPPORT AND STATE DIRECTION. Some of the chief State systems now in operation are summarized below. « Maine. Provision (permissive) for free tuition for any qualified student, towns not provided with high schools receiving State aid in paying tuition fees elsewhere. Regular State aid to both high schools and academies. Standards in part statutory, otherwise determined by State super¬ intendent of public instruction. New riAMPSKiRE. Free tuition provided for all qualified students in high schools or academies, mainly at the expense of local communities, but with State aid in case of poorer towns. General standard of secondary education fixed by statute. Massachusetts. High .schools required in larger towms. Free tuition provided for ail qualified stu¬ dents, with State aid extended for that purpose. The State also aids poorer towns in maintaining high schools. Standards fixed by statute and applied by State board of education. New York. State aid extended to both high schools and academies. Standards determined by board of regents, who inspect schools and conduct examinations of students. Regents’ diplomas, based on these examinations, are accepted in many colleges in lieu of entrance examinations. New Jersey. Free tuition provided for all qualified .students at the expense of the communities. oThis summary is mainly based on IMr. D. R. Jones’s monograph on State aid to secondary schools. Sec bibliographical notes. SECONDAEY EDUCATION. 569 Maryland. Both high schools and academies receive annual grants from the State. State board of education determines coiirsc of study, choice of text-books, and mode of discipline in State aided schools. Ohio. Provision similar to that of New Jersey. Indiana. Schools “commissioned ” by State board of education enter their graduates without exam¬ ination at the higher institutions of the State. Wisconsin. Free tuition is provided for all qualified students at the expense of local communities, but communities supporting high schools are aided by the State. State superintendent deter¬ mines course of study and number and qualifications of teachers in State aided schools. An inspector, appointed by him, visits schools. University of Wisconsin conducts independent inspec¬ tion for imriioses of “accrediting.” Minnesota. State high schools offer free tuition to all qualified students in the State. Such high schools receive each a uniform grant, not to exceed 5F1,500, annually from the State. Standards prescribed by statute, and further determined by State high school board, which employs an inspector of high schools and conducts examinations (mainly optional) in schools. Graduates of State high schools admitted to University of Minnesota without examination. North Dakota. Free tuition provided for all qualified students in State aided high schools. State high school board prescribes courses of instruction in such schools. Nebraska. Free tuition provided for all qualified students, the expense up to a given point being borne by communities, and above that point by the State. State superintendent determines standards so far as qualifications of teachers, appliances, and courses of study are concerned. California. Free tuition provided for all qualified students in State aided high schools. General standards fixed by statute. University of California conducts independent inspection of schools which apply for “ accrediting.” UNITY IN DIVERSITY. It will be seen that there is great diversity among the systems of the several States. There is among them free and generous rivalry in the working out of their several educational policies. But in most things of importance the different States are in jiretty general agreement. One point of agreement should be noted here. Our public system of elementary schools shows everywhere a tendency to grow up. It grows up through the high school to the level of the college. In States having State univer¬ sities, these institutions carry forward this tendency of growth, with the least possible interruption, up into the boundless reaches of the higher education. A similar tendency is apparent among schools and colleges not under public control. The prevalent form of our educational system may be rudely represented as that of a tree having a strong central trunk and many branches. The ordinary schooling of children begins about the age of 6.« The elementary school beginning at this point is practically the same in content for all children, whatever their destination in life may be, and is ordinarily eight years in length for all alike. It is followed by a high school or academy course, four years in length, but very variable in content, which may be followed by a four-year college or university course, leading to the bachelor’s degree. Fully half of such higher course, it should be added, is really ‘ ‘ secondary ’ ’ in character. Instead, however, of taking a course of study in an ordinary high school or academy, a student who has finished the elementary school course may enter a technical or trade school, ordinarily a privately managed insti¬ tution, branching off from the central series of schools of general culture; and many such divergent institutions for vocational training are open to him from that point upward to the highest members of the series. It folio V7S from this set of conditions that the most interesting of recent movements affecting our secondary education are such as have to do with the articulation of secondary schools with other members of the system, and the differentiation of secondary schools to meet a diversity of needs. ARTICULATION. The high school type has changed materially in the course of time. The academy type has changed with it, but in a different way. The early academy was a “finish- a Ill many places the child who enters an elementary school at G has already had a year or two of life in a kindergarten. 570 EDUCATION EEFOKT, 1903. ing school” on the side of its English course, and a “fitting school” for college on the side of its classical course. As a fitting school it was merely the old grammar i school projected into a new setting. Since the high schools have crowded the acad¬ emies out of the position of the ordinary standard provision for secondary education, the older institutions have tended to become schools discharging the special function of preparing students for admission to college. For a time the view was strenuously maintained that this function should devolve on the academies exclusively. But the high school, beginning as a mere upward extension of the elementary school system in a few favored communities, not only spread all over the land and became our main reliance for middle-grade instruction, but soon began to push upward still farther and carry a portion of its students on to the gate of the college. When this point was reached the high school was a fully developed secondary school in the Ameri¬ can sense of the term. Like many of the academies, it provided both “ preparation for college” and “preparation for life.” Up to the last quarter of -the nineteenth century, admission to college was almost universally regulated by entrance examinations, which each college prescribed and conducted independently. The State universities then undertook the making of a closer articulation Avith the “college preparatory ” courses of the high schools through the so-called accrediting system. This was an arrangement, first introduced by the University of Michigan in 1871, under which the graduates of certain approved secondary schools Avere admitted directly to the uniA^ersity without undergoing any sj)ecial examination for that purpose. The fitness of the schools for such recogni¬ tion Avas determined by an occasional visit of inspection by a committee of the uni- A’crsity faculty, the schools voluntarily accepting such inspection for the sake of securing a place on the list of “accredited” institutions. This innovation was received with much favor. The system was extended to priA^ately managed schools, and Avas adopted by many privately managed colleges and universities. In 1894-95, according to the Eeport of the Commissioner of Education for that year, it had “ been adopted in some form or other by forty-two State uniA’ersities and agricultural and mechanical colleges, and by about one hundred and fifty other institutions. EECEXT DEAmLOPAIEXT OF THE ACCREDITING SYSTEM. The accrediting system has undergone a gradual change. It would be exceedingly difficult for the great universities Avhich are chiefly concerned in the administration of this system to keep up the regular inspection of all high schools applying for recognition by examining committees appointed from the regular university corps of instruction. The popularity of the system has made it unwieldy. Several institu¬ tions accordingly have appointed special examiners of high schools. Yet the plan of having inspection carried on by actual university instructors has not been Avholly abandoned even in these instances. The examiners of high schools give instruction during a portion of the year in the uniA'ersity departments of education, and some inspection by representatiA^es of other departments of instruction is still carried on. The North Central Association of Colleges and Secondary Schools in 1901 appointed a commission on accredited schools to unify and perfect the system of accrediting in the States of the great Northwest. This commission has noAV pub¬ lished tAvo annual reports. It concerns itself with defining and describing unit courses of study in the A^arious subjects of the high school programme, taking for its point of departure the recommendations of the national committee on college entrance re(]uirements mentioned beloAv;^ Avith the endeavor to secure uniformity in the admission requirements of the colleges concerned and in the insiiection and accredit¬ ing of schools; Avith the prejiaration of a list of schools fuhy entitled to the accredited ((Op. cit., V. 2, p. 1172. Cf. the Report for the year 1902, vol. ], pp. 527-539, where additional infor- Imation is given, including a list of 339 institutions admitting students on certificate. 5 Rage 573. SECOmAEY EDUCATIOIT. 571 relation — an ‘‘honor list,” as it were, of the best schools, and with recommendations respecting the granting of college credit for advanced work done in high schools. The commission aiDpoints a board of inspection, consisting chiefly of the inspectors of high schools of several leading universities. It depends for the most part for its information concerning the schools upon the systems of inspection already in opera¬ tion, but it is not improbable that it may eventually supplement these systems with some inspection of its own. In the State of Ohio the public high schools have been classified l)y the State commissioner of public schools, under a recent act of the legislature, with reference to their ability to prepare students for admission to professional schools. In Iowa the leading colleges have taken concerted action looking to the unification of their several systems of accrediting. These movements appear to have some vital connec¬ tion with the work of the commission on accredited schools. . The accrediting system began as a Western movement, but it has been adopted in one form or another b)^ many Eastern institutions.* A significant stage in the develop¬ ment of this system in the East was the establishment in May, 1902, of the New England entrance certificate board. This board, consisting of one delegate from each of the cooperating colleges, examines the applications of schools in New England which desire the privilege of sending their graduates to college without entrance examination, and the list of such schools approved by the board becomes the accredited schools list of each of the colleges represented. The board does not inspect schools directly. Its accrediting is based on statements of school autliorities with reference to their courses of study, equipment, teaching force, and on the per¬ formance of graduates of those schools which have entered college. The list of approved schools is to be revised every three years. THE COLLEGE ENTKANCE EXAMINATION BOARD. With a view to unifying and improving the system of admission to college by examination, the Association of Colleges and Preparatory Schools of the Middle States and Maryland established in 1900 the college entrance examination board. This board, having its headquarters in New A'ork City, conducts uniform examina¬ tions in the subjects commonly entering into college admission requirements, at many widely scattered centers in the United States, and even in foreign lands. At its first examination, held in June, 1901, there were 973 applicants who took these examinations at 67 points in the United States and 2 in Europe. Two years later 1,620 candidates were examined at 128 points in the United States, 5 in Europe, and 1 in South America. Of especial significance in connection with the work of this board is its constant endeavor to keep its examination paiiers free from the whimsies of any individual examiner, and the active cooperation of representatives of both colleges and secondary schools which it has secured. The results of the examina¬ tions conducted by this board are accexited by many institutions outside of the ter¬ ritory of the association which called it into being. The movements referred to above look to a better articulation between our sec¬ ondary schools and the institutions of higher education. Within the universities there has come to be a sharper distinction lietween the work of the first two years of the baccalaureate course and that of the two succeeding years, the earlier portion of the course being recognized as essentially “secondary” in character. Some steps have been taken which look to the establishment of institutions of secondary educa¬ tion with courses extended upward to cover these tw'O years. Some of the smaller colleges which have become affiliated with the University of Chicago, for example, have cut off the last two years of their baccalaureate course, their two years of early college work superadded to four years in a preparatory department, thus constitut¬ ing a six-year course of secondary instruction. There is on the part of some of our educational leaders a confident expectation that our best high schools will grow up 572 EDUCATION EEPORT, 1903. into what in now the lower half of the college domain. President Harper, of Chicago Ihiiversity, said recently, in addressing a conference of the schools affiliated with, that institution — / Ten years from now the high schools all over the country will have added fifth and sixtli years and will be doing the college work which now falls to the first two years of the college courses. In Michigan and Minnesota the State universities are accepting work done in many of the high schools for the first year of college study. I have not a shadow of doubt that the high schools are going to do college work in the future. i There is, however, much difference of opinion on this point. The opposing view was presented at the meeting of the North Central Association of Colleges and Secondary Schools held at Chicago in April, 1903, by Prof. Julius Sachs, of Teachers College, Columbia University, who is the head of two important secondary schools. Professor Sachs spoke as follows: I Speaking now for the secondary schools and as a member of the secondary pro¬ fession, the feeling that is most prominent in my mind is that no greater danger besets the secondary teacher than the l)lind hope that he can at some time or other, or through some peculiar circumstances, supplant the Avork of early college years. I believe Ave are as far remoA^ed from that as it is conceiA'able to be at the present moment. « The articulation of our secondary schools Avith the schools beioAV them has, on the other hand, recei\’ed reneAved attention of late. In the latter part of the eighteen- hundred-eighties there arose a Avidespread discussion of the length of the course of study in the colleges and professional schools of our uniA^ersities. The urgent necessity of lengthening the professional courses in law and medicine Avas recognized. But to lengthen these courses AA^ould l)e to postpone unduly the entrance of young men upon the practice of their profession, unless the courses of the colleges and the schools beloAV them might l.)e shortened Avithout serious detriment to the educational efficiency of those schools. ^ The shortening of the four-year college course was pro¬ posed, and this proposal is still under discussion. Another of the resulting pro- jAosals, Avhich chiefl}' concerns us here, Avas that the course of the grammar schools, next below the high schools, be shortened. This suggestion commonly took the form given to it by President Eliot, of HarA’ard University, tliat the grammar school course be ‘‘shortened and enriched.” The committee on college entrance require¬ ments of the National Educational Association in 1899 recommended that the course ill the secondary school be six years in length, beginning Avith the seventh grade — that is, that a six-year secondary course folloAV a six-year elementary course, Avhere now a four-year secondary course commonly follows an eight-year elementary course. I A committee, of Avhich Mr. George I). Pettee Avas chairman, reported to the con¬ ference of collegiate and sc'condary instructors at IVestern Reserve University, Cleveland, Ohio, in NoA'emlier, 1902, a definite scheme of a six-year high school curriculum, divided into two three-year courses, beginning Avith pupils 12 years of age. This scheme has served as the basis of considerate discussion. In the gram¬ mar scliools of Baltimore capable jnipils maj' study Latin and French or German in the seventh and eighth grades, and so shorten someAAdiat the time required for the succeeding high school course, AA’hich is normally four years in length. A most interesting plan has been in operation for the past tAvelve years in the schools of Cambridge, Mass. Children are admitted to the iirimary school at the age of 5 and remain there three years. The grammar school course Avhich folloAVS is normally six years in length, l;)ut systematic provision is made under AA'hich capable pupils may shorten this course to fiA'e years or even four. The course in the Latin school, next above, may be taken in either fiA'^e years or four. The parallel course in the English high school is four years in length. It has been found that, generally « Proceedings of the eighth annual meeting of the association, p. 58. ?>In practice the knot has been eut by all too many of our students who have left out the college course entirely, going directly from the secondary school to the professional school. For biblio¬ graphical notes relating to this question, see Educational EevieAv, v. 26, pp. 118-119, September, 1903. SECONDARY EDUCATION. 573 speaking, the better records in the Cambridge high schools are made by pupils who have completed the work of the grammar school in the shorter period. THE DEVELOPMENT OF THE CUERICULUM. In both public and private schools the classical course is still determined by col¬ lege entrance requirements. After the civil war new subjects were rapidly added to those requirements. Doctor Broome « gives the following list: Subject. Date. College. Modern history (United States) . . 1869 1870 1870 1872 1874 1875 Michigan. Michigan and Harvard. Princeton. Harvard. Do. Do. Physical geography . English composition . Phj'sical science . English literature . "S . Modern language . These subjects were commonly introduced as alternative requirements, Latin, Greek, and mathematics continuing to be the staples. We have seen that parallel courses, one classical and one English, were provided at an early period in the his¬ tory of the academies. As time went on the number of such parallel courses "was increased in both academies and high schools. After the middle of the nineteenth century parallel courses became common in the colleges themselves, leading to bac¬ calaureate degrees other than that in arts; and some of the newer courses in the secondary schools, scientific, Latin-scientific, or English, met the entrance require¬ ments of these new college courses. The number of alternative subjects in such requirements and in high school courses was gradually increased. In some schools students were given a large measure of freedom in the choice of studies, an arrangement approximating the elective system of the colleges. This movement went much further, however, in the theoretical discussions of the last decade of the nineteenth century than it went in the actual practice of the most of the schools. Two committees of the National Educational Association submitted reports in that decade which stimulated and gave direction to discussion of the problem of the cur¬ riculum. The report of the ‘‘Committee [of ten] on secondary school studies” bears date of 1893; that of the “Committee on college-entrance requirements” appeared in 1899. The committee last named proposed a general plan or form of school curriculum which seems gradually to be making its way into the schools. This proposal w'as brought forward in the following recommendations: “ That the principle of election be recognized in secondary schools. “That * * * the committee * * * does not believe in unlimited election, but especially emphasizes the importance of a certain number of constants in all secondary schools and in all requirements for admission to college. “ That the committee recommends that the number of constants be recognized in the following proportion, namely, four units in foreign languages (no language accepted in less than two units), two units in mathematics, two in English, one in history, and one in science. ’ ’ It appears from other portions of the report that the “unit” referred to is the work of one year, at least four j^eriods a week, in a well-equipped school, under competent instruction. A “ iDeriod ” is commonly from forty to fifty minutes in length. A week’s work in American secondary schools commonly consists of about eighteen or twenty such periods; so the “constants” inoposed by the committee would cover one-half, or somewhat more than one-half, of the w’ork of a four-year course, leaving the rest to the election of the student. As an example of college entrance requirements arranged according to this general plan, though differing in details, we may take the new requirements of the University of Michigan. « Op. cit., p. 62. 574 EDUCATION EEPOKT, 1903. Entrance Requirements, University of lIicniGAN. These rcfiuircmcnts are stated in units, a unit meaning a subject of study pursued through a school year, -with not less than four recitation periods each -week . Fifteen such units, taken from those ciiumerated below, are required for admission. Of these fifteen units, seven must be presented by all ai)plicants, namely: English, three units. Mathematics (algebra, iilane geometry, and solid geometry), three units. I’hysics, one unit. The remaining eight units may be selected by the applicant from the following list, but with the aroviso that the selection shall in all cases include at least two units in some one of the three lan¬ guages, Latin, French, and German. The subjects from which choice may be made, and the num¬ ber of units which will be accepted in each subject, are as follows: Greek, two units. Latin, two or four units. French, two or four units. German, two-or four units. English literature, one unit. History, one, two, or three units. Physiography, one unit. Chemistry, one unit. Botany, one unit. Zoology, one unit. Biology, one unit. a CURRICULUM OF THE ST. LOUIS HIGH SCHOOL. An example of a school curriculum similarly planned, though differing again in details, is presented in that of the high school of the city of St. Louis: General Statement of the High School Course of Studa'. At least twenty recitations a week are required in every course; ivork additional to that required by any course may be taken only with the permission of the principal. *One' hundred recitations in a single study, with a satisfactory record, constitute one point in any course. Not less than thirtj'-two such points are required for graduation in any course, and eight of these thirty-two points must be made on the studies of each year, whatever course be taken. In hudies that occupy one or more j'ears of any course, no credit is allowed for less than one year’s work .satisfactorily completed. Fractional credit is allowed on studies which do not occupy sufficient time to constitute full points. The studies prescribed for all pupils are English, history, algebra, plane geometry, biology, physics, and Shakesx)eare, which furnish eighteen of the thirty-two points required for graduation. The other fourteen ])oints may be secured by succe.ssfully pursuing a suflfeient number of the other studies afforded by the several courses provided, namely: P.sychology, ethics, commercial law, civics, economics, arithmetic, bookkeeping, higher algebra, solid geometry, trigonometry, penmanship, phonography, draAving and history of art, chemistry, Latin, German, French, Spanish, and Greek. The same requirements ajDi^ear below, arranged in the more familiar fashion of several parallel courses, with prescribed and alternative subjects: llitjh-scJiool course of studij. A. General. B. General. | ! Art. D. Scientific. 20 20 22 21 20 20 22 23 20 20 [ 22 24 20 20 27 24 I II III IV I II III IV I II III i IV I II III IV English . 5 5 5 1 1 2 5 5 5 2 5 5 i 5 2 5 5 5 2 History . 3 ! 3 3 3 3 3 3 3 Shakespeare . 3 3 3 3 Psychology . 5- \ i5— 1 Ethics - ‘ -5J i -5} Commcrcinl lav.' . . 1 1 Civics . 1 Economics . 1 . 1.... Arithmetic . Bookkeeping . |.... 1 .■\ Igebr.'i, . . . - 5 5 1 5 5 3-2 Geometry . ! 5 1 5 1:::: 1 i 5 5 2-3 9'rigonomotrv 3' Chemistry . 3 i 3 1 3 3 3 1 3 3 I’hysics . t 5 1 ! ! 5 f 1 i 5 1 .... 5 j ! 1 Biology . 1 5 ! 5 ....' 1 j.... 5 ! 1 5 I’enmanship . 1 !.... Stenograi>hv . 1 Art and drawing . 5 5 3 Latin . 5 5 5 5 i 51 1 51 51 : 51 1 ^ 5 5 5 5 German . 51 1 _ t ; 1 5} ' 51 1 51 51 5] 51 French . 5 5I t} ' 51 5 5 5 si Spanish . 5 5] 5/ 5] 5] 5] sj Greek . |.... College studies . 1 j.... L... 1 i 1 1 : 1 1 1 1 a Calendar of the University for 1902-3, p. 47. SECONDAEY EDUCATION 575 Illgh-scliool course of study — Continued. E. Classic. F. Commercial. G. College. H. College. 20 20 23 28 23 23 27 28 25 25 28 30 25 25 27 29 I II III IV I II III IV I II III IV I II III IV 5 5 5 2 5 5 5 2 5 5 5 2 5 5 5 2 3 3 3 3 3 3 3 3 3 3 3 5- 1 Ethics . -5/ Commercial law . -5 Cl VI es 5- Economics . 1.... -5 Arithmetic . i 1 3- Bookkeeping . 1 -3 5- Algebra . 5 5 5 3-2 5 3-2 Geometrv . 5 5 "s' 2-3 5 2-3 Trigonometry . 3 Chemistry . 3 3 3 3 Physics . 5 5 1 5 6 1 Biology . 5 "s 6 "s Penmanship . 3 Stenography . 5 2 Art and drawing . 51 51 Latin . 5 5 5 5 si si 51 51 5 5 5 5 5 5 5 5 German . 51 61 5J sj sl sl 5 5 51 51 5 5 61 51 55- French . si si 5f 5| 5/ 5] si Spanish . 5j sj sj 51 sj sj Greek . 5 5 5 5 5 College studies . 5 5 The studies inclosed in a brace are alternative. CUEKICULU3I OF THE HOPKINS GEAMMAR SCHOOL. The more conservative tendency which is still manifest in many strong schools is represented in the parallel courses of the Hopkins Grammar School at New Haven, Conn. CLASSICAL COUESE. First year. Second year. Junior year. Senior year. Latin . 5 Latin . 5 Latin . 5 Latin . 5 Greek . 5 Greek . 5 Greek . 5 Algebra . 5 Algebra . 3 Algebra (2), geome¬ Geometry . 2 trv ^3) . 5 English . 5 English . 3 English . 2 English . 3 History . 3 History . 2 History . 2 German or French . . -3 German or French ... 3 18 18 20 20 SCIENTIFIC COUBSE. ' First year. Junior year. Senior year. Latin . 5 •Algebra...: . 5 Latin . -5 Algebra . 5 Geometry . 5 Latin . 5 Geometry and trigonometry . 5 English . 5 History . 3 20 English . 3 German or French . 3 21 English . 3 History . 3 German or French . 3 Botany . 2 21 The figures indicate the number of recitations each week. 57G EDUCATION KEUORT, 1903. KECENT HISTORY OF STUDIES. It has come to he our working liypothesis that, so far as preliminary training of a general character is concerned, “preparation for college ” and “preparation for life ” should coincide. This theory, in its earlier statement, ran as follows : What is good I»re])aration for college is good preparation for life. Now the terms are commonly inverted: What is good preparation for life is good preparation for college. More and more the question of college-entrance requirements is coming to be a question as to what is best for the schools ; and a situation in which certain demands of the college were once the determining factor now finds its determining factor in the demands of the public high school. The actual choice of subjects by students in the secondary schools, and the gradual changes which have come over that choice in recent years, will airpear from the fol¬ lowing statistical tables, taken from the Report of the Commissioner of Education for the year 1902: « >^tude}its hi certain courses and studies in 2'^uhUc and jirivate high schools and academies. Courses, studies, etc. Number of students. Per cent of total number of sec¬ ondary students. Male students. Per cent of total number of male students. Female students. Per cent of total number of female students. Students preparing for college: Classical course . 45, 159 6.89 23, 314 24, 827 8. 37 21,845 14, 279 5.80 Scientilic courses . 39, 106 5. 97 8. 92 3. 79 Total preparing for college . 84, 265 12. 86 48, 141 17.29 36, 124 9.59 Graduating in 1902 . 77, 087 26, 159 11.86 29, 394 13, 458 10. 56 48, 293 12, 701 12. 81 College preparatory students in grad¬ uating class . a 33. 67 a 45. 78 626.30 Students in- Latin . 324, 497 49. 52 130, 183 13, 467 46.75 194, 314 8. 531 51.56 Greek . 21,998 72, 943 110,980 362, 171 3. 36 4.84 2. 26 French . 11.13 25, 724 45, 893 159, 772 9.24 47,219 65, 087 12.53 German . 10. 94 16.48 17.27 Algebra . 55. 27 57.38 202, 399 100.664 63.71 Geometry . 180, 580 27.56 80,016 28. 74 26.69 Trigonometry . 15, 827 17,271 2.42 9,361 3.30 6,466 11,123 64,186 1.72 Astronomj' . 2.64 6, 148 2.21 2. 95 Physics . 113, 959 17.39 49, 773 17.88 17. 03 Chemistry . 50, 469 145, 634 22, 801 162, 725 7.70 23, 443 8.42 27, 026 7. 17 Physical geography . 22.22 62,032 9, 327 08, 418 5,547 110, 247 120, 851 103, 469 55, 987 22. 28 83, 602 13, 474 22. 18 Geology . 3.48 3.35 3. 58 Physiology . 24. 83 24.57 94, 307 11, 046 164, 309 177,967 151, 412 74, 211 25. 03 Psychology . 16, 593 2.53 1.99 2. 93 Rhetoric . 274, 556 298, 818 41.90 39. 59 43.60 English literature . 45. 60 43. 40 47. 22 History (other than United States).. Civics . 254. 881 130, 198 38.90 19.87 37. 16 20. 11 40.18 19. 69 oVol. 2, p. 1648. 6 Per cent of total number of graduates. SSCONDAEY EDUCATION. 577 Per cent of the total number of secondary students in public and private high schools and academics in certain courses and studies, etc. Students and studies. 1891-92 1892-93 1893-94 1894-95 1 1895-96 1896-97 1897-98 1898-99 1899- 1900 1900- 1901 1901- 1902 Males . 44.01 43. 62 43.39 43.00 43.40 48.84 43. 50 42.93 43.16 42.83 42. 49 Females . 55. 99 56.38 56.61 57.00 56.00 56.16 66. 50 57.07 56. 84 57.17 57.51 Preparing for college. classical course . 9.18 9.90 10.34 10. 00 10.05 8. 94 7.99 7.87 8.32 8.30 6.89 Preparing for college. scientific courses . . . 7.59 8.22 7.33 7.11 7.16 6. 57 6.03 0.18 6. 21 0. 54 5.97 Total preparing for college.... 16.77 18. 12 17.67 17.11 17. 21 15. 51 14.02 14.05 14. 53 14. 84 12.86 Graduates . 10. 87 11.46 11.88 11.60 11.73 11. 95 11. 75 11.78 11.74 11.95 11.86 Graduates prepared for college « . 39.15 36.62 80. 92 32.44 32.69 32.60 30.60 31.61 32. 95 33.43 33.67 Studying— Latin . 38.80 41. 94 43.59 43.76 46.22 48.01 49.44 50. 29 49.97 49.93 49.52 Greek . 4.68 4.92 4.99 4.73 4. 58 4.60 4. 50 4.27 3.95 3.58 3.36 French . 8.59 9.94 10. 31 9.77 10. 13 9.98 10.48 10.68 10.43 10.75 11.13 German . 11.61 13.00 12.78 12. 58 13.20 13.78 14. 24 14. 91 15.06 16. 09 16.94 Algebra . 47. 65 49. 92 52. 71 52.40 53. 46 54. 22 55. 29 56. 21 55. 08 55. 66 55.27 Geometry . 22. 52 24. 36 25.25 24.51 25.71 26. 24 26.59 27.36 26. 75 27. 26 27.56 Trigonometry . 2.96 3. 61 3.80 3.25 3. 15 3. 08 2.83 2.58 2.42 2.54 2.42 Astronomy . 5. 27 5. 19 4. 89 4.40 3. 94 3.43 2.90 2.64 Physics . 22.04 22.25 24. 02 22.15 21.85 20. 89 20.48 19.97 18.88 18.24 17.39 Chemistry . 10.08 9. 98 10. 31 9.31 9. 15 9.18 8.55 8.64 8.00 7.86 7.70 Physical geography . 22.44 24.93 24.64 24.33 23. 75 22. 88 22.42 22.22 Geology . 5.52 5. 20 4.93 4.66 4. 41 4.02 3. 88 3. 48 Physiology . 28. 03 31.08 29. 98 29.38 28. 62 26.96 26. 27 24.83 Psychology . 3. 35 3. 82 3.82 3.64 3. 23 3. 19 2. 98 2.53 Rhetoric . 31.31 32. 27 33.78 85. 30 36.70 37.70 39.69 41.90 English literature 38.90 40. 60 41.19 43.90 45. 60 History (other than United States) .... 31. 35 33.46 35. 78 34. 65 35. 73 36. 08 37. 68 38. 32 37.80 38. 41 38.70 Civics . 21.41 20.89 21.09 20.60 19. 87 «Per cent of total number of graduates. DIFFERENTIATION. The differentiation of studies and courses which has been going on in the schools appears from the preceding paragraphs. The differentiation of schools has also gone steadily forward in recent years. Privately managed schools of various kinds pro¬ vide for the needs of special classes of students. Evening high schools and manual training schools receive increasing attention in the larger cities. Especial interest centers in the development of trade schools, mainly under private control. Ala¬ bama began in 1896 the establishment of one agricultural school in each of the nine Congressional districts of the State. Wisconsin began in 1901 the establishment of county schools of agriculture and domestic economy. « Probably no special devel¬ opment of the public schools has received more marked consideration within the past two or three years than that of commercial high schools. The more insistent demands of commercial life and the new attention which higher commercial studies are receiv¬ ing in colleges and universities have accentuated this movement, of which the leading representative is the High School of Commerce, opened in the city of New York in the fall of 1902. The following table shows the number of students pursuing commercial studies in institutions of various types through a period of thirteen years. The advance of the past two or three years consists even more in the improvement of courses of instruc¬ tion than in the increase of student attendance. ^ ' oSee report by A. C. True on Progress in Secondary Education in Agriculture, in the Yearbook of the United States Department of Agriculture, 1902, j)P- 481-500. Minnesota, Nebraska, California, New York, New Jersey, Pennsylvania, Indiana, and Missouri have related movements already under way. b Report of the Commissioner of Education for 1902, v. 2, p. 2003. ED 1903 - 87 578 EDUCATIO:^^’ EEPORT, 1903'. Students jnirsuing commercial studies. In institutions not distinctly business schools. Scholastic year. Universi¬ ties and colleges. Normal schools. Private high schools and academies. I Public I high schools. Total. In commer¬ cial and business schools. Aggregate of students in commer¬ cial studies. 1889- 90... 1890- 91... 1891- 92... 1892- 90. . . 1893- 91... 1894- 9.5. . . 1895- 90... 1890-97... 1897- 98... 1898- 99... 1899- 1900. 1900- 1901. 1901- 2.... 7, 300 4, 577 5, 078 5, 050 5,809 0, 403 7, 953 8, 010 9, 207 7,771 5,293 5,3/5 0, 297 5, 721 0,120 6, 657 7,099 1,065 4,460 8,819 9, 889 11,574 9, 740 10, 609 15, 649 16, 281 16, 384 15, 220 25, 539 30, 330 33, 075 31, 633 38, 134 68, 890 84, 412 76, 794 24, 994 30, 564 27, 254 30, 892 34, 757 44, 228 51,272 56, 002 52, 963 61,332 99, 149 116, 402 103, 450 78, 920 81, 898 77, 856 99, 654 115, 748 96, 135 80, 662 77, 746 70, 950 70, 186 91,549 110, 031 137, 247 103, 914 118, 462 105, 110 130, 546 150, 505 140, 363 131,934 133, 748 123, 913 131,518 190, 698 226, 433 240, 697 BOYS AND GIBLS. In the following table the enrollment of boys and of girls in secondary schools is given separately, public and private schools, both coeducational and sejiarate, being also distinguished: « FuUic and jmivate high schools for hogs onlg, for girls onlg, and for both sexes, 1901-2. State or Territory. Public. Private. For boys only. For girls only. Coeducational. For boys only. For girls only. Coeducational. 'o o In Students. !3Q 'o O O cc Students. Schools. 1 Boys. Girls. 3 0 .Cl 02 Students. 1 Schools. Students. 0 0 y lC Boys. Girls. United States . 34 13, 793 25 17, 5S6 6,233 213,121 '3O6, 111 333 21, 378 535 25, 075 967 30, 158 1 28, 079 North xVtlantic Division . .. 16 10, 500 11 12, 655 4,449 65, 388 92,488 100 12, 022 210 10, 148 280 8,878 8, 745 South Atlantic Division . . . 9 1,403 7 2, 213 420 9, 621 14,724 64 2,961 82 4, 086 204 6,137 5,524 South Central Division .... 7 1,144 6 2, 048 1 689 15, 306 21,956 38 2, 084 61 2, 685 265 7,721 6, 856 North Central Division .... 1 670 '3, 332 109, 060 156, 714 42 3,140 124 5. 904 177 5, 540 5,344 Western Division . 1 70 1 670 343 13, 746 20,229 29 1,171 58 2; 2.52 41 1,882 1,610 North Atlantic Division: i Blaine . 145 3,776 5, 092 4 99 28 1,140 1,152 New Hampshire . 1 47 57 1,575 2,173 3 187 18 428 439 Vermont . |... 58 1,561 2,136 j 959 2 67 15 462 511 lUassachusetts . 5 2,238 2 1,150 237 14, 955 20, 908 22 1 1,760 42 2, 056 40 1, 057 1,102 lihode Island . 22 1,524 2, 160 3 226 6 212 3 71 72 Connectieut . 1 5 74 3,783 4,891 18 826 21 1,005 22 454 449 New YorA . . 6 6,971 5 7,681 382 21, 488 30, 595 59 3, 160 79 4,052 56 1,613 1, 683 NewJcrsev... . . 93 4,877 7,198 21 1, 542 22 941 25 805 761 I’enn.sylvania . 3 1, 239 4 3, 824 381 11, 849 17, 335 30 3, 549 31 1,529 73 2, 848 2, 576 Soutli Atlantic Division: Delaware . 12 427 660 1 40 1 31 1 28 34 IMaryland . 6 1, 045 4 1,190 39 904 1,363 13 582 17 898 16 350 319 District of Columbia . . . 'T 1,264 2, 075 4 108 17 798 2 73 29 Virginia . 1 63 1,411 2, .561 27 1,136 17 844 26 429 520 West Virginia . j 150 28 627 1,100 1 40 4 147 10 549 468 North Carolina . 30 588 751 8 581 7 368 86 2,774 2,194 South Carolina . 1 178 1 350 90 1,416 2,036 3 1.55 6 333 15 561 571 Georgia . 1 30 2 667 111 2,261 3,000 7 319 7 517 43 1,262 1,236 Florida . 40 723 1,178 6 150 5 111 153 South Central Division: Kentucky . 2 643 1 782 77 1,609 2, 356 10 398 18 601 61 1,375 1,247 Tennessee . 1 25 99 1,971 3,237 6 429 8 595 68 2,025 1,695 Alabama . 1 101 2 494 70 1,394 1,791 4 221 7 197 25 715 567 Mississippi . 1 22 88 1,487 2, 182 5 331 6 198 27 646 778 Louisiana . 1 279 2 682 38 970 1,077 3 174 8 429 17 321 459 Texas . 236 0,161 8, 919 8 439 12 608 37 1, 608 1,265 Arkansas . 60 1, 248 1,685 2 92 1 38 21 714 517 Oklahoma . 16 390 613 1 19 2 70 59 Indian Territory . 1 74 1 90 5 76 96 7 247 269 a iteport of the Commissioner of Education for 1902, v. 2, p. 1695. SECONDARY EDUCATION. 579 Public and jorivate high schools for boys only, for girls only, etc. — Continued. State or Territory. Public. Private. For boj’s only. For girls only. Coeducational. For boys only. For girls only. Coeducational. 1 Schools. 1 Students. 1 Schools. 1 Students. Schools. Boys, A Girls. m "6 O o 02 Students. o o m Students. Schools. 1 Boys. Girls. North Central Division: ■1 720 20, 557 26, 409 i 553 23 1, 015 17 542 461 Indiana . 382 11, 456 15, 825 4 397 12 638 ! 10 394 363 Tllinnis . 1 676 354 15, 523 25, 478 5 369 28 1,193 25 612 681 Michigan . 297 12, 282 16, 876 2 272 8 472 12 316 400 Wisconsin . 215 8,202 11, 521 4 344 7 475 11 324 256 Minnesota . 128: 5, 985 8,837 6 537 12 668 10 538 309 Iowa . 346 12, 030 16, 988 117 7 349 27 1,020 9.53 Missouri . 263 8,250 12, 936 10 459 18 790 42 1,221 1,209 North Dakota . 33 642 861 2 10 60 South Dakota . 71 1,253 1,837 1 45 4 77 83 Nebraska . 303 6, 609 9, 534 1 20 6 185 9 222 289 Kansas . 220 6, 271 9, 612 1 72 2 74 8 264 280 Western Division: Mnutana, . . . 22 735 1,312 3 77 2 22 57 Wvoming . 10 159 275 1 8 29 Colorado . 47 2, 452 3,683 3 152 3 54 72 New Mexico . 1 70 7 123 176 2 35 1 70 Arizona . 2 86 102 1 50 1 1 5 Utah . 6 516 778 1 60 2 110 11 1,133 834 Nevada . 10 198 289 Idaho . 7 228 256 1 50 3 72 56 Washington . ..1 . 76 1,860 2, 956 2 59 6 195 7 274 204 Oregon . _ 39 1,083 1,617 3 165 8 328 4 210 155 California . 1 670 117 6,306 8, 785 21 852 1 33 1,220 9 108 198 TEACHEES. The teaching force of our secondary schools shows but little approach to uniformity as regards scholastic or professional preparation. On the whole, our standards seem to be rising, but the goal which has often been proposed — that our high-school teachers should be college graduates, and should have had, moreover, some substantial I^edagogic training — is still far off, if we consider the schools of the country as a whole. Probably the highest requirement exacted by any State is that of California. Here the certificate authorizing the holder to teach in public high schools is granted by county boards of education on the basis of credentials approved or issued by the State board of education. Among the powers and duties of the State board, pre¬ scribed by law, are the following: (а) To prescribe by general rule the credentials upon which persons may be granted certificates to teach in the high schools of this State. No credentials shall be prescribed or allowed unless the same, in the judgment of said board, are the equivalent of a diploma of graduation from the University of California, and are satisfactory evidence that the holder thereof has taken an amount of i^edagogy equivalent to the minimum amount of pedagogy prescribed by the State board of education of this State, and include a recommendation for a high-school certificate from the faculty of the institution in which the pedagogical work shall have been taken. (б) The said board shall also consider the cases of individual applicants who have taught successfully for a period of not less than twenty school months, and who are not possessed of the credentials prescribed by the board under the provisions of this section. The said board, in its discretion, may issue to such applicants special credentials upon which they may be granted certificates to teach in the high schools of the State. In such special cases the board may take cognizance of any adequate evidence of preparation which the applicants may present. The standard of qualifi¬ cation in such special .cases shall not be low^er than that represented by the other credentials named by the board under the x)rovisions of this section. ’ a Political code of California, sec. 1521, paragraph 2. 580 EDUCATION EEPOKT, 1903. The State hoard of education, acting under the provisions of paragraph (a), have approved of the granting of liigh-school teachers’ certificates to graduates of institu¬ tions included in the membership of the Association of American Universities, who have had regular professional training equivalent in amount to twelve hours a week for one-half year, and who are specially recommended by their respective univer¬ sities; “ provided, that after July, 1906, at least one-third of the i)rescribed pedagogy shall consist of actual teaching in a well-equipped training school of secondary grade, directed by the department of education.” METHODS OF IXSTEFCTION, The most marked tendency of recent times affecting our methods of instruction is that which has appeared with the introduction of students’ laboratories in the natural sciences. No course in any of the sciences is now considered adequate which does not embrace a considerable amount of manipulation, experiment, and observation on the part of the students themselves, together with such j^ractice in drawing, description, inference, and record making as properly accompanies these exercises. The better high-school buildings are now regularly equipped with ample laboratory facilities for the study of one or more of the sciences. Such Vvork has already come to have well-defined standards and traditions, and has accordingly gained a secure place in our scholastic organization. At the same time, this type of instruction is greatly infiuencing the instruction in other branches than the natural sciences. With such modification as difference of subject matter would suggest, the laboratory method is coming to be the characteristic method of a large portion of the studies pursued in our secondary schools. The typical methods of the schools, on which the laboratory method is slowly making inroads, is that of the assignment by the teacher and recitation l^y the pupil of lessons from a text-book. This is perhaps still the dominant method, but it is undergoing many modifications. STUDENT ACTIVITIES. IMore and more the various organizations formed by students — literary, musical, athletic, religious, and otlier — are coming to recognition as vital factors in our secondary education. In many ways students are educating themselves. In their several societies they are learning the principles and practice of self-reliance, indi¬ vidual initiative, cooperation, and many other good things. They are also bringing forward many new and extremely difticult problems in the conduct of schools, and the consideratioji of these problems fills a large place in current educational dis¬ cussions. School athletics in particular are bringing forward new questions and new difficulties. Principal A. E. Stearns, of Phillips Andover Academy, a firm friend of athletics, recently declared that, “The moral benefits [of school athletics] far out¬ weigh the physical. But abuses which have been steadily creeping in during the last quarter of a century are rapidly offsetting the benefits.” THE THEOEY OF SECONDARY EDUCATION. In view of the greatly widening functions of the schools and the many new respon¬ sibilities which they must face, it is not surprising that those having to do with secondary education show a growing interest in the theory underlying their practice. Our middle schools are now, on the w'hole, less under the dominance of rule-of- thumb than they were a few years ago. There is less appeal to ready-made and long-settled arguments in the discussions of teachers’ societies and more of looking for better reasons. We can hardly be said to have wrought out any well-organized theory as yet. So far as any cleavage into pedagogical parties has appeared, the division is between those wdio would emphasize the psychology of the individual and those who would have regard first of all to the demands of civilized society. But SECONDARY EDUCATION. 581 this distinction is very elusive and fluctuating. Some fair beginnings have been made of a literature of educational doctrine in this secondary fleld, and much more may be fairly expected in the near future, but as yet the beginnings and the expectation are nearly all that we have. INCREASE OF SCHOOLS AND ATTENDANCE. The enormous increase of attendance in our institutions of secondary education within the past few years is apparent from the table presented on page 566. In the following table more complete statistics are presented for the year 1902, and the attendance of students in both secondary and higher institutions is compared with the total population. « Number of secondary students to each 1,000 inhabitants in each State in 1902; also number ' of students in higher education to each 1,000 of population. State or Territory. Estimated total popula¬ tion in 1902. Total number secondary students in 1902. Number secondary students to each 1,000 inhabit¬ ants. Total number students in iiigher education in 1902. Number students in higher edu¬ cation to eacii 1,000 inhabit¬ ants. United States . 78, 544, 816 734, 760 9. 35 246,063 3.13 21, 802, 750 10, 696, 435 238, 079 56, 542 73, 627 318, 186 48, 326 10. 92 73, 298 29, 675 3. 36 5. 29 2. 77 South Central Division . 14, 715, 700 26, 912, 400 4,417,531 5.00 29, 817 97, 592 15, 681 2. 03 North Central Division . Western Division . . . 11.82 10. 94 3. 63 3. 55 North Atlantic Division: Maine . 700, 750 11, 568 5,965 16.51 2,039 2.91 New Hampshire . 419, 000 345, 900 14. 24 1,056 2.52 Vermont . 4,737 46, 421 13. 69 990 2. 86 Massachusetts . 2, 856, 000 451, 000 955, 600 7, 553, 500 1, 986, 000 6, 535, 000 184, 735 1,204,000 289, 500 1, 883, 000 979, 900 1,956,000 1,382,000 2, 256, 000 561, 300 16. 25 14, 992 5.25 Rhode Island . 4, 352 11, 593 84, 726 17,029 51, 688 1, 265 7, 829 4, 929 8, 612 9.65 1, 202 4, 007 2. 67 Connecticut . 12.13 4. 19 Ncav York . 11.22 24, 741 3.28 New Jersey . 8.57 3,314 20, 957 1.67 Pennsylvania . ' 7.91 3.21 South Atlantic Division: Delaware . 6.85 142 0.77 Marvland . 6.50 5, 603 3,315 5,089 1,723 4.65 District of Columbia . 17. 03 11.45 Virginia . 4. 57 2.70 West Virginia . 3,948 4. 03 1.76 North Carolina . 9,203 6, 765 4. 71 4, 581 2.84 South Carolina . 4. 90 3,320 5, 366 536 2.40 Georgia . 10, 949 4. 85 2. 38 Florida . . . 3, 042 5.42 0, 95 South Central Division: Kentucky . 2, 210, 000 2, 044, 000 1,919,000 11,512 5. 21 5,096 8,022 3,548 2, 966 2, 641 2.31 Tennessee . 13,191 6.45 3. 92 Alabama, . 6,629 3.45 1.85 Mississippi . 1, 580, 000 1, 441, 000 3, 191,000 1, 353. 000 7,149 5,273 4. 52 1.88 Louisiana . 3.66 1.83 Texas . 21, 951 5,287 1,579 1,056 56, 399 32,099 50, 760 31,476 22, 071 18, 300 34, 489 28, 876 2,151 6.88 4, 756 1,569 1,196 1.49 Arkansas . 3.91 1.1.6 2. 30 Oklahoma . 519, 700 3.04 Indian Territory . 458, 000 4, 238, 000 ♦ 2, 528, 000 4, 940, 000 2, 445, 500 2, 103, 000 1, 858, 000 2, 233, 000 3, 200, OCO 371, 800 2.31 23 0. 05 North Central Division: Ohio . 13.31 12, 953 3.06 Indiana . 12.70 12, 169 19, 723 8, 613 6,869 4.81 Illinois . . 10. 28 3. 99 Michigan . 12. 87 3.52 Wisconsin . 10. 50 3. 27 Minnesota . 9.85 5, 543 9, 752 11,126 2. 98 lOAva . 15. 45 4.37 Missouri . 9.02 3. 48 North Dakota . 5.79 592 1.59 South Dakota . 428, 100 1, 080, 000 1.487.000 4, 156 18, 554 18. 855 9.71 1,128 2. 63 Nebraska . . 17.18 3,696 5,428 S 42 Kansas . 12. 68 3.6^ a Report of the Commissioner of Education for 1902, vol. 2, p. 1694. 582 EDUCATION KEPORT, 1903. XiDiiber of secondary students to each 1,000 inhabitants in each State in 1903; also number of students in hiyher education to each 1,000 of 2')opulation — Continued. State or Territory. Estimated total popula¬ tion in 1902. Total number secondary students in 1902. Number secondary students to each 1,000 inhabit¬ ants. Total number students in higher education in 1902. Number students in higher edu¬ cation to each 1,000 inhabit¬ ants. Western Division: ^Montana . . . 2G1, 000 92, 531 611,000 219. 600 139, 500 286, 100 43, 000 180, 600 618, 000 425. 600 1, 540, 000 2, 496 564 9. 54 319 126 1.22 1.36 Wvoming . 6.10 Colorado . 7, 459 736 12. 21 2,211 286 3. 62 New Mexico^ . 3. 35 1.30 Arizona . 505 8.62 136 0. 97 Utah . 4, 720 615 16.50 683 2. 39 Nevada . 14.30 206 4. 79 Idaho . 831 4. 60 404 2.24 ^^'ashington . 6,319 4,183 19, 898 10. 22 1,736 2.81 Oregon . 9.83 1,606 3. 77 California . 12.92 7, 968 5. 17 It appears from this table that already nearly 1 per cent of our population is enrolled in our secondar}'- schools. In nineteen of our forty-five States the propor¬ tion is above 1 per cent. In Nebraska it reaches the surprisingly high proportion of 17.18 thousandths. It should be added that the recent increase in attendance is coincident with a bettering of standards of instruction. There are doubtless many influences at work to produce this rising tide. The growing interest in higher educa¬ tion has strengthened the middle schools; and the grovrth of the middle schools, too,^ has helped the schools above. The freedom with which our schools and courses are differentiated to meet a variety of needs has made them attractive to youth of diverse aspirations. The public character of many occupations of the school makes it a center of widespread interest and criticism, all of wdiich serves as a suggestion to young people to go ou in their studies that they may share in that interesting life. The i^rovision for free tuition, even for students whose homes are in commimities remote from the school, encourages many to go on to the high school, when they could not otherwise hope for more than the training of the elementary grades. Even before any effective compulsion has been established in many of the States to secure attendance on the lower schools, public sentiment and the enactments of legislatures, it would seem, are setting a new standard of schooling, making the norm for capa¬ ble boys and girls include some instruction at least of secondary grade. What this , tendency shall bring forth for our civilization can not be foreseen, but it will not be without some notable result. BIBLIOGRAPHICAL NOTES. StatistiCitl material and occasional discussions of very great value are to be found in the Reports of the Commissioner of Education, published annually at Washington. Much valuable matter appears also in the annual or biennial reports of the more important State systems. Especial attention should be called to the annual reports of the high school department of the University of the State of New York, published at Albany. Among educational periodicals‘may be mentioned the School Review (monthly), published at the University of Chicago, which is devoted wholly to secondary education (a classified index of the first ten volumes has been issued recently); the Educational Review (monthly. New Y"ork), which contains numerous articles relating to secondary education, and the Pedagogical Seminary (quarterly, Worcester, Mass.), which contains contributions to the psj^chology of adolescence and related topics. Several associations which have to do wholly or chiefly with this grade of instruction publish annual reports of their proceedings. Among the most important of these are the New England Association of Colleges and Preparatory Schools, the Association of Colleges and Preparatory Schools of the Middle States and Maryland, the Association of Colleges and Prepar¬ atory Schools of the Southern States, and the North Central Association of Colleges and Secondary Schools. With these should bo included the proceedings of the annual convocation of the University of the State of New York. SEOOJ^'DAEr EDUCATIOIT, 583 Two important documents which have been referred to are the following: Eeport of the committee [of ten] on secondary school studies. . . . Washington, 1893, pp. 219 (reprinted by the American Book Company); and Report of the committee on college-entrancg requirements. . . . Published by the National Edu¬ cational Association, 1899, pp. 188. Two valuable monographs recently issued are the folloAving: Bkoome, Edwin Cornelius. A historical and critical discussion of • college-admission require¬ ments. Neiv York; The Macmillan Company, 1903, pp. 157. Jones, David Rhys. State aid to secondary schools. In University of California Publications in Education, vol. 3, no. 2. Berkeley, Cal., 1903, pp. 47-150. Mention may be made also of the following: Brown, Elmer Ellsworth. The making of our middle schools; an account of the development of secondary education in the United States. New York: Longmans, Green & Co., 1903, pp. 13-t-547. CHAPTER XIII. EDUCATION IN FRANCE. Franco, Republic: Area, 204,092 square miles; population, 38,961,945 (1901). Civil divisions having special functions in educational administrations: departments (90 in number, including 3 in Algiers); communes (cities or villages). PREVIOUS ARTICLES. [In the following index to chapters in previous Reports of this series relative to education in France, mention is made oniy of special subjects considered in each chapter. In addition to these special topics the chapters present detailed statistics, current and comparative, with a brief conspectus of the system of public instruction.] The educational system of France. (Report, 1888-89, vol. 1, pp. 112-149.) Report of the educational congresses and exhibition held in Paris, 1889. (Report, 1889-90, vol. 1, pp. " 41-186, by W. H. Widgery.) Statistics for 1888-89. (Ibid., pp. 249-261.) Elementary education in London and Paris. (Ibid., pp. 263-280.) Statistics, 1890-91; progress of primary schools since Guizot’s law, 1833; higher primary and classical schools of France. (Report, 1890-91, vol. 1, pp. 95-124.) Statistics for 1892; proposed transformations and development of state faculties. (Report, 1891-92, vol. 1, pp. 73-95.) Civil service in France, by W. F. and W. W. Willoughby. (Ibid., pp. 369-412.) Inspection of infant schools; recent changes in the baccalaureate; reorganization of medical studies and of the scientific course preparatory thereto. (Report, 1892-93, vol. 1, pp. 219-237.) Statistics for 1891-1893; recent modifications in secondary and superior education; progress of the system of primary instruction; schools for adults; movements for the admission of American students to the universities of France. (Report, 1894-95, vol. 1, pp. 289-312.) Statistics for 1894-95; proposed modifications of secondary institutions; the law of July 10, 1896, trans¬ forming the state faculties into universities; status of medical students in France, with special reference to foreigners; Dr. Alc5e Fortier on the French lycOes. (Report, 1895-96, vol. 1 , pp. 611-639.) Opening of the universities under the law of July 10, 1896; the new doctorate open to foreigners; state secondary schools v. church establishments; the law of July, 1893, respecting salaries of teachers of primary schools; the superior primary schools, progress, organization, and scope; M. Boutmy on the reform of the baccalaureate; M. Breal on the study of Greek. (Report, 1896-97, vol. 1, pp. 29-70.) Statistics, 1896; decentralizing movement; the reconstruction of the universities; efforts for strengthen¬ ing the moral influence of the schools; temperance instruction; manual training and technical schools; report of Mr. Charles Copland Perry on technical education in France; the admission of American students into French universities; review of the career of M. Victor Duruy, minister of public instruction, 1863-1859, 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, pp. 694-788.) The universities, as organized under the laiv of 1896; tabular view, 1887 and 1897; admission of for¬ eign students; the university doctorate created under decree of 1897; primary education; rvork of the Republic reviewed; secondary education; congress of professors; commission of inquiry. (Report, 1898-99, vol. 1, pp. 1086-1138.) Education at the Paris Exposition. (Report, 1899-1900, vol. 2, pp. 1661-17090 Proposed reform of state secondary schools; public lyc6es and colleges for girls; universities, reorgan¬ ization and recent development; the congress of primary education. (Report, 1899-1900, vol. 1, pp. 1711-1732.) Retrospective and current survey of state education; the system of primary school inspection; the new scheme of secondary education; the laiv subjecting religious orders to civic authority; conspectus of courses of study in the Univensity of Paris; the new university doctorates; international corre¬ spondence of students; the teaching of “la morale’’ in the primary schools; the simplification of French syntax. (Report, 1901, vol. 1, pp. 1081-1136.) 585 58G EDUCATION EEPOET, 1903. Statistics ISOO-IOOO; nc^v programmes of secondary schools, Doctor CompayrC'; the reorganized umversi- tios, special reports by M. Liard and M. Maurice-Faure; professional and financial status of French i)rimary teachers; report of special commission. (Report 1902, vol. 1, pp. 667-719.) pj Tlie ciuiracteri.stic features of the system of public instruction in France have been a very fully presented in previous Heports of the Commissioner of Education, as indi- £ cated above, and the development of the system set forth by the record of legislative « and administrative measures and detailed statistics. 8 Since the publication of the last Eeport of this series no comjdete official report of Jj luiblic education in France has been issued, and no changes of any moment have g taken place in the administration of the system. This chapter presents, therefore, S only statistical summaries bringing the record down to 1902, supplemented by a b detailed view of the work of the various classes of schools which in the French 5 system are included in the di\'ision of primary education. For purposes of compaia- son the programme of French secondary schools is also included in the i)resentation, i| and likewise programmes of iiublic schools in our own country. TOPICAL OUTLiyP. Statistics, current and retrospective. Detailed view of the sy.stem of primary instruction: General administration; classification of primary schools; subjects of instruction — infant schools, ele¬ mentary primary schools, branche.s, and typical programmes; typical programmes for elementary schools in the United States. Examination for the certificate of primary studies, marking the passage from the elementary primary to the higher primary schools. Higher primary schools: Origin; organization; separation from schools of commerce and industry; typical programmes; programmes of high schools in the L'nited States. The National Industrial Schools (Ecoles nationales professionnelles) of France: origin; general character; programme. Programme of the primary normal schools. Programme of French secondary schools (lycees and communal col¬ leges). Enrollment in the several classes of higher primary schools and public secondary schools in 1901. 1 ■ STATISTICAL SUIMMAEIES. 1 Table I presents the summarized statistics of the schools and universities of France I for the latest year reported. The remaining tables bring the current statistics into 1 comparison with those of earlier date. From Table II it will be seen that the maximum enrollment in primary schools was reached in 1888-89. The subsequent decline has taken place wholly in France proper, excluding Algiers, in which division there has been a slight but steady increase from an enrollment of 78,001 pupils in 1888-89 to 114,809 in 1900-1901. The decline of enrollment in France, exclusive of Algiers, is in reality small, amount¬ ing to 96,601 pupils, or 1.7 per cent. This is accounted for as follows: (1) Decrease in the school poxDulation of France (ages 6 to 13), which, as shown in Table Y, amounted to 3,145, or 0.07 per cent, between the census years 1891 and 1896; (2) rapid advance of pupils in the primary schools, with the result that the leaving certificate (certificat d’ etudes primaires) is obtained at an earlier age than formerly; (3) less vigorous enforcement of the obligatory school law. Since 1888-89, which marked the end of the period assigned by the law of 1886 for the full secularization — that is, elimination of clerical teachers — of public schools for boys, tiie enrollment in public primary schools has fallen off to a noticeable degree, while tlie clerical schools (schools under the religious orders) have increased their enrollment. The extent of this transfer is indicated in Tables III and lY. From the latter table it will be seen that the primary schools under religious orders classed as public (that is State-supported) attended by boys had been very nearly eliminated by 1901, and the corresponding schools for girls were rapidly declining. The private clerical schools on the other hand were increasing their enrollment. These details would possess little general interest but for the fact that the struggle betw’een state and church for supremacy in education has become the chief issue in the politics of the country, liecent measures wdiich threaten to deprive the religious orders of EDUCATION IN FEANCE. 587 all rights to teach in the State have been fully explained in previous Eeports of this series. « Tables VI-VIII, with the accomj)anying comments, relate to the teaching force. Tables IX and X, showing the expenditure for public primary schools, as set forth in the quinquennial reports of the minister of public instruction, complete the retro¬ spective survey of primary education. The three remaining tables relate to secondary schools (lycees and colleges), the universities,- and higher technical or special schools. Table I. — Statistical summary of education in France. Classes of institutions. Date. Enrollment. Professors and teachers. Total ex¬ penditure. Male. Female. Total. Men. Women. Total. Infant schools (6coles maternelles), public and private (ages, 2 to 6) . 1900-1901 1900-1901 1900-1901 376, 246 378, 001 754, 247 10, 077 10, 077 Primary schools: Public . 2, 313, 268 451, 357 1,835.954 926, 221 4, 149, 222 1, 377, 578 56, 645 11, 250 51. 286 38, 336 107, 931 49, 586 $39, 672, 817 Private . Total primary schools . 2, 764, 625 2, 762, 175 5, 526, 800 67, 895 89, 622 157,517 Primary normal schools (ages, 16 to 19) . Secondary schools: Public (ages, 8 to 20) Private (ages, 8to 20) Universities: Public . 1897 1900 1899 1901-2 1897-98 3,865 88, 202 102, 007 29, 286 3,871 23, 368 7, 736 115, 570 102, 007 30, 370 1,407 8, 544, 316 1,084 806, 217 Pri va to . _ . . Table II. — Retrospective view of pupils in the primary schools. Pupils in schools. Total num- Year. her of pupils. & Boys. Girls. Public. Private. Secular. Belonging to religious orders. 1837 . 1840 . 1843 . 1847 . 1850 . 1861 . 1863 . 1865 . 1866 . 1872 . 1875 . 1876-77... 1878- 79... 1879- 80... 1880- 81... 1881-82... 1882- 83... 1883- 84. . . 1884- 85... 1885- 86... 1886- 87... 1887- 88... 1888- 89... 1889- 90... 1890- 91... 1891- 92... 1892- 93... 1893- 94... 1894- 95... 1895- 96. . . 1896- 97... 1897- 98... 1898- 99... 1899- 1900. 1900- 1901. 2, 690, 035 2,896,934 3, 164, 297 3, 530, 135 3, 322, 423 4, 286, 641 4, 336, 368 4. 436. 470 4, 515, 967 4, 722, 754 4, 809, 728 4, 718, 935 4, 869, 087 4, 949, 591 5, 049, 363 5, 341, 211 5, 432, 151 5, 468, 381 5,531,229 5, 585, 838. 5,596,919 5, 616, 510 5, 623, 401 5, 601, 567 5, 593, 883 5. 556. 470 5, 554, 115 5, 548, 180 5, 540, 095 5, 533, 511 5, 531, 418 5, 535, 125 5,539, 299 5, 530, 237 5, 526, 800 1, 579, 888 1, 656, 662 1, 812, 709 2,176,079 1, 793, 667 2,265, 756 2, 306, 792 2, 343, 781 2,445, 216 2,450, 683 2, 400, 882 2, 478, 417 2, 518, 401 2, 568, 339 2, 708, 510 . 2, 743, 564 2,759,050 2, 790, 169 2, 823, 964 2, 829, 127 2, 837, 524 2, 833, 218 2, 823, 877 2, 823, 428 2, 805, 849 2, 800, 316 2, 799, 089 2, 790, 710 2, 788, 215 2, 782, 547 2, 777, 739 2, 774, 195 2, 766, 268 2, 764, 625 1, no, 147 1, 240, 272 1, 351, 588 1, 354, 056 1, 528, 756 2, 070, 612 '2, 129, 678 2, 172, 186 2, 277, 538 2,359,045 2, 316, 053 2, 390, 670 2, 431, 190 2, 481, 024 2, 632, 701 2, 688, 587 2, 709, 631 2, 741, 060 2, 761, 874 2, 767, 792 2, 778, 986 2, 790, 183 2, 777, 690 2, 770, 455 2, 750, 621 2, 753, 799 2, 749, 091 2, 749, 385 2, 745, 296 2, 748, 871 2, 757, 386 2, 765, 104 2, 763, 964 2, 762, 175 2, 046, 455 2, 216, 767 2,407,425 2,601,619 3, 413, 830 3, 477, 542 3, 537, 709 3, 835, 991 4,049,953 3, 823, 348 3, 982, 802 4, 015, 097 4, 079, 968 4, 359, 256 4, 409, 310 4, 421, 212 4, 463, 372 4, 502, 059 4, 505, 109 4, 492, 894 4, 446, 851 4, 405, 543 4, 384, 905 4, 281, 183 4, 257, 937 4, 241, 912 4, 215, 411 4, 199, 727 4, 190, 320 4, 177, 590 4, 169, 578 4, 158, 912 4, 149, 222 643, 580 680, 167 756, 872 720, 804 922, 538 958, 928 978, 258 886, 763 759, 775 893, 587 886, 285 934, 494 969, 395 981, 955 1,022, 841 1,047,469 1, 067, 857 1, 083, 779 1,091,810 1,123, 616 1, 176, 550 1, 196, 024 1, 208, 978 1, 275, 287 1, 296, 178 1, 306, 268 1, 324, 684 1, 333, 784 1, 341, 098 1, 357, 535 1, 369, 721 1, 371, 320 1, 377, 578 2, 457, 380 2, 368, 627 2, 744, 667 2, 72.5, 694 2, 763, 524 2, 820, 670 2, 938, 709 2, 648, 562 3, 027, 560 3, 144, 938 3,276, 982 3, 567, 861 3, 655, 035 3, 701,596 3,778,611 3, 836, 826 3, 877, 185 3, 901, 565 3, 915, 915 3, 896, 700 3, 912, 013 3, 900, 977 3, 904, 265 3, 906. 219 3, 900, 240 3, 898, 806 3, 911, 806 3, 914, 352 3, 938, 842 3, 953, 742 3, 984, 419 706, 917 953, 796 1, 541, 974 1, 610, 764 1, 672, 946 1, 695, 297 1, 871, 019 2, 068, 373 1, 841, 527 1, 804, 653 1.772. 381 1, 773, 350 1,777,116 1, 767, 085 1, 752, 618 1, 749, 012 1, 719, 734 1, 714, 945 1, 707, 486 1, 704, 867 1,681,870 1, 6.55, 493 1, 649, 850 1, 641, 961 1, 639, 855 1, 634, 705 1,618,612 1, 620, 773 1, 600, 4.57 1, 576, 490 1. 542. 381 « Report of the Commissioner of Education for 1900-1901, vol. 1, ch. xxiv, p. 116. Report for 1902, vol. 1, ch. XV, p. 687. 6 Infant schools not included. Algiers not included prior to 1886-87. 588 EDUCATION EEPORT, 1903 Table III. — Proportion of total enrollment in different classes of primary schools at dates specified. Year. Public. Private. Secular. Schools of reli¬ gious or¬ ders. 1837 . Per cent. 76 76.5 78.3 78.3 81 81.6 79.9 77.1 75.7 75. 3 75.2 75. 07 Per cent. 24 23.5 21.7 21.7 19 18.4 20.1 22.9 24.3 24.7 24.8 24. 93 Per cent. Per cent. 1840 . 1850 . 71.2 62.4 56 66.8 69.5 70.1 70.7 71 71.5 72. 09 28.8 37.6 44 33.2 30.5 29.9 29.3 29 28.5 27. 91 18G() . 1877 . 1881-82 . 1837-88 . 1891-92 . 1896-97 . 1898 99 . 1899-1900 . 1900-1901 . Table IV. — Enrollment in the several classes of primary schools at dates specified. C]a.ssification of schools. Enrollment. Per cent of increase or decrease. 1891-92. 1896-97. 1900-1901. 1891-92 to 1896-97. 1896-97 to 1900-1901. SECULAR. Public: Bovs . 2, 318, 349 2, 292, 639 2, 295, 502 - 1.1 + 0.11 Girls . 1, 434, 901 1,487,766 1, 568, 987 -f 3.7 + 5.45 Private: Bovs . 53, 955 48, 199 45, 910 -10.7 - 4.74 Girls . 97, 772 83, 202 74, 320 -11.3 - 10. 67 CLERICAL (UNDER RELIGIOUS ORDERS). Public: Bovs . 36, 969 25, 766 18, 066 -30.3 -29. 88 Girls . 490, 964 384, 149 266, 967 -21.8 -30.5 Private: Bovs . 896, 576 415, 943 405, 447 -f 4.9 - 2.52 Girls . 730, 984 793, 754 851, 901 + 8.6 + 7.32 Table Y. — Retrospective view of jjopidation, as shoum at census dates, and ratio of enrollment in primary schools to total pojndation. Year. Total popu¬ lation. Increase ( + ) or decrease (-)■ Children between 6 and 13, inclusive. Increase ( + ) or decrease {-)■ Ratio to total popula¬ tion. Ratio of enrollment in primary schools to total popu¬ lation. 1876 . 36, 905, 788 37, 672, 048 38,218,903 38, 343, 192 38,517,975 38, 961, 945 Per cent. 4, 502, 506 4, 586, 349 4, 729, 144 4, 639, 526 4, 636, 381 JPer 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 14. 20 1881 . +2.1 +3. 55 + .32 + .79 +1.15 +1.85 +5.03 -1.89 - .07 1886 « . 1891 . 1896 . 1901 . a Algiers included for this and subsequent years. EDUCATION IN FEANCE. 589 Table VI. — Number and classification of teachers of primary schools at specified dates. Year. Total number teachers. Men. Women. Men and women. Public. Private. 1837 . 59, 735 39, 302 20, 433 38, 465 21, 270 1840 . 63, 409 40, 504 22, 905 40, 843 22, 566 1843 . 75, 535 47, 301 28, 234 50, 446 25, 089 1863 . 108, 799 49, 585 59, 214 70, 441 38, 358 1872 . 110, 238 50, 549 59, 689 75, 062 35, 176 1876-77 . 110, 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 04, 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 09, 033 92, 800 37, 357 1883-84 . 132, 580 61,6.54 70, 926 94, 784 37, 796 1884-85 . 133, 900 62, 1.58 71, 742 85, 810 38, 090 1885-86 . 137, 000 63,670 73, 330 97, 996 39, 004 1886-87 n . 138, 655 64, 039 74, 616 98, 709 39, 886 1887-88 . - . 141,063 64, 631 76, 432 100, 417 40, 646 1888-89 . 142, 660 65, 181 77, 479 100, 913 41,747 1889-90 . 143, 259 65, 312 77, 947 101,144 42, 115 1890-91 . 146, 247 65, 763 80, 484 103, 769 42, 478 .1891-92 . 146, 674 66, 363 80, 311 102, 486 44, 188 1892-93 . 148, 394 66, 965 81,429 103, 513 44, 881 1893-94 . 149, 271 67, 071 82, 200 104, 028 45, 243 1894-95 . 150, 913 67, 265 83, 048 105, 162 45, 751 1895-96 . 151, 563 67, 203 84, 360 105, .587 45, 976 1896-97 . 152, 277 67, 339 84, 938 105, 774 46, 603 1897-98 . 153, 505 106, 355 47, 150 1899-1900 . 156, 625 107, 037 48, 988 1900-1901 . 157, 517 67, 895 89, 022 107, 931 49, 586 a For this and for subsequent years Algiers included. Table VII. — Lay v. clerical teachers. PUBLIC SCHOOLS. 1886-87. 1891-92. 1896-97. 1900-1901. Increase or de¬ crease, 1886-87 to 1896-97. Increase or de- crea.se, 1897 to 1900-1901. Men: Lav . Belonging to religious orders . 53, 072 2, 544 55, .559 132 56, 373 56, 645 Per cent. + 6.21 -100. 00 Per cent. + 0.48 Total . Women: T ,n V . . 55, 617 55, 691 56, 373 56, 645 + 1.35 1 + .48 29, 887 13, 265 35, 446 11,349 40, 385 9,013 44, 890 6,396 ■P 3.5.12 - 32.05 +11.15 -29. 03 Belonging to religious orders . Total . Grand total . 43, 152 46, 795 49, 398 51,286 f 14.47 + 3.82 98, 769 102, 486 105, 774 107, 931 + 7.09 PPHVATE SCHOOLS. Men: Lay . Belonging to religious orders . Total . Women: Lay . 1, 842 6,580 1,423 9,249 1,278 9, 685 1,202 10, 048 - 30.61 + 47.18 - 5.94 + 3.74 8,422 10, 672 10, 963 11, 2.50 + 30.17 + 2.61 6,923 24, 541 6,186 27, 330 5, .500 30, 040 5, 190 33, 146 - 20.55 + 22.40 Belonging to religious orders . Total . Grand total . - 5.63 31, 464 33, 516 85, 540 38, 336 + 13.00 +10.33 39, 896 44, 180 46, 503 49, 586 + 16.58 + 7.83 590 EDUCATIO]^ EEPORT, 1903. Table VIII. — rvoportion of lay and of clerical teachers for the years specified. Public schools. Private schools. 1 1886-87. 1891-92.! 1 1896-97. 1900-1901. 1886-87.! 1 1 1891-92. 1896-97. 1900-1901. Jlen: Per ct. Per ct. Per ct. Per ct. Per ct. Per ct. Per ct. Per ct. JjliV . . . . Ueionging to religious orders Women : 95. 42 4.58 GO 100. 00 100.00 21.87 78. 13 13. 33 86. 70 11.65 88. 35 10.87 89. 13 Lav . 69. 23 75. 74 81.75 87.52 22. 00 18.45 1.5. 47 13.54 Beiouging to religious orders 30. 74 24, 26 18. 25 12. 48 78. 00 81.55 84. 53 86.46 Of the teachers in the public schools, 97 p»er cent on a total of 105,774 employed in 1897 tvere possessed of diplomas and 43 per cent of the highest diploma (certificat d’ 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 teachers for its public schools is due in great measure to the liberal provision of normal schools and the high standard at which 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 department for this puiqrose. The State shows its solicitude in this matter by the maintenance of two superior normal schools, one for men at St. Cloud, the other for women at Fontenay-aux-Roses, in which professors are trained for the primary normals. These two superior schools are really post-graduate institutions, requiring for admission either the higher diploma of pedagogy or a bachelor’s degree. The following statistics show the relative status of the primary normal schools at the beginning and end of the last half decade rei3orted: Number of schools. Number of students. Number of offi¬ cers and teachers. 1891-92. Normal schools for men . 87 3,878 890 Normal schools for women . 85 3,707 711 1896-97. Normal schools for men . 87 3,865 897 Normal schools for Avomeii . 85 3, 871 852 The total number of graduates during the half decade 1888 to 1892 was, from the schools for men, 7,189; from the schools for women, 5,615, The corresponding numbers for the half decade 1893 to 1897 were, men, 6,199; women, 6,139. Total for tlie decade, 25,142, or an average of 2,514 annually. The certified teachers in the elementary primary schools are divided into five classes, with salaries fixed as follows : Class. Male teachers. Female teachers. Fifth . . Frmics. 1,000 1, 200 $200 Fraiics. 1,000 $200 Fourth . . 240 1,200 1,400 240 Third . 1,500 1,800 2, 000 300 280 Second . 360 1,500 1,600 300 First . . 400 320 EDUCATION IN FEANCE. 591 Each class contains a certain percentage of the whole body of teachers; hence the significance of the expression “ le pourcentage,” constantly occurring in discussions of the service. By the law of July 15, 1889, the percentages were fixed as follows: “Stagiaires, 15 per cent; fifth class, 25 per cent; fourth class, 25 per cent; third class, 20 per cent; second class, 10 per cent; first class, 5 per cent.” The rigid adherence to these proirortions had j3roduced such a crowded state in the upper classes that for several years there had seemed no hope of promotion for teachers in the lower classes. This discouraging prosj^ect combined with the low salaries, which are inferior to those in other branches of the civil service, has proved a serious evil, destroying the prestige of the teaching service and deterring young men and women from entering it. The matter has recently been made the subject of si^ecial investigation « and measures are now pending which it is hoj)ed will greatly ameliorate the financial and social condition of the primary teachers. Mean¬ while slight relief has been furnished by a clause in a financial law of 1900 changing the proportion of teachers allowed to each class and api3ropriating a sum of money (11,000,000) to provide for the increase of salaries as required by the readjustment and pensions for the retirement of a number of aged or infirm teachers. Under the new adjustment the proportion of teachers in four of the six classes is changed as follows: Stagiaires (probationers) reduced from 15 to 10 per cent of total; fifth class from 25 to 20 per cent; third class raised from 20 to 25 per cent; second class raised from 10 to 15 per cent. ^ Table IX. — Total current expenditures for 2')ul)lic j^rimanj schools. Year. Total expenditures. Proportion from each con¬ tributory source. State. Depart¬ ments. Com¬ munes. 1877 . Francs. 94, 397, 554 132,314,010 172, 900, 515 186, 306, 075 214, 015, 250 198, 364, 089 $18, 879, 510 26, 462, 802 34,580,103 37, 261, 215 42,803,050 39, 672, 817 Per cent. 25 66.25 48. 80 67.60 67.02 77. 88 Per cent. 18 13.22 10. 50 Per cent. 57 20.53 40.90 32. 40 32.98 21.4 1881-82 . 1886-87 . 1891-92 . 1896-97 . 1000 . .72 Table X. — Expenditure ]Der capita for years specified. Year. Per capita of pop¬ ulation. Per capita of en¬ rollment in public primary schools (infant schools included). 1877 . Francs. 2. 55 $0. 51 .70 Francs. 23. 45 $4. 69 6.05 1881-82 . 3.51 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 1900 . 5. 09 1.02 43.03 8. 67 a For report of this investigation see Report of Commissioner for 1902, vol. 1, pp. 708-719. & As this report goes to press it is announced, that the percentage requirement has been annulled. 592 EDUCATION EEPOKT, 1903. Table XI. — Enrollment in secondary schools for hoys. Classes of institutions. 18S7.a 1892. b 1893. b 1894. b 1895. b 1896.b State schools: LvcOcs . Colleges . Total . Schools of religious a.ssociations: Clas.sical . Petits seminaire.s (preparatory to theological schools) . Total . Private secular schools . Total non-Statc . Grand total . 53,816 36, 086 62, 945 32, 508 53, 974 32, 709 63, 490 32, 421 53, 962 32, 161 53,290 32, 224 89, 902 85, 453 86, 682 85, 911 86, 123 85, 514 50, 085 51, 087 23, 948 51, 377 23, 849 56, 265 25, 354 57,250 25, 407 58,506 21, 737 50, 085 20, 174 75,035 16, 306 75, 226 14, 028 81, 619 14, 214 82, 65f 12, 011 80, 243 13, 599 70, 259 91,311 89, 254 95, 833 94, 668 93, 842 160, 161 176, 794 175, 937 181, 744 180, 791 179, 356 Classes of institutions. 1897. b 1898. e 1899. c 1900.(1 1901.fl State schools: Lvc5es . Colleges . Total . Schools of religious associations: Classical . 52, 427 32, 412 51 , 892 32, 510 62, 708 32, 891 52, 969 32, 569 54, 830 33, 372 84, 839 84, 402 85, 599 85, 538 88, 202 62, 188 22, 381 67, 643 23, 497 68, 825 23, 000 Petits seminaires (preparatory to theological schools) . Total . 84, 569 12, 813 91,140 9, 725 91,825 10, 182 Private secula.r schools . Total non-State . 97, 382 100, 865 102, 007 Grand total . 182, 221 185, 267 187, 606 . 1 . 1 a From Statistique do I’enseignement secondaire des garcons, 1887, pp. Ivi, Ixxviii, xcviii. Rapports fails au nom de la commission du budget, etc.— Service dc I’instruction publique, par M. Boiige, 1897, pp. 124, 125; also 1898, pp. S2, 33. <’The same, by M. Perreau, 1901, pp. G9, 70. d 'The same, by M. Maurice-Faure, 1902, pp. 443, 445. Table XII. — Distribution of university students in the different faculties. Number of university students. Faculties. Jan. 15, 1900. Jan. 15, 1901. State uni¬ versities. Independ¬ ent uni¬ versities. State uni¬ versities. Independ¬ ent uni¬ versities. Law . 9,709 8, 781 1,109 151 10, 152 8, 627 996 Medicine . 139 Sciences . 3, 857 185 3, 910 3,723 3, 347 168 Letters . 3,476 168 181 Pharmaev . 3, 395 159 16 14 Prote.stmit tlieology . 142 Total . 29, 377 1,629 29, 90L 1,488 EDUCATION IN EKANCE. 593 Table Xlla. — Dlsir ibid ion of shidents in State vniversitic.'^. Designation of university. Faculties, 1887-88. Universities, 1897-98. 1900. 1901.^? Number of students, rt Income. « Number of students, b Income, b Numl)er of students, c Number of students. Paris . 9,140 $6S5, 284 12,131 n, 005, 538 12,192 12, 289 Aix Marseille . 433 94, 261 849 129, 983 772 950 Besaiifon . 130 43, 797 197 54, 026 237 252 Bordeaux . 1,029 142, 064 2, 144 219, 656 2, 124 2,119 Caen . 631 101,556 772 130, 687 609 646 ChambOry . 2, 600 2, 620 Clermont . 96 45, 492 257 53, 027 279 299 Dijon . 236 69, 897 604 91, 002 649 699 Grenoble . 318 65, 431 476 86, 192 558 566 Lille . 810 138, 357 1,425 195, 057 1,141 1,110 Lvon . 962 175, 640 2, 335 250, 940 2,465 2,458 Montpellier . 890 156, 110 1,496 188, 960 1,531 1,610 Nancy . 454 158, 255 1,001 197, 377 1,064 1,027 PortiHs . 391 82,310 94-t 111,710 752 821 Rennes . 659 114,345 1,503 161,992 1, 135 1,139 Toulouse . 1,303 120, 618 1,885 181, 450 2, 002 2, 040 Schools of medicine not in¬ cluded in the universities. . 1, 005 1, 025 Algiers . 223 ■ 98, 623 763 112, 329 862 881 Total . 17, 605 2, 294, 640 28, 782 3, 172, 546 29, 377 29, 931 « Statistiqiie de I’enseignement, 1878-1888, pp. 133-418. b Statist! o*ue de I’enseignement, 1900, pp. 10-180. c Rapport portant fixation du Budget General, Ministere de I’lnstruction Publique, 1901 (Pcrreau), pp. 15, 16. dThe same (by Maurice-Faure) for 1902. The following special schools of university rank are also under the Minister of Public Instruction : College de France (appropriation, 1900, $104,600), Museum of Natural ITistory (appropriation, $193,500), Practical School of High Studies [Ecole Pratique des Hali¬ tes Etudes (State appropriation, $64,200; city, $7,200)], Superior Normal School (110 students; appropriation, $103,120), reunited to the University of Paris by a minis¬ terial decree to take effect November 1, 1904; School of Charts [Ecole Nationale des Chartes (students, 69; appropriation, $14,990)], School of Oriental Languages (stu¬ dents, 415; appropriation, $33,600), French School of Archgeology at Rome (appro¬ priation, $14,600), French School at Athens (aiipropriation, $21,600), Ecole Nationale des Beaux Arts (students, 2,000; appropriation, $84,052). The remaining special schools, such as the Conservatoire des Arts et Metiers, Ecole Nationale Superieurede Mines, etc., are under the charge of other ministers (see Table XIII). Table XIII. — Higher technical schools under other ministries than that of 'puUic instruc¬ tion {ministry of agriculture, of commerce, ofivar, etc.). Institutions. Number of students. Budget (State ap- propria- lion.) F.coip Centmlc dps Arts et Man ufrintn res . 700 F raven. 700, 000 500, 000 (^Conservatoire National des Arts et Metiers, Paris . 100 Ecole des Hautes Etudes Commerciales . 320 InstiTut National Airronomiqnp, Paris . . . 240 331, 800 440, 000 ;pcole V^terinaire, Alfort . 294 Cpcole Nationale d’Agriculture, Grignon . 120 Ecole Nationale d’Agriculture, Montpellier . 200 Ecole Nationale d’Agriculture, Rennes . 118 Ecole Polvtechnique, Paris . 472 1, 300, OGO ^cole Superieure de (Tuerre . 250 Ecole Speciale Mib’taire, St. Cyr (ministry of tvar) . 520 Ecole Navale, Brest . 100 5cole Nationale Superieure des Mines, Paris . Jlcole Nationale des Ponts et Chaussees, Paris . 161 118 167, 000 355, 800 Ecole Coloniale . 46 The independent or private school of political sciences (Ecole Libre des Sciences Politiques), Paris, registered GOO students in 1901. ED 1903 - 38 594 EDUCATION EEPOET, 1903. THE PKIMARY SCHOOLS. Ceneral administration. — The i)resentation of the seliolastic work of the schools classed as primary is necessarily confined to the official programmes, which, though subject to modification by local school inspectors, are as a rule closely followed. In order to ap])reciate the authoritative nature of these regulations it is important to bear in mind the chief features of the system to which they pertain. Briefly out¬ lined, these features are centralized control, comprehensive scope, thorough organi¬ zation and provision for expert direction. The chief of the system is the minister -of public instruction, but the interests of each of the three scholastic divisions, under his charge, primary, secondary and superior, are confided to a director whose authority in his division is scarcely less than that of the minister. In the superior council of public instruction, in which all measures affecting the system are deliberated, the interests of each of the three divisions of the systems are separately considered; their financial affairs are also sepa¬ rately administered. The distinction is preserved in the local administration of the system, which is organized in seventeen divisions called academies. Each academy comprises a university, a group of secondary schools (lycees and communal col¬ leges), and its quota of primary schools. The authority of the academic chief or rector extends to all grades of education, and he is the intermediary through whom reports, recommendations, etc., are pre¬ sented to the minister. lie is assisted by a council of university professors whose delib¬ erations relate to the affairs of secondary and higher education. The general direc¬ tion of irrimary schools in each academy is intrusted to academic inspectors subordi¬ nate to the rector. One such inspector is 'appointed for every department (i. e. districts for civil administration adopted as units for primary school administration). Each department includes two normal schools (one for men the other for women) and at least one public primary school in every commune. Communes of above 500 inhalntants must have a separate school for girls. The academic insjrector is the educational chief of the department and has under his general direction a corps of primary inspectors, numbering 1 to about 150 schools, who keep close watch over the schools in their respective districts. The prefect, or civil chief of the department, also has extended authority in respect to primary schools. He presides over the educational council of the department, and also has the appointment of full teachers, but his choice must be limited to a list of candidates approved by the academic inspector. Although every commune must establish at least one public primary school (unless specially authorized to combine with another commune in support of a school), ]U’oviding the site and building and bearing a proportion of the expense for its maintenance, communal authorities have practically no authority in school matters. The mayor of the commune has the right to visit the school at all times, and there are communal committees who are expected to promote the attendance of jmpila aiid to report violations of the compulsory laws, but they have so far proved of little account. Finally, the minister of i^ublic instruction is kept personally informed of the status of primary schools by a corps of general inspectors Avho make two annual tours of their respective districts and report directly to the minister the results of their observations. With the exception of the departmental prefect (appointed for political reasons by tlie President of the Republic) the educational officials are all chosen upon professional grounds. The rector of an academy (an appointee of the President) must have the doctor’s degree, and must have given proof of administrative ability. The academic inspectors are chosen by the minister generally from the professors of secondary education or from the body of primary inspectors; in any case, they must have had experience in teaching or in school administration. EDUCATION IN FRANCE. 595 The primary inspectors are selected by competitive examination generally from tlie elite of the teachers. The examination is the same as for the directors of normal schools, and includes, besides general branches, pedagogy, school law, and school management. It should be noted also that the councils — the superior council, the academic, and the departmental councils — are constituted with special reference to securing pro¬ fessional advice on scholastic questions. The superior council of public instruction, which advises with the minister of x^ub- lic instruction, consists of 60 members, one-fourth apx^ointed by the President of the Republic and the remainder elected by their colleagues (professors and teachers) , the term of service being four years. The minister is also assisted by an advisory committee (comite consultatif), formed by his own appointment from the company of general insi^ectors, honorary or acting, and from the highest officials of the system of public instruction. The academic council, which advises with the rector of the academy, is comx>osed of university x^rofessors, of whom four are his own nominees and the remainder elected by their colleagues. The educational council of a department consists of 14 members, of whom 4 belong to the civil council of the dexoartment, 2 are x^idmary inspectors, and the remainder teachers elected by their colleagues. CLASSIFICATIOX OF PRIMAKY SCHOOLS. The department of x^rimary instruction, as organized by the law of October 30, 1886, comprises infant schools and classes, elementary x^rimary schools, higher pri¬ mary schools, schools of manual apx:>renticeshix) (authorized by law of December 11, 1880, and eventually transformed into manual-training schools, ‘^ecoles nationales prof essionnelles ) . ” ^ The departmental normal schools are also included in the category of primary schools. The line of separation between these different classes of schools and the division among them of the x^rescribed subjects of primary instruction are deter¬ mined by special regulations elaborated in the superior council of x^ublic instruction. These schools are all free and secular, and the teachers in every case must be appointed from the laity. The law' wdth respect to compulsory attendance apxdies only to the elementary primary schools. 1. Infant schools (ecoles maternelles) ami infant classes. — In the infant schools, children of both sexes from 2 to 6 years of age receive together physical, moral, and intellectual training adapted to their tender years. These schools are wdiolly in the charge of wnmen ; the teaching force includes a directress, and an assistant, if the num¬ ber of children is more than 50. The teachers are ahvays aided by a sewing w'oman. In every commune where a x^nblic maternal school exists committees of wnmen are formed to keep w^atch over its sanitary and hygienic conditions, the general ax)pearance of the establishment, and the disx:)Osition of funds or gifts, legacies, etc., received for the benefit of the children. The mayor of the commune x^resides over these committees. Communes are not obliged by law' to found and maintain maternal schools, and it is only in communes having above 2,000 inhabitants, of which at least 1,200 are con¬ centrated in one locality, that these schools are included in the number of x^ublic primary schools entitled to support by the commune and to State subventions. These schools have proved to be better adapted to cities than to rural districts. A little more than 10 per cent of the communes report at least one infant school. « The classification of the schools of manual apprenticeship and of the national technical schools was modified by a decree of INIarch 17, 1888, and still further by the financial law of January 26, 1902. The schools are at present under the dual control of the minister of commerce and the minister of public instruction. EDUCATION REPORT, 1903. 59C) Infant classes are under similar regulations; they are but annexes either to primary elementary or to infant schools, between which they form an intermediate degree. Tlie usual age of attendance is 4 to 7 years. 2. The elementary primary schools are for the instruction of children from 6 to 13 years of age, that is, the obligatory school period. In communes having neither infant schools nor infant classes, the age for admission to the elementary primary schools is lowered to 5 years; it is raised to 7 where there is an infant class. Chil¬ dren above 13 years of age can not be admitted to the elementary primaries without special permission. The elementary primary schools may be for boys only, in which case the ingfruc- tion is given l)y men; for girls only, or mixed as to sex, in both of which cases the instruction is given by women. The master of a boys’ school may be assisted by his wife, sister, or mother; under certain circumstances the departmental council may authorize a man to take charge of a mixed school, provided it has a mistress of sewing and cutting. According to the law of March 20, 1883, a commune is bound to provide a school not only in each chief town, but also in all villages or centers of population remote from towns or separated from each other by 3 kilometers, and containing at least 20 children of school age. Of the 36,121 communes, only 80, or 0.2 per cent, were without primary schools in 1886-87; in 1897, of 36,520 communes, only 48, or 0.1 per cent. 3. Advanced primary instruction is given either in higher primary schools or in “complementary courses.” The establishment takes the latter name if it is annexed to an elementary primary school, and the former if it has a distinct location and is under a separate direction. The complementary courses comprise one or two years. The higher primary schools may comprise two or more years, and must be provided with as many rooms as there are classes. They are called full-course schools (ecoles de plein exercice) when they comprise at least three years’ study. Exercises for infant schools. — In the infant schools (ecoles maternelles) the children are classed in two sections, according to their age and development. The exercises for the most advanced children comprise — 1. Plays, graduated movements accompanied with songs. 2. Manual exercises (weaving, cutting, folding, and pricking paper) ; simple knit¬ ting, stringing beads, constructing figures with cardboard, straws, blocks, sand, etc. 3. Elementary moral principles imparted orally and by practical illustrations. 4. Talks about familiar objects. 5. Language exercises (simple stories and narrations) , based upon pictures or objects in the room. 6. Elements of drawing, reading, writing, and arithmetic. These exercises are greatly simplified for the lower class. Studies of the primari/ schoeds. — The course of study for primary schools prescribed by the law of March 28, 1882, comprises the following branches : Moral and civic instruction, reading, writing, the elements of arithmetic and the metric system, his¬ tory and geograj^hy, especially of France; object lessons, and the first notions of science, drawing, singing, manual work (needlework in the schools for girls), gym¬ nastic exercises, and in the schools for boys military drill. The regulations call for the organization of the primary school in three sections; elementary, ages 7 to 9; intermediate, ages 9 to 11; higher, ages 11 to 13. So far as possible this classification is carried out in all the schools, but where the conditions render this impracticable the intermediate and higher sections are consolidated. In the higher primary schools the branches of instruction of the elementary schools are reviewed and more fully developed. The course of study is extended to include algebra and geometry ; natural science and physics, and their apiDlications to agriculture, to industrial arts and to hygiene; political economy, French language and EDUCATION IN FEANCE. 597 literature, general history, industrial and commercial geography, iron and wood work for boys, and cutting and fitting for girls. One foreign language is also included. Additional courses pertaining to local industries may be authorized by the minister, upon the demand of local committees supported by the academic inspector and approved by the departmental council. In the adjustment of the programmes regard is had to three specific purposes, namely, the moral, the intellectual, and the physical development of the pui^ils. The distinction has been recently emphasized by separating morals from civics, and classi¬ fying the latter with geography and history — that is, among the intellectual branches. The daily programmes of the schools are developed by the departmental councils with a view" to uniformity so far as is possible in all the schools of a department. In the case of Paris and other large cities, it is now customary for the departmental authori¬ ties to determine simply the proportion of time to be assigned to each subject, leaving the arrangement of the daily programme to the directors of the individual schools. In the provinces this freedom would be simply embarrassing, but the time-table arranged by the council of any department is subject to modifications in individual schools with the approval of the primary inspector, w"ho is familiar wdth all the schools of his district. It will be seen by a careful examination of the time-tables given below that the study of the native literature and language in the threefold form of reading, gram¬ mar, and language lessons occupies a larger proportion of the time than any other branch. The importance of making language and literature the center of the pro¬ gramme was emphasized by the school council of Paris in 1889 when the revision of the programmes wus under discussion. The council decided at that time that special branches absorbed too much attention, and that it was therefore desirable to increase the time assigned to general subjects — in particular to instruction in the native language. The influence of the Paris council naturally carries great weight in respect to all such matters. Ill order to comprehend the full scope of the French primary school, it is necessary to consider the actual extent to w"hich the principal studies are carried. This is indicated by the programmes and time-tables here presented, namely: (1) The offi¬ cial programme for the higher section of the primary schools; (2) the time-table for the Paris schools; (3) the time-table of a small village school. OFFICIAL PROGRAMME OF THE HIGHER SECTION OF THE PRIMARY SCHOOLS. Reading and Frenchlanguage. — Expressive reading; review of French grammar and syntax; elements of etymology; practical exercises in language, oral and original, memorized and wuitten; grammatical and logical analysis of sentences. Arithmetic. — Percentage wdth its applications to problems in interest, discount, and partial payments, ratio and proportion, metric system. Geometry. — Elements of plane geometry and the measurements of solids (for boys, applications to simple problems in surveying, use of the surveyor’s level). History. — Keview of French history; extended study of the modern period; brief compendium of general history. Geography. — Extended study of the geography of France, physical and xiolitical geography of Euroxie; summary of general geogra^x^hy; French colonies. Civics. — Political, administrative, and judicial organization of France. Science. — Elements of natural science; elements of x^hysics and chemistry. Maimed training. — Boys: Construction from drawdngs (side elevation); wmrk in wood — planing, turning; w"ork in iron — tiling, trimming, and finishing objects just from the forge or the furnace. Girls: Sew"ing, rexiairing garments, cutting out, knit¬ ting, crocheting, and netting; use of the sewdng machine. Drawing. — Geometrical drawing and x^ersxiccti ve ; free-hand drawling from flat cox:>y or relief; elementary notions of the orders of architecture; geometric designs; mix¬ ing colors and application of colors. 598 EDUCATION KEPOET, 1903. \ AV/2k Grammar and French dictation . 2? Recreations . Kclpctcd rccitfitinn 1 Geogr.aphy and history . 2 Total . 30 Object le.ssons . ! . 1 o “ Les Ocoles et les oeuvres mnnicipales d’enseignement, 1871-1900,” par F. Lavergne, pp. 35, 37. t>Not including the noon intei’mission of 1^ hours. INTERMEDIATE COURSE. [Schools for boys. Length of school day, 8.30 to 4.30.] Subjects of instruction and other exercises. Time de¬ voted to each subject. INIorals . Hours. 1 4 11 2 41 11 5 Reading and declamation . Writing . Drawing . Arithmetic and metric system . Physical and natural sciences . French language . Subjects of instruction and other exercises. Time de¬ voted to each subject. History, geography, civics . Hours. 31 Manual work, linear drawing, sewing for girls . 21 Singing . 1 Recreations and gymnastics . 31^ Total . 30 SURERTOR COURSE. [Length of school day, 8 to 5.] Subjects of instruction and other exercises. Time devoted to each subject. Subjects of instruction and other exercises. Time devoted to each subject. florals . Hours. 11 French language . Hours. 54 Reading and declamation . 11 Freo-hand drawing . 3 Writiiig . 1 Singing . 11 Arithmetic and metric system . 4 Manual work and linear drawing . 3“ Phy.sical and natural sciences (h^'giene Gymnastics . 31 and domestic economy for girl.s) . History, geography, and civics . 2 31 Total . « 30 oNot including the noon intermission of H hours. [M=Master. A=Assistant (monitor boys’ school.] EDUCATIOIS'- m FKANCE. 599 fcJCl ^ C r-1 r cs Gcn o ^6 G m CO O O r1 ^ ^ o S , o iJT 2 ■ CJ CD 5P i> . ^ ^ o ^ gs-S E ^ r4 d) G OJ '3^ S-l S tu p; ‘S M'T? c g:'3 3 c3 •thooi ssnp 9i{t jo uoTtnntuoA ;SuiSuis qtnA Aj^^uo pun ^[xg;— -{nAJOtui P,CL> i> CD pH T) Ph-A o 9 S ^ A ^ (D ^ V O ^ di *^ 2 ■S-.i:: ^ J ^ CDo^ C^rC; ?H •4-» O) 'o o ar K o §.|lil|s^ •t3 s-^A X 8 o 9.^- (1) i ca"® c5' 'XI CD (D ■* ^ CD clA! a u o CD,0 a.s M a ps CD^ K A •s - o r o3 3 ^-> C 32 3 ^3 H.gS u A,’ ^a fia sa a[3 U) t A !mJ > D C I? CD O jD ►tl'S 2 'H 2 <1> . O . ^ C CO CO (p s 8'3 a .2.S S 3 i o d) d> tiJD O) ■ O g C ^ ^ .o 3 g ^ X 8 C ai A g &c3 g Sc-d a’-S s ; Rap o-g oi ciA^ R o B O ai R 8 '^3'^' '3 a) o85 H.2 •iiv.0 noj iutSuis' tpTAV Ajtua ‘.ssguiyungp jo uoipadsu]; tiFrom report on the rural schools of northwest France, by Mr. Cloudesley Brereton, vol. 7, Special Reports Education Department of England. School with a single master — Commune of Mosnes {Indre-et- Loire) Ikiilii time-tahle) — Contimied. INTERVAL— DINNER. COO EDUCATION EEPOKT, 1903. I S c - I .1 'S s ^ K .1 |1| ii 1 e.*-- li s •raooi es-Bt-o jo noDBniuaA :SuiSuiS IRIAi Xj^Ud pUBllxii— -[BAJO^UI c C C3 S I ill fill ■2 . .a P ill . di CD O Mil — ' £ O gi^is-g "WBi •p o SS r“ a as c-a - 2 — 2 S « - -.a d 5 s 2 •HBO IIOJ ISuiSuiS TRIAV Xj^tia !SS0UITUB3p JO UOIJDOdSIlI 1 O 1 1 3 IMiddle class 1 c O' I w \ c i i 2 1 EDUCATION IN FRANCE. 601 THE OFFICIAL FROGRAMME OF MORAL INSTRUCTION IN THE PRIMARY SCHOOLS OF FRANCE. [Abridged from the original.] (1) General instructions and explanations — aims and. characteristics. — Moral instruc¬ tion is intended to complete, to elevate, and to ennolile all the otlier instruction of the school. While each of the other branches tends to develop a special order of apti¬ tudes or of useful knowledge, this study tends to develop the man himself; that is to say, his heart, his intelligence, his conscience; hence moral education moves on a different plane from the other subjects. Its force depends less upon the precision and logical relation of the truths taught than upon intensity of feeling, vividness of impressions, and the contagious ardor of conviction. The aim of moral education is to cause one to will rather than to knovy it arouses rather than demonstrates; it proceeds more from the feelings than from reasoning; it does not attempt to analyze all the reasons for a moral act; it seeks before all to produce it, to repeat it, to make of it a habit which will govern the life. In the elementary school it is not a science, but an art — the art of inclining the will toward the good. The role of the teacher. — In respect to this subject as to the other branches of education, the teacher is regarded as the representative of society. It is of the highest impor¬ tance to a democratic secular society that all its members should be initiated early, and by lessons which can not be effaced, into a feeling of their dignity, and into a feeling not less deep of their duty and of their personal responsibility. To attain this end the teacher is not to proceed as if he were addressing children destitute of all previous knowledge of good and of evil; he will remember that the great majority of them have received or are receiving a religious instruction which familiarizes them with the idea of a God of the universe and a Father of men, with the traditions, the beliefs, the practices of a worship, either Christian or Jewish; that they have already received the fundamental ideas of morality, eternal and universal; but these ideas are still with them in the germ. They await ripening and developing by appropriate culture, and this culture it is for the teacher to give. His mission is, then, limited. He is to strengthen, to root into the minds of his pupils, for all their lives, through daily practice, those essential notions of a morality common to all civilized men. He can do this without making personal reference to any of the religious beliefs with v.diich his pupils associate and blend the general principles of morals. He takes the childi’en as they come to him with their ideas and their language, with the beliefs which they have derived from their parents, and his only care is to teach them to draw from these that which is most precious from the social standpoint, namely, the precepts of a high morality. Proper objects and lim its of th is instruction. — ;The moral teaching of the school is, then, distinguished from religious instruction without contradicting it. The teacher is neither a priest nor the father of a family; he joins his efforts to theirs to make each child an honest man. He should insist upon the duties which bring men together, and not upon the dogmas which separate them. He should aim to make all the children serve an effective apprenticeship to a moral life. Later in life they will per¬ haps become separated by dogmatic opinion, but they will be in accord in having the aim of life as high as possible; in having the same horror for what is base and vile, the same delicacy in the appreciation of duty, in aspiring to moral perfection, what¬ ever effort it may cost, in feeling united in that fealty to the good, the beautiful, and the true, which is also a form, and not the least pure, of the religious sentiment. Methods. — By his character, his conduct, his examirle, the teacher should be the most persuasive of examples. In moral instruction what does not come from the heart does not go to the heart. A master who recites precepts, who speaks of duty without convictions, without v/armth, does much worse than waste his efforts. He is altogether wrong. A course of morals which is regular, but cold, commonplace, dry, does not teach morals, because it does not develop a love for the subject. The simplest recital in which the child can catch an accent of gravity, a single sincere word, is worth more than a long succession of mechanical lessons. On the other hand, it is hardly necessary to say, the teacher should carefully avoid any reflection either by language or expression upon the religious beliefs of the children confided to his care, anything that might betray on his part any lack of respect or of regard for the opinions of others. The only obligation imposed upon the teacher, and this is compatible with a respect for all convictions, is to watch in c practical and paternal manner the moral development of his pupils with the same solicitude with which he follows their progress in scholarship. He should not believe himself free from responsibilities 602 EDUCATION REPOKT, 1903. toward any of them if he has not done as much for the education of character as for that of the intellect. At this i)rice alone will the teacher have merited the title of educator and elementary instruction the name of liberal education. THE PROGRAMME. Infant section: Afjes 5 to 7 years. — Very simple talks mingled with all the exercises of tiie class and of recreation. Simple i)oems explained and learned by heart; stories, songs. Special care by the teacher in regard to children showing any defect in char¬ acter or any vicious tendency. Primary section: Ages 7 to 9 years. — Familiar conversations, readings (examples, precepts, parables) . ^ Ih'actical exercises tending to moral activity in the class itself: 1. ]>y observation of individual character, the gentle correction of faults, and the development of good qualities. 2. By the intelligent appreciation of school disci¬ pline as a means of education. 3. By appeal to the feelings and moral judgment of the child himself. 4. By the correction of vulgar notions, of prejudices, and of su]>erstitions. 5. By instruction drawn from facts observed by the pupils themselves. Intei'mediate section: Ages 0 to 11 years. — Familiar talks, reading illustrative exam¬ ples with comment'^, jiractical exercises as in the elementary section, but with a little more method and i)recision. I. [a) The child in the family: Duties toward parents^ and grandparents; obedi¬ ence, respect, love, recognition; aiding parents in their work, tending them in sick¬ ness, caring for them in their old age. Duties of brothers and sisters: Loving each other; watchful care of the elder over the younger; effect of example. Duties toward servants: To treat them with politeness and with kindness. [h) The child in the school: Earnestness, docility, industry, civility. Duties toward the teacher. Duties toward comrades. (c) The country: Grandeur and misfortunes of France. Duties toward the coun¬ try and society. II. Duties toward one’s self: Care of the body; cleanliness, sobriety and temper¬ ance; dangers of drunkenness; gymnastics. Use ami care of property: Economy; avoiding debts; effects of gambling, prodigal¬ ity, avarice, etc. The soul: Veracity and sincerity; personal dignity and self-respect; modesty; recognition of one’s own faults; evils of pride, vanity, coquetry, frivolity; shame of ignorance and idleness; courage in peril and misfortune; patience; i)ersonal initia¬ tive; evils of anger. Regard for animals: Kindness toward; society their natural protector. Duties toward other men: Justice and charity; the Golden Rule; kindliness, frater¬ nity, toleran(‘e, and respect for the beliefs of others. (Note. — In all these considerations the teacher should assume the existence of conscience, of the moral law, and moral obligation. He should appeal to the feeling and the idea of duty and of responsibility. He should not attempt to demonstrate these by theoretic statements. ) III. Duties toward God: The teacher is not required to give a course upon the nature and attributes of God. The instruction which he is to give to all without distinction is limited to two points: First, he teaches his pupil not to speak the name of God lightly. He clearly associates in their minds with the idea of the First Cause and of the Perfect Being, a sentiment of respect and of veneration, the same as is associated with these ideas under the different aspects of their religious training. Then, and without concerning himself with the prescriptions special to the differ¬ ent religious beliefs, the teacher will strive to have the child comprehend and feel that the first duty he owes to divinity is'oljedience to the laws of God, as revealed to him in his conscience and his reason. Higher section: Ages 11 to 13 years. — Exercises on ideas of previous years continued and expounded; special development of social morality: 1. The family. 2. Society, justice, the conditions of all society; solidarity, fraternity (alcoholism; its destruc¬ tion little by little of the social sentiments by destroying the power of the will and the feeling of personal responsibility); development of the idea of the native land; the duties of the citizen (obedience to the laws, the military service, discipline, devotion, fidelity to the flag); imposts (condemnation of fraud toward the State); the ballot (it is a moral obligation; it ought to be free, conscientious, disin¬ terested, enlightened) ; rights corresponding to these duties — personal liberty, liberty of conscience, liberty in respect to work, in respect to association; general security of life and projierty; the national sovereignty; explanation of the republican motto, “Liberty, equalit}', fraternity.” “Under each head of the course in social morals the teacher should explain clearly, but without entering into metaphysical discussions: (1) The difference between duty and interest, even when they seem to be confounded with each other; EDUCATION IN FRANCE. 608 that is to say, the imperative and disinterested nature of duty; (2) the distinction between the written and the moral law; the one fixes a minimum of prescriptions that society imposes upon all its members under definite penalties for violations of the same; the other imposes upon each one, in his secret conscience, a duty which no one obligates him to fulfill, but which he can not neglect without the sense of a wu’ong to himself and to God.” The scope of the foregoing x^i’ogrammes of French primary schools will be made clearer to American students by comparison with the i^rogrammes of public schools in this country below the high schools. Selection in the latter case is somewhat diffi¬ cult, because even for indvidual States there is no uniform official programme appli¬ cable alike to all schools. The State laws prescribe a minimum course of study, which is often greatly extended by the local school authorities. The graded schools of cities — that is, the schools below the high schools — and the rural schools correspond to what are termed elementary primary schools in France. There are presented below for the comparisons suggested: (1) Official time-tables for the graded schools of Boston showing subjects of instruction and time assigned to each; (2) official programme for the ninth grade (grade just below the high school), Washington, D. C. ; (3) the typical programme drawn up l)y the commit¬ tee of fifteen appointed by the National Educational Association to consider and report upon certain features of the i:)ublic school system, among others, the organi¬ zation of city systems. The programme submitted represents a consensus of opinion on the part of the committee as to the work of city schools l)elow the high school. A subsequent committee appointed to consider and report on rural schools expresses the opinion that the course of study for these schools should be substantially the same as that of the city schools; (4) a scheme for the weekly distribution of time among the various subjects. By examination of the American programmes with reference to the corresponding French programmes, it Avill be observed that they coYQr nearly the same ground. There is a striking similarity in the language course, but in the French schools more time is given to the oral repetition of classical selections and y successful candidates who can jmove that they would be unable without the assist¬ ance to continue their studies. The number of State scholarships awarded in 1892 was: To boys, 674; to girls, 436, or a total of 1,110. In 1897 the number awarded was, to boys 626, to girls 380; total, 1,006. The departments and communes also provide scholarships. The practical effect of these schools in respect to the ultimate careers of tlieir stu¬ dents is summed up in a recent report as follows: « The higher primary schools are the centers from which various branches of the public service — the tax offices, the post and telegraph offices, and the custom-office — recruit their clerical force. Even the schools depend upon them for teachers, espe¬ cially the scliools of arts and trades. Above all, their students are eagerly sought for positions in commercial and industrial establishments. In respect to these business positions, however, the graduates of the higher pri¬ mary schools are l)rought into competition with those of the schools of commerce and of industry, and the rivalry between them becomes sometimes excessive and injurious. In general, however, it appears that the two classes of schools — the Ifigher primary schools and the schools of industry and commerce — tend to supplement rather than to supplant each other. The schools of commerce and of industry, which are comparable to the manual training and business high schools of our own country, form, with the numerous trade schools, schools of agriculture, and the higher technical schools, for which France is justly celebrated, a complex system of industrial training adapted to every class of society and to every form of industrial demand. The relation of the schools of commerce and of industry to the elementary primary schools is the same as that of the higher primaries. The former, like the latter, are supported by the combined action of the communes and the State and have, in general, similar arrangements for the accommodation of boarding pupils. f( Report l)y M. J. Bepmale, chairman of the financial committee of the Chamber of Deputies, budget of 1903, service of public instruction, p. 191. EDUCATION IN FRANCE. 609 The actual work of the higher primary schools and of the schools of commerce and of industry is indicated by the following programmes, showing the subjects of instruction and the allotment of time to each. For purposes of comparison a few American programmes are appended: Model time tables. SCHOOLS FOR BOYS.« [Number of hours a week.] Schools under the minister of public instruction (higher primary schools) . Subjects. Moral instruction . French language . Writing . History and civics . Geography . Modern languages . Mathematics . Bookkeeping . Physics andchemistry . Natural history and hygi¬ ene . Agriculture and horticul¬ ture . Elementary notions of com¬ mon law . Political and industrial economy . Drawing and modeling . Manual work or agriculture . Gymnastics . Singing . Hours to beusedfor branches special to the section Total General course. Agricultural. Commercial. Industrial. First Second Third Second Third Second Third Second Third year. year. year. year. year. year. year. year. year. 1 1 1 1 1 1 1 1 1 5 5 4 2 2 2 2 , 2 2 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 3 3 2 4 4 4 3 3 2 2 2 2 3 3 1 1 1 1 3 3 2 2 2 2 2 2 2 2 2* 2 1 1 1 2 2 1 1 1 1 1 1 1 3 3 1 1 1 3 3 3 14 U 14 44 44 4 4 4 6 6 2 2 6 6 2 2 2 2 2 2 2 2 2 i 1 1 1 1 1 1 1 1 3i 4^ 34 2- 14 30 30 30 30’ 30 30 30 30 30 Schools under the minister of commerce (practical schools). Subjects. Of industry. Of commerce. First year. Second year. Third year. First year. Second year. Third year. Moral instruction . French language . Writing . 3 3 14 44 3 3 14 14 3 14 History and civics . 14 14 14 Geography . 14 14 3 Modern languages . 6' 6 6 Mathematics . 3 O 44 3 44 44 Bookkeeping . 14 6 6* 6 Physics and chemistry . 14 3 14 3 3 3 Natural history and hygiene . 14 14 It Agriculture and horticulture . Elementary notions of common law . 14 44 14 Politicfil and industrial economy - Drfi wi n P" n Tt d m nd p1 i ti p' G 6 14 14 SO 30 6 Afaniml work or floriculture . 33 Gymnastics . Si n gi n g Hours to be used for branches special to the section . ! Total . 4G4 484 51 30 314 33 « From the official regulations. ED 1903- -39 610 EDUCATI0:N' report, 1903. Model time tables — Continued. SCHOOLS FOR GIRLS.« [Number of hours a Aveek.] Subjects. Schools uuder the min- Lster of public in¬ struction ( higher pri¬ mary schools, gen¬ eral course). Schools under minister of commerce (practical schools). Of industry. Of commerce. First Second! Third First Second Third First Second Third year. year. year. year. year. year. year. year. year. Moral education . 1 j 1 i 1 1 14 Is French language . 4 4 4 3 3 Is 4i 3' 3 Writing . 1 1 1 1 3 Is Is H 3 History and ciAdcs . 1 1 1 1 Is Is H 14 14 Geography . 1 1 1 Is Is 3‘ Modern languages . 3 3 1 3 4| 44 44 Arithmetic, geometry, or 1 algebra . 2 1 1 1 Is 3 Is 3 44 44 Bookkeei)mg . 1 1 1 Is 4s 44 4^ Physical and natural sci¬ 1 ences, liA'giene . 2 2 2 Is 3 4s Is 3 3 Elementary notions of com¬ i mon law, political and industrial economy . 1 1 4 s Drawing . 3 3 3 6 3 3 Is ' i4 Is Manual Avork and domestic i economy . 4 4 4 27 28i 3U 3 3 3 Gymnastics . 1 1 1 Singing . 1 1 1 . Total . 24 24 1 24 43 44i 44i 28i 314 1 36 i a From the official regulations. SCHOOL TURGOT FOR BOYS (PARIS), a [Number of hours a Aveek.] Subjects. In.strnction, moral and civic.. FTeuch language . Mathematics . ' . Physics . Chemistry . Natural likstory . History . Geography . Industrial economy . Legislation . Bc>okkeeping . Writing . Decorative draAvdng . Modeling . Geometric draAving . English language . German language . Spanish language . Singing . Gymnastics . Manual work . First year. Second year. Third year. Fourth year. Normal section. j Section of; arts and trades. i Commer¬ cial section. Indus¬ trial section. Section prepara¬ tory to the cen¬ tral school. Mixed section. 1 1 1 1 1 1 44 44 4 3 3 1 3 41 44 10 3 44 10 10 1 1 f n 1 3 4 4 \ 1 2 2 !) 14 1 1 1 (2) Is 14 14 Is 14 1 1 Is Is I5 3 1 1 1 1 1 1 . ! . 1 14 3 1 ti) 1 1 1 1 1 _ _ Is 2 1| Is (2) 1 1 ] 1 _ 14 14 14 {‘2) 4^ 3' 44 2 0 4i 3 44 2 (2) 2 2 2 C2) 4 1 1 1 1 1 1 i 1 14 14 10 14! I 1 a Report on Paris schools by F. LaA’ergne, secretary of the board of education, 1871-1900. Time table for higher primary school at Bourges, 1899-1900.0' EDUOATIOI;^ IN FRANCE. 611 3.15 to 4.15. Mathematics. French language. Manual instruction French language. Drawing. jGj’mnastics. 1 French language. Manual instruction Bookkeeping. Agriculture. French language. (■physics. [Drawing. /French language. [Mathematics. jsinging. Drawing. Writing. Singing. Manual instruction. History. French language. Mathematics. 3 to 3.15 •uonuojoa-a; 2 to 3. LStruction. ,dng. French language . . . Writing . History . jcivil rights . Mathematics . Manual instruction. Mathematics . Drawing . |French language ... Natural history . i^ing. |Gymnastics . ying. anguage. Natural history . Mathematics . Natural history . jNatural history . Manual instruction. Bookkeeping . History . Mathematics . 1 to 2. 1 Manual ir Drau Mathematics . English . fdiemistrv . . [English . [Mathematics . French language . . . Geography . Drawing . Manual instruction. [French language . . . [Mathematics . English . Dra\ Manual instruction. French language . . . I Drai French 1 Mathematics _ ... jsinging . /Mathematics . [Drawing . English . Mathematics . Manual instruction. French language . . . 11.15 to 1. •uoTjuo.ioor pur: jouuia; 10.15 to 11.15. jpreparation . Manual instruction. p i Chemistry . Manual instruction. Writing . Fi’ench language. . . Drawing . History . Mathematics . Manual instruction. Drawing . Mathematics . [English . [Mathematics . Chemistry . Drawing . Natural history . French language . . . Morals . Morals . Drawing . Algebra . Manual instruction. 10 to 10.15. •UORUOIOOH 9 to 10. J Mathematics . \French language... Geography . istruction. Mathematics . 1 1 iving. Physics . Mathematics . Agriculture . French language. . . istruction. idng. ' Mathematics . Geography . Physics . Geography . English . Chemistry . French language . . . Manual instruction. WAiting . History . . . Drawing . Mathematics . Manual instruction. S to 9. jliistory . 1 French language ... Manual ii Chemistry . 3 ) JO 1 Dra^ ' Bookkeeping . Physics . English . Mathematics . '1 Manual ii Drai French language . . . Morals . Geography . jphysics . Mathematics . Manual instruction. English . French language . . . jFrench language . . . Writing . Morals . Drawing . Mathematics . •uopoos A A a:! A •ssuxo CO (M rH CO r^ CO 01 r-( CO tH CO Cl tH 1 1 Monday . Tuesday . Wednesday. . Friday . ' i Saturday _ «From report on “Rural education in France,” by Mr. J. C. Medd, a^oI. 7, Special Reports on Educational Subjects, issued by the board of education, England. There is a whole holiday on Thursday. 612 EDUCATION EEPOET, 1903. Programme for American high schools having four years’ course recommended for trial by the committee of tenJ^ Year. Classical. Three foreign languages (one modern). Periods. Latin . 5 English . 4 Algebra . 4 History . 4 Physical geography . 3 20 Latin-Scientific. Two foreign languages (one modern). Periods. Latin . 5 English . 4 Algebra . 4 History . 4 Phy.sical geography . 3 20 II. III. Latin . 5 English . 2 German [or French] begun b . 4 Geometry . 3 Phvsics . 3 History . 3 20 Latin . 4 Greek b . 6 English . 3 German [or French] . 4 20 Latin . 5 English . 2 German [or French] begun . 4 Geometry . 3 Physics . 3 Botany or zoology . 3 20 Latin . 4 English - . 3 German [orrrench] . 4 Mathematics 2} “ Astronomj’^ (half year) and meteorologyl o (half year) . ^ History . 2 20 IV. Latin . 4 Greek . 5 English . 2 German [or French] . 3 Chemistry . 3 Trigonometry and higher algebra] or \ . 3 History . J 20 Latin . 4 [as in classical . 2\ . English|additional . 2/ ^ German [or French] . 3 Chemistry . 3 Trigonometry and higher algebra] or [ . 3 History . | Geology or physiography (half year)] and I o Anatomy, phy.siology, and hygiene] . (half year) . . . J 20 a Committee on secondary school studies appointed by the National Educational Association, b In any school in which Greek can be better taught than a modern language, or in which local public opinion or the history of the sehodl makes it desirable to teach Greek in an ample way, Greek may be substituted for German or French in the second year of the Classical programme. EDUCATION IN FEANCE. G13 Programme for American high schools having four years’ course, etc. — Continued. Year. Modern Languages. Two foreign languages (both moUern). English. One foreign language (ancient or modern). I. Periods. French [or German] begun . 5 Periods. Latin, or German, orFrench . 5 English . 4 Algebra . 4 Algebra . 4 Phj'sical geography . 3 ‘20 Physical geography . 3 20 II. [■French [or German] . 4 English . 2 German [or French] begun . 5 Geometry . 3 Physics . 3 Latin, or German, or French . 5 or 4 English . . . 3 or 4 Geometry . 3 Physics . 3 History . 3 Botany or zoology' . 3 20 20 III. 1 [French [or German] . 4 English . 3 German [or French] . 4 Astronomy (half year) and meteorology (half year) . 3 History . 2 20 Latin, or German, or French . 4 Mathematics {^elmeHy ! ! ! ! ! 2} ^ Astronomy (half year) and meteorologyl 0 (half year) . j ^ Ds ill the Latin-Scientific . ‘2\ , Histoiy jj^dditional . 2/ 20 IV. [French [or German] . 2 English.^ additional . 2j ^ German [or French] . 4 Chemistry . 3 Trigonometry and higher algebra] or [ . 3 History . ) Geology or physiography (half year)] and 1 o Anatomy, physiology and hygiene] (half A'ear) . J 20 Latin, or German, or French . 4 Fue-bAb Classical . 2\ . English jadditional . IJ ^ Chemistry . 3 Trigonometry and higher algebra . 3 History . 3 Geology or physiography (half year)] and [ Anatomy, physiology and hygiene] . (half year) . J 20 COURSE OF STUDY FOR THE BOSTON FUG 11 SCHOOLS (nOT INCLUDING THE LATIN SCHOOLS). General Eequirements. The high schools are in session five hours a day for five days in the week. Of the five liours a day, a quarter of an hour is given to opening exercises, and half an hour to recess. The rest of the time is divided into five or six periods of not less than forty minutes each. In the first three years, two periods weekly are reciuired to be given to physical training, one to music or to some study substituted for music, and one, for a part of the year, to hygiene, including the special instruction required by law. Of the remaining periods, fifteen, or in some cases sixteen, are given to studies chosen from the lists of elective studies. The other periods are called study periods. In the fourth year, gymnastics, military drill, hygiene, and music are no longer required. The regular amount of work this year in the elective studies is sixteen periods. Diplomas are granted for quantity and quality of work, represented as follows: (1) The amount of work represented by one period a week for one year in any elective study counts as one point toward winning a diploma. Two periods of unpre- 014 EDUCATIOi:^ EEPORT, 1903. parcectcd to take biology I and II and physiology. EDUCATIOIN' IN FRANCE. G15 val and early modern history, to A. D. 1700. Greek I. Latin II. French II. Ger¬ man II. Spanish I. Algebra II. Advanced topics and methods. Geometry II. Solid geometry. Biology II. Required as the only suitable preiwation for physiol¬ ogy. Physics I. Chemistry I. Drawing II. Bookkeeping II. Phonography and type\yriting II. Commercial geogra.phy. ' Household science and arts. TIIIMD YEAR. Any study in the earlier lists not already taken or successfully completed may be taken this year. English III. Literature, rhetoric, and composition as before. Puj^ils preparing for college read the authors or books prescribed by the colleges for that purpose. History III. Modern history, from A. D. 1700. Civil government. Greek II. Latin III. French III. German III. Spanish II. Mathematics III. Physics II. Chemis¬ try II. Physiology. To follow two year’s study of biology. Drawing III. Pho¬ nography and tyirewriting III. Commercial law. Household science and arts. FOURTH YEAR. Any study in the earlier lists not already taken or successfully completed may be taken this year. English lY. A study of the history and formation of the English language and of specimens of the earlier literature. Chaucer. History IV. The political history of the United States under the Constitution. Economics. The elementary defini¬ tions and principles of the science with such illustrations as are appropriate to a first reading of the subject in high schools. Greek III. Latin lY. French IV. German lY. Si^anish III. Mathematics lY. Physical geography. Astronomy. Drawing lY. COURSES OF STUDY FOR THE MANUAL TRAINING HIGH SCHOOL, BROOKLYN, N. Y. Science Course. FIRST YEAR. Periods per week. Algebra . 4 Latin or German . 5 English . 3 History of Greece and Rome . Physiology and Physics . 3 Vocal music . 1 Drawing . 4 Joinery, turning, sheet-metal work, work, forging, sewing, knife work, orna¬ mental ironwork . 8 SECOND YEAR. Geometry . Latin or German . .• . English . History of Modern Europe . • . Physics and chemistry . . . Vocal music . Drawing . . . Pattern making, wood carving, sheet-metal work, forging, molding and casting, needlework, household economy, cooking . 4 4 O o 2 J_ I 4 8 61G EDUCATION KEPOET, 1903. TITIKi:) YEAR. CJeoinetry and trigonometry . Latin or CJernian . German or French, or botany and geology . Physics and chemistry . American liistory and civics . English . Drawing . jMachine work, domestic science, and constructive problems Pcriofls })or week. O O 4 4 9 2 8 FOURTH YEAR. Advanced algebra and reviews . 3 Latin or German . 3 Physiography and zoology, or Cierman or Frencli . 4 Mechanics and electricity . 4 History and economics . 2 English . 4 Drawing . 2 Applied mechanics and machine construction . 8 Liberal Course. The tirst two years of the liberal course are the same as those of the science course. The third and fourth years are — THIRD YEAR. Periods per week. Geometry and trigonometry . 3 Latin or German . 3 Physics and botany . 4 American history and civics . 2 English . 3 Drawing . 2 JMachine work, domestic science, constructive problems . 8 Vocal music . 1 FOURTH YEAR. Advanced algebra and reviews . 3 Latin or German . 3 Physiography and zoology . 4 History and economics . 2 English . 4 Drawing . 2 Constructive iiroblems and laboratory practice . 8 Business Course. The first two years of the business course are the same as those of the other two courses. The third year programme is — THIRD YEAR. Periods per week. Bookkeeping and arithmetic . 10 Latin or German . 3 Correspondence and commercial law . 2 English . 3 American history and civics Commercial geograpliy and economics Stenography and typewriting . Crx lo to EDUCATION IN FKANOE. C17 Notes on the above. 1. The school day is divided into six periods. 2. Pupils electing Latin or German may drop Latin and take up French during the fourth year. 3. As far as the daily programme will allow, pupils may be permitted to specialize in the last year of their course, preparatory to their proposed future. 4. During the third and fourth years individual instruction in composition and declamation is given. 5. Botany and zoology are arranged as to secpience, so that botany shall always be studied during the spring months. 6. A second language may be taken up during the last two years in the liljeral course for four periods per week, as an option. NATIONAL INDUSTRIAL SCHOOLS (eCOLES N.ATIONALES PROFESSIONNELLEs) OF FRANCE. In view of the growing importance of technical instruction for the masses, a com¬ mission was appointed in 1881 by the minister of public instruction, in agreement with the minister of commerce and industry, to examine the question of organizing a State school which should serve as a model to the communes and departments for the organization of apprenticeship schools authorized by the law of December 11, 1880. The commission expressed itself in favor of crea,ting not merely an ecole d’ap- prentissage, but one which should combine “in one and the same establishment a school for very young children (ecole maternelle), a primary and a higher elemen¬ tary technical school. ’ ’ The commission v as further of oiiinion that “all specialization in manual instruction should be avoided.” Before the report of the commission was oflicially jiresented a decree of the 9th of Jul}^ 1881, issued at the instance of the two ministers, directed the creation at Yierzon of a “National school of higher elementary and technical instruction intended to serve in preparation for apprenticeship (ecole nationale d’enseignement primaire superieur et d’enseignement professionnel pre- paratoire a rapprentissage).” Two additional schools of the same kind were created at Armentieres and Voiron by decrees of the 10th and 26th of July, 1882. The school at Voiron was not opened until 1886, those at Vierzon and Armentieres in 1887, and a fourth school of the same general character has since been opened at Nantes. A report of M. Buisson, the former director of primary instruction, defines the purpose of these two schools as follows: They are not in any sense special technical schools, more or less complete schools of engineering (ecoles d’arts et metiers); they are associations of schools comprising an infant and a primary elementary school, and at each stage technical instruction which, commencing from the earliest age, when it is of little importance, continues up to the very end of the course when it becomes of the first moment. When he has arrived at this final stage the apprentice, who now only needs the practice of his trade to become a workman, leaves the national school and goes either into a workshop or into a technical school, in the proper sense of the term. Hence these establishments provide a general preparation for artisan and industrial life. They lead a youth right up to the threshold of the factory or the engineering school, armed with every kind of general and special knovcledge, with the aptitudes and habits of work which will enable him either to select a particular calling, or if needs be, pass from one calling to the other, sure of being, after a few months of practice, a finished workman. The programme of the elementary division of these schools corresponds very closely to that of the ordinary primary schools with more stress on manual training. The distinction becomes marked in the grade corresponding to the higher primary schools, as is indicated in the following time-table « in v/hich the programme of one a From report to ttie Science and Art Department, England. By Charles Copland Perry, M. A., New College, Oxford; Ph. D. Marburg (Prussia). 618 EDUCATIO:^- EEPOET, 1903. of the national technical schools is compared with the programme of the industrial section of the higher primary schools and also with the programme of the practical scliools of industry. [Number of hours a week.] Subjects. Ecoles primaires su- ' perieures. (Section i iiidustrielle.) Ecoles nationales professionnelles. 1 (Voiron.) Ecoles pratiques d’ Industrie. First year. Second year. ! Third year. First ; Second: year. | year. Third year. First year. Second 1 year. Third year. Workshops or manual work . i 6 6 i 14 17i 6 a. 24L b. 17 30 30 33 Arithmetic, algebra, geometry, median ies etc . i 3 1 3 1 ^ 4 10 3 3 4i 6 Writing and drawing of various kinds . 5*1 5* 1 6 6 6 lOi 6 6 Natural .‘science and history . i S'l 3 4 4 4 I5 44 6 3 Literary: Reading, grammar, composi¬ tion, geography, history, Ian guages . 5! i 5 9 8 64 7 6 U 3 Other subjects: Bookkeeping, technology, singing, gymnastics . J / ^ ^ 2 2i 2 21 1 ^ ' Total . 30 1 30 40 44 47 1 45 464 j 51 1 Course of Study for the Primary Normal Schools of France, that is, Schools FOR THE Training of Teachers for the Primary Schools. Programme for the normal schools for men. [Number of hours a week.] Subjects. First year. Second year. Third year. Literary Instruction: Psychology, morals, pedagogics.. . . French language and literature . 2 2 2 5 4 4 History and ciyic instruction . 3 3 3 Geograi>hv . 1 1 1 Writing . 2 1 IModern languages (grammar, translations, etc.) . 2 2 Conversation . +1 +1 + 1 Total . 15 (16) 3 13 (14) 4 13 (14) 4 Science Instruction: Mathematics . Physic.s and chemistry . . . 2 2 3 Natural science and hygiene (including geology in last year) . 1 1 1 Draw ing and modeling . 4 4 Theory of agriculture . 1 1 Total . 1 . 10 1 F2 13 Manual and agricultural w'ork . i 5 5 5 Gymnastics and military drill . j 3 3 3 Singing and music _ . . 1 2 Modified programme for the normal schools for women. The programme for the women’s normal schools is the same as regards the liter¬ ary j)art; but the scientific part is reduced. On the other hand, they are instructed in domestic economy. The practical side of the curriculum includes, in addition to gardening, first aid to the wounded, sevcing, and, in some cases, laundry work and cooking. EDUCATION IN FRANCE. G19 Programme of French Secondary Schools (Lycses and Communal Colleges). It is interesting to compare the programmes of the French primary schools (pre¬ sented on X)p- 609-611) with those of the secondary schools (lycees and communal colleges) which are intended for the higher classes, and which, until a recent j^eriod, were virtiially closed to those of lowly station. Persistent efforts have been made to break down the barriers between the two classes of schools, and the latest pro¬ grammes of the secondary schools are arranged in classical and nonclassical sections, the latter being, so far as regards studies, accessible to graduates from the x^i'iinary schools. The full iwogramme of the lycee (the tyi^ical secondary school) is as follows: Prepciratory division {average ages 7 to 8 years), common to all pupils. [Number of hours a week.] First year. Second year. 9 7 Moral and civic instruction . A) 2- Writing . 21 Living languages . 2 Historic narrations . 1 1 Geography . 11 H Arithmetic . 3 3 Object lessons . 1 1 Drawing . . 1 1 Singing . 1 1 Total . 20 20 « Combined with French history and geography. Programme of secondary instruction. FIRST CYCLE. [Duration, four years, from the. sixieme to the troisieme.] SIXIEME. Division A {classical). Hours. French . 3 Latin . 7 Modern languages . 5 History and geograxihy . 3 Arithmetic . 2 Natural science . 1 Drawing . 2 Total . 23 Division B {oionclassical) . Hours. French . 5 Penmanshixt . 1 Modern languages . History and geograx^hy Arithmetic . Natural science . Drawing . Total . 22 French . Latin . Modern languages . Plistory and geograx^hy Arithmetic . Natural science . Dratving . CINQUIEHE. French . Penmanship . Modern languages . History and geograxthy IMathematics . Natural science. . . Drawing . 5 1 5 Q 4 2 2 Total 23 Total 22 uo CO -f oq oq 620 EDUCATION EEPOET, 1903. Programme of secondary instruction — Continued. FIRST CYCLE— Continued. QUATElfeME. Bicislon .1 {classical) — Continued. Dkision B {nonclassical) — Continued. Hours. Ethics . 1 French . 3 Latin . 6 Greek (optional) . 3 IModern languages . 5 History and geography . 3 Mathematics . 1 hour (optional)-f 1 Natural science . 1 Di’awing . 2 Total . . (4 optional) +22 Ethics . French . Bookkeeping . Modern languages . History and geography . Mathematics . Physics and chemistry . Drawing . 2+1 Hours. 1 5 1 5 3 4 2 Total 24 TROISIEME. Ethics . 1 French . 3 Latin . 6 Greelt (optional) . 3 jModern languages . 5 History and geography . 3 Mathematics . 1 hour (optional) +2 Drawing . 2 T otal . 4 ( optional ) + 22 Ethics . French . Elements of law . Modern languages . History and geography Mathematics . Physics and chemistry. Natural science . Bookkeeping . . 1 . 4 . 1 . 5 . 3 . 3 . 2 . 1 . 1 Drawing . 2+1 Total 24 SECOND CYCLE. [Duration, three years; from the seconde to the class of philosophy and mathematics.] SECONDE. Section A: Greek, Latin. ! Section B: Latin, modern languages. Section C: Latin, sci¬ ences. Section D; Sciences, modern language.s. Hours. Hours. Hours. Hours. French . 3 3 5 5 Latin . 4 4 4 Greek . 5 1 Modern history . 2 2 2 2 Ancient history . 2 2 Geography . 1 1 i 1 Modern languages . 2 o7 2 ca Mathematics . 1 1 3 3 Phj'sics and chemistry . 1 1 3 3 Practical exercises in science . 2 2 2 2 Drawing . 2 2 4 4 Geology b . Total . 25 25 26 27 « Four hours in the second language. I’Twelve lectures, of one hour each, for the four sections. EDUCATION IN FEANCE. G21 Programme of secondary instruction — Continued. SECOND CYCLE— Continued . PREMIERE. Section A. Section B. Section C. Section D. ' Hours. Hours. Hours. Hours. French . . . 3 3 3 3 Latin . 3 3 3 Latin exercises . 2 Greek . 5 Modern history . 2 2 2 2 Ancient history . 2 2 Geography . 1 1 1 1 Modern languages . 2 hi 2 m Mathematics . 1 1 5 5 Physics . . 3 3 Physics and chemistry . 3 3 Practical exercises in science . 2 2 Dravang (optional) . 2 0.2 1 1 Total . 23 23 25 27 a Optional. b Four hours for the second language. CLASSES OF PHILOSOPHY AND MATPIEMATICS. Philosophy. Mathematics. Section A. Section B. Section A. Section B. Hours. Hours. Hours. Hours. Philosophy . . aS aS 3 3 Do . u9 a9 Greek and Latin . hi Latin . h2 Modern languages . h2 1+2 2 1 + 2 History . 3 3 3 3 Mathematics . 2 2 8 8 Physics and chemistry . 3 ' 3 5 5 Natural sciences . 2 2 2 2 Practical exercises in sciences . 2 2 Drawing . 0 2 h2 e2 + 2 c2 Hygiene d . Total . elSi f21i C27 + 2 0 28 a During 1 semester. r Plus 2 hours optional. e plus 8 hours optional. & Optional. dl2 lectures of 1 hour each. /Plus 4 hours optional. It will be seen by a comparison of the above programme with those of the French higher primary schools that the nonclassical course of the secondary schools is so assimilated to the course of study for the primary schools that pupils may pass from the latter to the former. Inducements in the way of scholarship funds are offered, both by the State and by local authorities, with a view to encouraging this interchange. Every year a small proportion of graduates from the higher primary schools (3.3 per cent in 1897) enter lycees or colleges, but the majority of primary school pupils who continue their studies do so in schools that prepare for a special vocation, i. e., normal or technical schools. Even v/ith increased inducements, it is hardly to be expected that any marked change will take place in the proportion of youth from the industrial classes who will prolong the period of their general study. The statistics of students in courses of study above the grade of the elementary primary schools which are given below show that a very small proportion of pupils who frequent the primary schools enter even the higher primary schools (about 1 in 130). The following tabulation brings together schools that have only one thing in common, namely, they offer courses of study in advance of a course of elementary instruction. 022 EDUCATION EEPOET, 1903 Students pursuing studies above the ^lenientarg primary course in 2yublic schools and colleges, 1901. Classes of schools. Number of students. Classes of schools. Number of students. Higher i)rimary: Hoys . Girls . 23, 193 10, 944 34, 137 Cycles and communal colleges for boys: Classical course . 29, 043 29, 803 29, 351 Total . Nonclassical course . Mixed course . Practical schools of commerce and in¬ dustry; llo\\s . Girls . Total . Total . Lycees and communal colleges for girls: Preparatory division . Secondary (nonclassical) . 4, 380 1,651 1 6, 031 88, 202 7,951 11, 061 National technical schools (4, for boys only) . Total . 1,142 19, 012 CHAPTER XIV. CONSULAR REPORTS ON EDUOATTON. Contents.— HebreAV school of agriculture — German colonial school — Commercial education in Saxony — Commercial education in continental Europe — Instruction for teachers in commercial schools — Industrial schools in Germaaiy — Technical university in England — Cost of German pub¬ lic elementary schools— Practical medicine in Germany — Colonial education in Italian Africa- Trade schools in Germany — School savings’ banks— Influence of technical education — Foreign students at German universities — Schools for agriculture in Quebec — Foreigners in German polytechnica— Education and elimination of crime— Industrial education in Europe— Mr. Mose¬ ley’s industrial inquiry — The prison population of Japan — The x^ublic schools of the German Empire and of Prussia — Discrimination against foreign students in Germany — The book trade in Germany — Commercial and industrial education in England— Commercial education for girls in German}" — Industrial supplementary schools in Germany — Agricultural schools in Spain — Admis¬ sion of women to a German university— America and Germany as teachers — Medical supervision of schools in Berlin and Paris — Public schools in Russia — New system of measuring criminals — Commercial university for Berlin — Schools in Russia. HEBREW SCHOOL OF AGRICULTURE IN GERMANY. The school at Ahlem, near Hanover, is an interesting ethnological experiment, as it is the purpose of its founder to reavjaken among the Jewish classes a taste for the various handicrafts and the agricultural pursuits of their ancestors. The theoretical and manual instruction gives the pupils the opportunity of making themselves capable, self-supporting artisans. The institution was founded by the philanthropist Mr. A. M. Simon, and is sup¬ ported from funds supplied by him and contributions by others interested in the work. While the German element predominates, among the students there are boys and girls enrolled from Austria, Russia, and Roumania. A home is provided for Jewish children of the poorest classes, many of whom are orphans. The school was opened in June, 1893, wdth 9 pupils. In 1895 the number ha,d increased to 50, and at present there are 92 boys and 26 girls. The instruction given the boys combines the common branches of the elementary and grammar schools, with training in the use of carpenter’s tools, etc. At the age of 14 the boys com¬ mence an apprenticeship of three years, during 'which time they receive a general course in horticulture and agriculture. The theoretical instruction given to the apprentices is considered of secondary importance, and is stopped entirely when the work in field and garden requires adtention. The girls’ building hasaccommodations for 80 pupils, and includes laundry, kitchen, sevdng rooms, storerooms, etc. The girls a.re given the same instruction, up to the aTbis chapter contains information regarding educational affairs in foreign countries as reported to the Department of State by United States con.suls. These reports have been in part transmitted direct to the Bureau of Education by the State Department for publication and in part reprinted from the publications of the Department of Commerce and Labor. The technical educational terms used by the consuls in tlreir reports have been in most cases retained, and must be understood to have generally the signification which attaches to them in the countries to which they refer. 623 G24 EDUCATION EEPOET, 1903. age of 14, tliat they would receive at a school, and in addition a thorough training in all manner of household work. The pupils are constantly under Hebrew religious influence. A nund^er of tlie students after leaving Ahlem have found good positions as gardeners near New York and Philadelphia, and their employers are reported to be well satisfied with their services. The institution may serve as a model worthy of imitation for directing individual charities into proper channels and centralizing private efforts, thus conferring not only temporary aid upon the poor and needy, but a lasting benefit upon society in general. Jay White, Consul. Hanover [Germany], April 1903. GEEMAN COLONIAL SCHOOL AT WITZENHAUSEN. In Consular Reports Nos. 230 and 256 short notices appear concerning this school. The importance of this institution, however, would seem to justify further details in regard to it. The Deutsche Kolonialzeitung, under date of April 2, contains an arti¬ cle from which I have taken the following facts: The colonial school was founded in 1899 at Witzenhausen, with the express pur¬ pose of prejiaring practical farmers and planters, stock raisers, and wine and fruit growers who might become settlers in the German colonies. Since that time more than three years have passed and the school has had an opportunity to demonstrate its utility. Fifty-four students of the institution have already gone out into different parts of the world. Some of them have independent positions, and some are employed in large commercial houses or are voluntarily serving as apprentices with farmers and stock raisers. Students of the school are to be found in South Africa, southern Brazil, Samoa, Sumatra, East and West Africa, Mexico, Paraguay, etc. Two have become farm-land inspectors — the one for the whole district of Lindi, in East Africa, and the other for the district of Dar-es-Salaam; another is manager of a large farm in southwest Africa. The Yietor Commercial and Plantation Company and the Douglass Cotton Plantation Company, in Bremen, have several former students of the school in their service. Another is general manager of a large plantation in Asuncion, Paraguay, and another has been appointed by the German Government to superintend the planting of gardens and forests on the hills' surrounding Tsintau, in Kyao-chau. One young man has established himself as a planter in Samoa and another is looking after the interests of a plantation company in that island. Still another is an American custom-house officer in the Philippines. There is one tobacco planter in Sumatra, one coffee grower in Mexico, and one merchant and stock raiser in the Orange River Colony, in South Africa. In addition, the colonial school has sent out young men to Kamerun, Bismarck Islands, etc., as clerks in the Government service. The instruction in the school is theoretical and practical. The course lasts two years. It is so arranged that the theoretical instruction comes in the winter and the practical instruction in the summer. The subjects chosen for lectures are those which will add to the pupil’s knowledge of tropical plants and agriculture and of colonial enterprises and politics. The curriculum of study contains such branches of learning as chemistry, botany, and physics. The institution is well supplied v/ith laboratories and has gardens for the study^ of forestry and vine growing. Students are compelled to learn English, while all other languages are elective. The blacksmiths, cabinetmakers, shoemakers, and carpenters of the little town of Witzenhausen have opened up their shops to the students, who work as apprentices. CONSULAE EEPOETS OK EDUCATIOK. G25 so to speak, during the hours set apart for such work. The principles of all these trades are so thoroughly taught that the young colonist will be able in case of neces¬ sity to turn his hand to anything. A large farm has been purchased for the use of the school, where agriculture is studied in all its details. Gardens, vineyards, and even forest nurseries are in charge of the students. They have assisted in planting over 70,000 young trees during the past two years. An old cloister in Witzenhausen has been purchased and fitted up with dormitories and all modern appliances for the use of the students. They associate daily with the teachers, who personally look after the welfare of their charges. The school is attended at present by 59 students. The youngest is 17 and the oldest 27 years of age. Eenest L. Hakeis, Commercial Agent, Eibexstock [Geemany], May 23, 1903. PROGEESS OF COMMERCIAL EDUCATION IN SAXONY. In Advance Sheets No. 915 I described the state of commercial education in Sax¬ ony as it was in 1900. Since that time 7 new commercial schools have been added to the list, making in all a total of 58 up to date. The commercial school in Eibenstock has made good progress. In August, 1900^ the Saxon Government issued a decree which provided a better supervision of the commercial schools on the part of the chambers of commerce, and, what is of much greater importance, it provided that every merchant or manufacturer must pay $1 for every $1,000 of his income into the treasury of the commercial school located in his city. This system has placed every commercial school in Saxony on a solid financial basis. In Eibenstock the board of directors has provided a small fund to be spent annu¬ ally in purchasing new books for the student’s library, which already consists of lOO well-selected volumes. The director has received permission to retain after school hours all tardy and disobedient apprentices. The teacher receives extra compensa¬ tion for the time thus spent, and the plan, on the whole, has been found to work exceedingly well. In 1902, during a six weeks’ vacation of the director of the Eibenstock commercial school, I was asked to give instruction in a number of classes. I consented to do so^ and the director and school board expressed their thanks in the school catalogue for 1903, recently published. Eexest L. IIaeeis, Commercial Agent Eibexstock [Geemany], July 14, 1903. COMMERCIAL EDUCATION IN CONTINENTAL EUROPE. SWITZEELAXD. Commercial education has developed very rapidly in Switzerland during the past ten years. The merchant unions have been active in this respect, and in many cases have received Government aid. The Government also gives stipends to especially bright students to enable them to continue their studies at some higher institution of learning. The first commercial school in Switzerland was established in 1855, in Zurich, in connection with the cantonal school of that city. In 1856 a similar one was founded in St. Gall, and another in Berne during 1857. In 1900 there were seven commercial ED 1903 - 40 G2G EDUCATION EEPOET, 1903. scliools wliidi received Government subventions — namely, Berne, Chaux-de-Fonds, Geneva, Nauenburg, Solotluirn, IVinterthur, and Lucerne. These schools are at¬ tended annually by about 500 pupils. The assistance given by the State amounts to S12,000 a year, $1,000 of Avhich is in sti^^ends. It is to be expected that these schools vill shortly be extended to all the other cities of importance in the country. Swit¬ zerland, in i)oint of poimlation, industries, and commerce, may be favorably com- l>arcd with the Kingdom of Saxony. This little kingdom, however, stands in the front rank of nations as far as commercial education is concerned, having 51 finely organized commercial schools. The subjects taught in the commercial schools of Switzerland cover all the branches employed in training young men for business life. The subjects of materials of com¬ merce, commercial geography, commercial law, and political economy are also taught. Special attention is paid to languages. The salaries of teachers amount to from $540 to $870 i)er annum. Apprentices in some of the Cantons (for example, Basel and St. Gall ) arc admitted free of tuition. Foreigners are also admitted, but are obliged to pay double tuition. Examinations are held and diplomas given at the end of each year. In some of the cities in Switzerland — for instance, Berne, Biel, and Zurich — com¬ mercial classes have been organized in the higher schools for girls (FI oh ere Miidchen- schulen). These departments receive, no State aid. The primary commercial schools in Switzerland — that is, those which are to be compared with schools of this class in Germany, which I described in the last report of this series — are attended by the following number of apirrentices: The attendance in the obligatory primary commercial schools, including girls, is about 20,000 in round numbers. The attendance in the voluntary primary commercial schools is 25,000. The subjects taught in the Swiss primary commercial schools or classes are arithmetic, reading, geography, and elementary bookkeeping. In 1890 the merchant unions in Switzerland expended about $30,000 for this class of schools; in addition, the Government granted $10,000. Instruction is usually given either in the early morning or after business hours in the evening. The public-school teachers are generally enlisted to give instruction and receive as extra compensation about $50 per quarter. NETHERLANDS. There are three public commercial schools supported by the State — in Amsterdam, Rotterdam, and Enschede. The school in Amsterdam is independent, while the other two are connected with the public schools of Rotterdam and Enschede. The following table, with subjects and number of hours per week, explains itself: Subject. Amster¬ dam. Enschede. Rotter¬ dam. Dutch . Hours. 3 Hours. Hours. 4 French . 5 4 4 German . 4 4 4 IGiglish . 4 4 4 Bookkeeping . 3 3 3 3 Commercial arithmetic . . . 3 3 Chemistry and materials of commerce . 3 6 2 Commercial geography . 2 2 2 N.atural history . 1 1 Political economy and commercial law . 2 2 History of commerce . 2 2 I’enmanship . 1 4 2 Total hours a week . 32 33 33 CONSUL AE EEPORTS ON EDUCATION. 627 AUSTKIA-IIUNGARY. The primary commercial schools in Austria which receive State sul)ventions are in the following towns: Klagenfurt. Pettaii. Marburg. Cilli. Salzburg. Steyr. Gmunden. Neustadt. Bodenbach. Budweis. Eger. Jungbunzlau. Karlsbad. Tetschen. Troppau.' Znaim. Laun. Tautenau. Saaz. Eumburg. Leitmeritz. There are a number of others in towns which I have been unable to locate. The number of advanced commercial schools in Austria subsidized by the State is as follows: « Trieste. Trient. Krakow. Eeichenbach. Prague. Linz. Innspruck. Gratz. Chrudim. A law exists in Hungary which says that where there are 50 apprentices in any one community, instruction in commercial subjects must be provided. The course of instruction must be maintained, even if the number of pupils should at any time fall belo w 50, provided that the outlook is that this standard may be regained. The time spent by an apprentice in Hungary in learning his trade is three years, as in most other countries. During the year there must be at least ten months of uninter¬ rupted instruction. The months of July and August constitute the vacation period; other vacation days are: Christmas, from December 20 to January 2; Easter, one week; and Whitsuntide, two days. The birthdays of the Emperor and Empress, as well as of a number of other personages, are also kept as holidays. As soon as a child is registered as an apprentice, it is the duty of the master to send him to one of the apprentice trade or commercial classes. Apprentices are compelled by law to attend the i)ublic school every day until the age of 12 has been reached. There is a law, however, which prevents a child under 12 years of age from becoming an apprentice, but a great many children become such by special permission of the municipal authorities. Apprentices must have completed the public school course by 12 years of age, must have a knowledge of arithmetic, and must be able to read and write readily. In exceptional cases, where an apprentice has not completed a public school course, the director of the school may admit him as a pupil if he can read and write sufficiently. In towns where no commercial schools exist apprentices after 12 years of age are compelled to attend advanced classes in the public schools; they must attend school during the entire time of their apprenticeship. The commercial schools or classes usually occupy rooms in the public schools. The public school teachers are employed, more or less, to give instruction. In schools where independent teachers are employed the positions are for life. Teachers from the public schools are, in most cases, only temporarily selected. The subjects taught in the advanced commercial schools in Hungary are the following: Subject. Number of hours per week. Subj ect. Number of hours per week. Religion . 1 Active office work 1 Hungarian language . 4 Bookkeeping . 1 German . • 4 Com m erci a,l cnrre.s pon den c.e 2 French . 4 Political economv 1 Commercial geography . 2 Chemistrv . . 1 History of commerce . 2 Materials of commerce. . 2 Mathematics . 2 Writing . 2 Na.tural historv 2 Commercial arithmetic . 4 Total 34 « There are some three or four in addition to these. 628 EDUCATION EEPOET, 1903. BELGIUM. There are several institutions in Belgium in which only commercial branches are taught. The Higher Commercial Institute in Antwerp, which may be placed in this class, was founded in 1852 by the joint efforts of the Government and the municipal authorities. Pupils who have completed the higher i^ublic schools are admitted without examination. The course of instruction occupies two years, at the end of which time each pupil receives a diploma. The number of pupils averages about 300, only one-half of whom are natives of Belgium. After the course has been completed, young Belgians who have shown special aptitude in their studies may become candidates for a stipend granted by the Government, which Avill enable them to reside for a short time in some foreign country to more thoroughly fit themselves for active business. The Commercial Institute of St. Ignace, in Antwerp, was founded by the Jesuits in 1852. The course of instruction lasts six years. A commercial museum has been established in connection with the school. Examinations are held by a committee, and written testimonials are issued to those who complete the commercial courses. The commercial school in Melle was founded as long ago as 1837. It has been attended by about 1,000 pupils since that time, and many of them are to be found to-day holding responsible and profitable positions in large commercial houses. In 1868 an institute for languages and commercial sciences was founded in Liege. The curriculum included the following subjects: Commercial arithmetic. Tariff law. Commercial geography. Civil law. English. German. Flemish. Italian. Political economy. Commercial law. French. Spanish. Instruction takes place in the evening after business hours. The school is coedu¬ cational, having about 350 male and 50 female students. In addition to these schools a great many classes have been organized in Brussels, Antwerp, and Ghent, which give instruction in languages. There are many schools of a private nature established by Catholic priests, in which languages, bookkeep¬ ing, and other commercial subjects are taught. Higher institutions of learning in Belgium also devote much attention to commercial education. The school of mines in Mens, the naval schools in Ostend and Antwerp, and the agricultural school in Gembloux all teach languages, commercial law, and commercial geography. In the State universities of Liege and Ghent, as well as in the universities in Lowen and Brussels, lectures are given on national political economy, commercial geography, statistics, finance, commercial law, and mathematics. The Government decided to have these lectures in the universities, as they gave young men a better preparation for the consular service. There are about forty State schools for girls in Belgium where attention is paid to commercial subjects. In the few primary commercial schools which have been established — for example, in Yerviers and Liege — girls are also admitted. NORWAY AND SWEDEN. The public commercial school system which exists in Norway is about 27 years old, dating from the establishment of the Commercial Institute in Christiania in 1875. Prior to that event, commercial branches were taught chiefly by public school teachers and others in private lessons. Well-to-do people, who could afford it, sent their sons to Dresden, Leipzig, Liibeck, Copenhagen, and other cities for special train¬ ing in large business houses. In 1900 there were three public commercia] schools in Norway — namely, in Bergen, Christiania, and Bodo. The course of instruction in each lasts two years. The following table shows the subjects taught: CONSULAR REPORTS ON EDUCATION. 62^ Subject. Chris¬ tiania. Ber¬ gen. Bod5. Hours. 2 Hours. 2 Hours. 2 2 2 4 4 5 4 4 6 Materials of commerce . 1 1 1 Chemistry . 2 1 2 Commercial geography . i 1 History of commerce . 1 1 Norwegian . 4 3 3 German . . 4 4 2 French . 4 4 2 English . 3 4 2 Drawing . 2 Religion . - . 2 Stenography (elective) . 2 Spanish . . 1 Penmanshin . 2 1 2 Ph ysipR . . . . . . 1 3 Total hours a Aveek . 38 34 32 There are two well-organized commercial institutions in Sweden, namely, at Stockholm and Gothenburg. Each school receives an annual subsidy of $2,000 from the Government, and, in addition, donations from merchant organizations. The same subjects are taught as in the commercial schools of Norway, FEANCE. Commercial education is a subject which has received much attention in France since 1870. The Jjrovernment has founded no schools of this kind, but it has encouraged the work of the chambers of commerce in this direction. There are three groups of commercial schools in France namely: I. Primary commercial schools. II. Commercial schools. III. Advanced commercial schools. Primary commercial schools. — These are located in almost every city of France which has any commercial or industrial importance. The subjects taught and the number of hours devoted to each study per week in most of them are: Rours. French . Commercial arithmetic . . . . Commercial correspondence English . German . Spanish . Italian . 1 O O 1 3 3 9 2 Total . 15 These schools are nearly all coeducational. The teachers are recruited from mer¬ chants and public school instructors. Many of the schools have good libraries. After finishing these courses, the girls easily find positions in large business houses, where many of them draw salaries as high as $500 a year. Commercial schools. — Most of the institutions of this class in France are connected with industrial schools, Boulogne is the only city in which the commercial and industrial schools are not in the same building. There are 14 commercial schools of this class at present in France, and 7 for girls. They are: School. Pupils. School. Pupils. Beziers . Humber. 70 67 100 50 50 88 120 T,e "Mflufl Number. 40 78 40 109 40 30 Agen . . Mazamet . _ Boulogne . Narbonne . Cette . Nimes . . . Tourmies . Rheims . Grenoble . Romans . Limoges . TjA^ou . 630 EDUCATION KEPORT, 1903. The commercial schools for girls are situated in Boiilogne-sur-mer, Havre, Mar¬ seille, Nantes, Rouen, St. Etienne, and Lyon. It costs about $2,000 a year to maintain one of these schools. Advanced commercial schools. — In 1900 there were 8 commercial schools which belonged to this group. They were the following: 1. Paris — Commercial academy. 2. Paris — Advanced commercial school. 3. Paris — Commercial institute. 4. Lyon — Advanced commercial school. 5. Bordeaux — Advanced commercial school. G. Havre — Advanced commercial school. 7. Lille — Advanced commercial school. 8. i\rarseille — Advanced commercial school. The following are the subjects taught in the schools: Drawing. Physics. Political economy. Commercial law. Geometry. Chemistry. Materials of commerce. Penmanship. History of commerce. Arithmetic. Algebra. Foreign languages. Bookkeeping. The course lasts two years and the hours of instruction average about thirty each week. REMARKS. A comparison of what the different countries are doing for commercial education, as described in the foregoing, brings out preeminently the practice of the Institute of Commerce in Antwerp. Students who have passed their final examinations with credit are entitled to offer themselves as candidates for a stipend, which permits them to remain for three years in some foreign country for the purpose of studying economic conditions and acquiring a practical knowledge of business. All that is required of them, as far as the Government is concerned, is to report from time to time on the results of their observations. About 70 students have thus far been able to take advantage of this exceptional privilege. The stipend consists of $1,000 a year. These young men have gone out in the interests of Belgium’s commerce to Brazil, China, Japan, Mexico, Philippine Islands, Australia, New Zealand, India, the United States, and Canada. Some 30 of them have made permanent homes in the countries to which they were sent. Some have become merchants, others commercial agents, and not a few are in the service of the Japanese and Chinese Governments as educa¬ tors. To Belgium, however, they remain the pioneers of commerce, and the money thus expended draws ample interest. The far-reaching results achieved proves the wisdom of the policy. Erxest L. Harris, Commercial Agent. Eibexstock [Ger:maxy], 3Iay 21, 1903. Instruction for teachers in commercial schools. — The Prussian Royal Gazette for Trade and Industry announces that a session devoted to the preparation of teachers in advanced commercial schools will be held in Berlin, imder the auspices of the min¬ ister for trade and commerce, from November 25 to December 22. Courses will be offered in bookkeeping, business law, commercial law, banking, exchange, mail and railroad traffic, and business correspondence. Discussions will be held relative to methods and plans of teaching, and visits to factories will be made. Forty to fifty teachers will take part in the session, instruction being free; their fare for both ways is paid, and they receive an allowance of $1.25 daily. CONSULAR REPORTS ON EDUCATION, 631 INDUSTRIAL SCHOOLS IN GERMANY. There are 287 industrial scIjooIs in Saxony. The population of tlie Kingdom is 4,202,216, or one industrial school to every 14,641 people. The schools are divided into the folio wdng classes: 1. Advanced industrial schools (Hohere gewerbliche Schuleu). 2. Special industrial schools (Gewerbliche Fachschulen) . 3. Industrial schools for drawing and painting (Zeichen- iind Malschulen) . 4. Industrial schools for women, girls, and children (Gewerbliche Lehranstalten fiir Frauen, Madchen, iind Kinder). 5. Industrial primary or continuation schools (Gewerbliche Fortbildungsschulen). ADVANCED INDUSTRIAL SCHOOLS. There are 12 schools of this class in Saxony, located in the following cities: Chemnitz. Plaueii. Hainichen. Dresden. Mittweida. Zwickau. Leipzig. Limbach. Bautzen. The following curriculum of the advanced industrial school in Chemnitz not only speaks for itself, but is a fair example by which to judge the others. It is divided into five distinct minor schools, known as the industrial academy, architecture, machine construction, dyeing, and industrial drawing departments. The industrial academy furnishes four courses, namely, for mechanics, chemists, architects, and electricians. The conditions of admission demand of the student sufficient educa¬ tion to be in possession of the certificate which entitles him to one year’s service in the army. In addition to this he must show evidence that he has passed two years in some factory acquiring practical knowledge of the branch in which he desires to theoretically perfect himself in the industrial school. The course of study for mechanics is as follows: German language and lit¬ erature. Architectural drawing. Mathematics. Surveying. Chemistry. Required. Geometry, and Physics. Metallurgy. Machine architecture. Machine construction. Elective. Mechanics. Machine drawing sketching. Free-hand drawing. Political economy. French. Bookkeeping. W eaving. English. Arithmetic. Beer brewing. Spinning. Sanitary arrangements. The courses in the other departments are similar to this one. 632 EDUCATIO:?^ REPORT, 1903. SrECIAL INDUSTRIAL SCHOOLS. There are about 150 of these schools in Saxony which are training young men to become expert workmen in the following trades and industries: Trade or industry. Number of schools. Trade or industry. Number of schools. Architects . 11 Arusicians . 26 Barbers . 14 Alillers . 1 Tinmen . 3 Bead goods and dress trimrnine's _ 4 Brewers . 1 Locksmiths . 7 Printers . 3 Tailors . . 17 Bookbinders . 2 Uhimnev builders . . 1 Decorators . 1 Instruction in penmanship, etc . 4 Druggists . 3 Shoemakers . . 3 Butchers . 1 Toy makers . 3 Vaiters . 3 Lace makers . 2 Tanners . 1 Paper hangers . 1 Firemen . 1 Watchmakers . 1 Wood carvers . 6 AVeavers . 23 UriTi fpptinrti^rs 1 Painters and varnishers . 3 Total . 151 The following curricnlnm of the tin and metal industrial school in Aue, this con¬ sular district, is characteristic of what all these schools are: Arithmetic. Drawing. Physics. Bookkeeping. Geometry. Sketching. Mechanics. Correspondence. German. Modeling. Chemistry. The students devote twenty-eight hours each week to practical work in the tin and metal workshops of the school and factories of the city. INDUSTRIAL SCHOOLS FOR DRAWING AND PAINTING. There are 32 of these schools in Saxony, namely, 3 for painters in Dresden and 29 for industrial drawers, etc., in different cities in Saxony. Eighteen are connected with as many public schools throughout the country. The industrial drawing school in Eibenstock enjoys a good reputation. The sample exhibits of the school are exceptionally fine. The most exc[uisite designs in handmade lace curtains and bead and silk trimmings in ancient and modern fashions are so tastefully arranged that they can not fail in making a deep impression upon the apprentices, who see them almost daily. INDUSTRIAL SCHOOLS FOR WOMEN, GIRLS, AND CHILDREN. There are 21 of these schools in Saxony, namely, 19 for industrial education in general and 2 for lace making. One of the best schools of this class is in Schneeberg, this consular district. INDUSTRIAL PRIMARY OR CONTINUATION SCHOOLS. There are 41 of these schools in Saxony. They are intended to give boys and girls who have completed the public school course a chance to prepare themselves in a general way for some trade or particular branch of industry without the express intention of following the same. In 1882 there were only 22 industrial schools in Saxony; to-day there are 287. This increase tells its own story. REMARKS. It is interesting to note that, in connection with the present school conflict in England, that country is closely watching the development of technical education in Germany. Only yesterday Lord Rosebery, in a letter to the board of directors CONSULAE EEPOKTS ON EDUCATION. 633 appointed to carry out the plan of building a technical school in London similar to that in Berlin-Charlottenburg, gave prominence to the fact that ambitious young Englishmen desirous of obtaining a good technical education Avere obliged to attend the technical universities in America and Germany. English industries suffered greatly in the past and were still suffering from the neglect to provide means for such training. The London Daily Mail, under date of June 22, contains an article about German industrial schools Avhich I consider well Avorth inserting here: The marvelous expansion of German trade — one of the notable achievements of the nineteenth century — is often referred to as attributable wholly to the fostering effect of bounties. In real truth many factors haA^'e combined to produce the remarkable result. It is, of course, impossible to locate Avith certainty the actual effects of any given cause, but there can be but little doubt that the groAvth of many immense industries is traceable to the system of education that has directed all the available powers of scientific knowledge and research upon industrial problems. In Germany the university has in a measure been displaced from its position as crown of the educational edifice; or, rather, the classical foundations noAV share their supremacA^ with institutions of a more modern growth. The universities still maintain their old high rank as training schools in the humanities; but it is in the polytechnical schools that the keen business men Avith sound scientific knowledge are to-day receiving their training. Chemists and civil, mechanical, and mining engineers are receiving an educational training that brings them to the problems of business life with practical and technical knoAvledge. The love of research is joined to the power of initiation — to the qualities, in short, that go to the building up of neAV industries and the constant expansion of old ones. The polytechnical schools are essentially modern institutions. They date back no further than the nineteenth century, and their effecth^eness is a matter of the last generation. Established as trade schools for the study of special subjects, they have Avidened their operations until they stand to-day for the application of scientific knowledge in all directions to the special requirements of commercial industry. Of these polytechnical schools there are now 9 in existence — at Aix la Chapelle, Berlin, BrunsAvick, Darmstadt, Dresden, Hanover, Karlsruhe, Munich, and Stutt¬ gart — while 2 more are being added at Breslau and Danzig. * * * In these schools there are being trained at the present time nearly 15,000 students, receiving an education directly fitting them for participation in great industrial concerns in the capacity most calculated to promote expansion and progress. Many facts combine to prove the general opinion of the completeness and value of this training. In a period of thirty years the number of technical school students has been quadrupled. Out of a total of 15,000 students no less than one-sixth represent the youth of foreign nations ^ — a striking testimony to the excellence of the institutions. The course of training in these schools is not only severe, but it follows upon a se\"ere preliminary education. No student is admitted as fully qualihed who has not passed through the complete nine-year course of the classical gymnasium or “real” school, in itself no mean accomplishment. In each of these cases a preliminary three-year course at a preparatory school has been taken, so that it Avould be impos¬ sible to enter the technical schools much before the age of 18 or 19, and, indeed, the age of admission is fixed at 18. In addition to the preliminary educational training, chemists are required to haA'e A\mrked for three years in an apothecary’s establish¬ ment; architects must ha\^e completed a year of practical Avork at their profession, and engineering students must haA^e passed the same period in mechanical AVork at some engineering factory. The usual course of training extends OA^er a period of four years. Every conceivable branch of technical and practical science bearing upon the subject chosen comes Avdthin the range of study. The requirements of the various schools as to attendance upon lectures are elastic and there is very little compulsion upon students. This is the more unnecessary, because, in the main, those who elect to undergo the course of training are aware of its seA^erity, and are Avilling to devote themselves to Avork and study. Discipline, therefore, is easily maintained, though there are provisions for punishment ranging from reprimand to imprisonment and expulsion. For the rest, the life and habits of the students are much the same as at the uniA'ersities. The year of enforced military service is either taken before or during the high-school training. This serves to defer a In the spring of 1902 I wrote to the authorities of the different universities in GermanA’ and as¬ certained that out of a total of 411 matriculated American students residing in GermaiiA", onl^^ 58 Avere attending the technical universities. 634 EDUCATIOIN' KEFOST, 1903. the age at which tlie edncation of the German youth is completed, and he has usually attained tlie age of 24 or 25 l>efore quitting the schools. Tlic fees imposed at the technical high schools are extremely small. Although they vary, it is probable that the average annual expenditure for laboratory work, books, and examinations does not exceed $75. This, coupled with the fact that there are practicall)^ no endowments, entails a considerable charge upon the State both as a regular supplement to the yearly fees and for items for extraordinary ex¬ penditure such as the erection and equipment of buildings and laboratories and the provision for appliances. This cost, however, is cheerfully borne, as indeed it may well be, seeing that there is no department of national expenditure which can be so directly traced inremuner- ative results. In one direction alone — in the vast chemical industries of Germany — may be witnessed an actual creation, not merely a diversion, of trade amounting to many millions annually. Perhaps in no other industry in the world can the inti¬ mate connection Ijetween applied scientific knowledge and the growth of industries be so completely demonstrated. INDUSTRIAL SCHOOLS IN OTHER GERMAN STATES. In connection with the industrial schools of Saxony, it is also interesting to note the progress made in this direction liy other German States of the Empire. In 1802 the city of Barmen sent a commission to Switzerland to study the industrial schools of that country. The result of this trip rvas the establishment of an indus¬ trial school in that city, wdtli elementary and advanced departments. A puiiil who desires to be admitted to the elementary class must be 12 years of age, able to read German fluently, and perform ordinary examples in arithmetic. During the winter months ^iractical work is carried on in laboratories and workshops. The Crefeld industrial school for textiles is one of the best in Germany. The object of the school is to xirepare jmung men by jiractical and theoretical instruction to become managers and manufacturers as well as thorough experts in the textiles produced in Crefeld. The subjects taught are bookkeeping, spinning, weaving, and drawing. The course lasts two years. The city donated the lot and |35,000 toward erecting the school building. In Sxiremburg, Guben, and Kottbus similar schools for the weaving industry were established many years ago. In 1879 an industrial school wns established in Iserlohn for the metal and bronze industry of that city and vicinity. The pujiil receives theoretical instruction at school and actual practice in factory and workshojis. When these workshops wem organized in connection with the school, some fifteen manufacturers of Iserlohn con¬ sented to furnish the necessary raw materials free of charge for a period of five years. This donation in reality amounted to $2,500. « It is also arranged that young men permanently einjiloyed in the factories may take evening courses in drawing and in the theory of manufacture. In Ileinsberg there is an industrial school which teaches young apprentices how to make baskets and how to braid and twist materials for making baskets. There are 3 masters, each having about 25 boys in charge. In Hildesheim, Siegen, Bres¬ lau, Suiza, Hdxter, Idstein, and a large number of other small towns industrial schools have been founded for building and architectural purposes. The best schools, however, in this line are in Berlin and Ilolziniinden. They are for the most iiart under the suiiervision of and receive subventions from the State. The following information about the industrial school at Bochum speaks for itself; 1. The school has for its primary object the education of master workmen for the iron, smelting, and machine industries of the district. 2. The course of instruction includes three semesters. The first semester is intended to be a sort of jireparatory course, while the two following are devoted to the higher branches of metallurgy and construction. 3. The conditions of admission require that the candidate shall have spent four full years in practical work in some one of the many iron foundries of the neighbor¬ hood. No examination is necessary, but a certificate from the foreman of the fac- oThe State also furnished the needed machinerj- at a cost of S4,000. CONSULAE EEEOKTS ON EDUCATION. 635 tory is necessary to siiow that tiiis time — tlie lour years — was actually spent in a factory and that the pupil’s behavior was satisfactoiy. He must be able to read and write — in fact, a knowledge of the subjects taught in the ordinary public school is required of the candidate. 4. Instruction is given on four week days during the forenoon and on t^vo week days during the afternoon, so that plenty of time is left for excursions to the fac¬ tories. The Prussian State railways have also established industrial schools in Elberfeld, Berlin, Kbnigsberg, Frankfort-on-the-Oder, Potsdam, Halberstadt, Breslau, and many other cities, for the x)urpose of teaching apprentices every subject which has anything to do with the building or repairing of railways cars, etc. In every work¬ shop connected with these schools there are 8 to 10 apprentices, so that the total number considerably exceeds 1,000. Each apprentice in these schools receives a remuneration of 20 cents a day, which is put out at interest until the end of the three years’ apprenticeship, when he comes into possession of both principal and interest. In Wurttemberg there are schools in Stuttgart, Pforzheim, and vicinity for jewelry, musical instruments, and weaving. Many of them have Avell-equipped libraries. Heidesheim has a weaver’s school. Such villages as Laichingen and Sindelnngen— names very little known outside of Wurttemberg — have schools for the linen indus¬ try. In Kottenburg there is a school for wood carvers; in Geislingen a school for engravers; in Eottweil one for ivory carving; while Gmlind, Heilbronn and Bie- berach have schools for the cheap gold and silver plated ware industries in those locadities. The government of 'Wurttemberg has done much to introduce and support new industries in certain parts of tlie country where old industries have died out. Some years ago, for example, the Royal Bureau for Commerce and Trade in Stuttgart decided to give financial assistance to the linen district of Alb, which had greatly suffered from Irish competition. The same was done with the handkerchief house industries in the district of W^esterlieim. It is the duty of this bureau for commerce and trade to keep in close touch with all the industrial schools in Whirttemberg. It is an institution which collects all sorts of information, data, etc., in regard to the needs of these schools and makes proposals concerning the establishment of new ones. Industrial education in Baden is far advanced. There is a school in almost every city and village between Pleidelberg and the Lake of Constance. Fully 20,000 apprentices are learning how to make clocks and cotton, woolen, and silk goods. Aside from the technical university in Karlsruhe, there is an industrial-art school which is attended by pupils from every part of Baden and these represent almost every trade in the country. In connection wdth the schools, there are workshops in which the young potter, painter, engraver, wood carver, lithographer, locksmith, blacksmith, cabinetmaker, etc., is getting all the practical knowledge necessary, so that at the end of three years he is master of some particular trade, not merely in name, but in reality. Hessen can boast of the fact that there is not a single village, no matter how small, in the whole country which has not an industrial school of some kind. They are all under the direction of the minister of the interior. W’’orkshops for actual prac¬ tice are connected with most of the schools. Bavaria is also well supplied with industrial schools. In connection with most of the coui’ses there are classes for instruction in arithmetic, geometry, German, history, geography, physics, and chemistry. There are special industrial schools for the weaving industry in Passau, Miinchberg, and Lambrecht. The last-mentioned school has an especially good reputation. It is not only intended for the cloth industry, but for linen, flannel, cotton goods, and carpet w^eaving. The manufacturers are in a position to obtain the most reliable information and statistics in regard to their branch of industry at any time. 636 EDUCATION EEPOKT, 1903. Tliis short outline will serve to show that great interest is taken in industrial edu¬ cation, and the time is not far distant when the whole Empire will be thickly dotted v*’ith schools all equally as efficient as those in Saxony. RESUME. The industrial schools in Germany, taking the Empire as a whole, cover the fol¬ lowing trades and industries: Weaving. Spinning. Dyeing. Finishing. Wood carving. Sculpturing. Ca])inetmaking. Masonry. Clock making. Basket making. Paper. Sugar. Tkletal. Bronze. Tin. Zinc. Goldsmith. Glass. Jewelry. Ivory carving. Silk. Lace. Dress trimmings. Curtains. Mechanics. Brushes. Potters. Porcelain. Shoemakers. Straw weaving. Engravers. Lithographers. Musical instruments. Printing. Firemen. Machine technology. Blacksmiths. Locksmiths. Carpenters. Architects. Iron. Painters. Shipbuilding. Fisheries. Ernest L. Harris, Commercial Agent. Eibenstock [Germany], July 1, 1903. Technical University in England. — Tlie following is a resume of an article published in the Frankfurter Zeitung, June 29: Lord Rosebery wrote the London County Council, submitting a plan for the estab¬ lishment of a school in London like the famous technical university at Charlotten- burg, near Berlin. In his letter, Lord Rosebery says it is almost a shame that capable, ambitious English boys, who are striving to obtain a complete technical training, are forced to visit American or German universities. Many English indus¬ tries have suffered — some of them very seriously — and some are still suffering because England failed to provide advanced instruction in the technical trades, sciences, etc., or to provide means for doing the research work that is done so successfully by the Germans. The most complete example of such instruction, according to Lord Rosebery, is, perhaps, the technical university at Charlottenburg — which the Empire has to thank for a large part of the industrial success attained since 1870-71. Because of Berlin’s and Charlottenburg’ s better methods of preparing young men for their life work, young Londoners and other English boys that come up to London to look for posi¬ tions find them already filled by Germans. Here one has the cause of the German clerk’s ubiquity. He is better prepared than is the English boy for all kinds of work, particularly along lines that call for technical training. Lord Rosebery indi¬ cated a desire, in his letter to the county council, to contribute liberally to such a school. He adds the names Wehmer, Veit & Co. This firm, as well as others, is willing to expend large sums to secure such a school. A beginning is to be made by buying 4 acres in Kensington for $1,000,000. Upon this, buildings to cost $1,500,000 are to be erected. The only hitch in the good work is the necessity of getting $100,000 per year to support the school. The main purpose of Lord Rosebery’s letter is to get the county council to guarantee the money. A committee or body of directors has been organized, with Lord Rosebery at its head. Among the members are the Duke of Devonshire, Lord Balfour, Julius Wehmer, and the vice-chancellor and president of the University of London. With such men behind the movement it ought to succeed. Of the great need of technical, industrial, and industrial-art education England is at last fully aware. It has been preached for so long and by so many able advocates that its develoi>ment can only be a question of a very short time. COJN'SULAR REPORTS ON EDUCATION. 637 Cost of German public elementary schools. — The cost of public elementary schools of the German Empire is 415,198,000 marks ($98,817,124) per year. Of this sum the States contribute 120, 357, 000 marks ($28,644,966). The cost of the public elementary schools of the different German States is smallest in the principality of Schaumburg-Lippe, with 213,000 marks ($50,694), the State contributing 34,000 marks ($8,092). In the principality of Waldeck the total cost is 359,000 marks ($85,442), of which the State pays 107,000 marks ($25,466). Bavaria expends 39,800,000 marks ($9,472,400), the share of the State being 14,200,000 marks ($3,379,600); Saxony, 34,300,000 marks ($8,163,400), the State paying of this sum 4,800,000 marks ($1,142,400); Wurttem- berg, 12,300,000 marks ($2,927,400), of which the State pa^'s 3,800,000 marks ($904,400); Baden, 11,000,000 marks ($2,618,000), the State’s share being 2,400,000 marks ($571,200). In Prussia the State contributed 73,066,000 marks ($17,389,708), the total cost being 269,917,000 marks ($64,240,246). The share of the States of the whole German Empire for the support of the public elementary schools was 28.98 per cent; in the Kingdom of Prussia the State contributed 27.6 per cent; in the eastern provinces of Prussia, between 40 and 50 per cent; in the western provinces, only a little over 20 per cent, and in the capital, Berlin, only 2.39 per cent. — Richard Guenther, Consul-General, Franhfort, Germany, July 22, 1903. Practical medicine in Germany. — It is reported that the city of Diisseldorf will soon have the first academy for practical medicine in Germany, and it will be in connec¬ tion with the new hosi^ital to be erected. As director of the academy, the Kultus Ministry has proposed the name of Professor Witzel, of the University of Bonn. Other professors of Bonn are expected to be called to the academy. The Kultus Ministry has also the establishment of more such academies under consideration. The one at Diisseldorf is for the Rhine provinces and Westphalia. Frankfort is to have one for southern Germany, Breslau for eastern Germany, Magdeburg or Halle for middle Germany, and Berlin for northern Germany. While the academy at Diisseldorf has been definitely agreed upon, the others are only under considera¬ tion. — Richard Guenther, Consul-General, FranJfort, Germany, July 22, 1903. Colonial education in Italian Africa. — The Bulletin of the Societii Africand d’ Italia describes the inauguration ceremonies of a new colonial school recentl}" opened at Asmara, in Italian Africa. The school, while limited to elementary education, is only a beginning. Those interested in the African colonies of Italy cherish the hope that the higher grades)^of Avork Avill soon be added. A new colonial school has been opened at Erythrea. TRADE SCHOOLS IN GERMANY. The aim of trade schools for further improvement in Germany is both ideal and practical. Ideal, in offering the young craftsman a moral influence in the building up of his character by continuing the training received in the public schools, which is just Avhat an apprentice needs. Practical, in broadening his ideas as to that Avhich he learned at the public school and in his dealings Avith the public, and supplement¬ ing his shop education, particularly by means of Avritten exercises in bookkeeping, business usages, drawing, etc. 'When considering that originality, form, and good taste are matters of much importance for the craftsman, especially when in com¬ petition Avith machine work, the benefit of drawing, for instance, is evident. That the A^alue of these schools is fully appreciated by the State, city, and trades corporations, is readily seen from the fact that during the last j’ear the la.rge cities, and among them Diisseldorf, Crefeld, Elberfeld, and Solingen, have made attend¬ ance at these schools obligatory. This is true of 34 schools out of 61. In 45 schools G38 EDUCATIO>T EEPORT, 1903. tlie luiinber of pupils has considerably increased, and the balance show but a slight decrease; the average weekly attendance is 9.4 hours for each pupil. The non- attendance was only 3 per cent. A great many schools have adopted the awarding of diplomas and giving of pres¬ ents, consisting of useful books or instruments, to scholars Avho shoAved special dili¬ gence and zeal; this has A'ery favorably influenced results obtained in the respect! A^e schools. Some schools haA’e also been proAuded with appropriate libraries, of AA'hich the pupils have taken full advantage. Financially, the State and cities have A’ery readily aided the trade schools. Tlie plan of study is, on the Avhole, a uniform one. The chief branches are arith¬ metic, German, and draAving. On the latter much stress is laid, and it is taught in special classes in the larger schools. Apprentices learning the baker’s, butcher’s, or shoemaker’s trade and the like, are, however, under no obligation to take up draAV- ing. Usually a course in bookkeeping is given, in Avhich older persons can also take l)art. The main object in A’ieAV is to gh’e such instruction as Avill mostly benefit the a})prentice in later life, as, for example, in addition to the studies already mentioned, the law of and duty toward the school, city, and State. The progress made and results achicA’ed are not only said to be considerable, but pleasing and satisfactory as Avell. Respectfully suljmitted. Joseph J. L.angee, United States Consul. SoLixGEX, Geemaxa', August 13j 1903. SCHOOL SAYINGS BANKS. Rector Hannemann, of Friedenau, close to Berlin, has, with A’ery good results, interested himself Avith this question. In May, 1898, he established the first school savings banks. Judging by the increasing number of depositors, the idea has met Avith general faA’or. The i)lan is about as folioAvs: Every child is urged to save, and can make deposits as loAV as 10i)fennigs (about 2| cents); the teacher registers the amount in the child’s receipt book and in the class deposit sheet. At the close of each month the amount collected is turned over to the school treasurer, Avho in turn deposits the money quarterly Avith the City Savings Bank. As soon a.s an individual deposit reaches 1 mark ($0,238) the child is given a regular saA’ings-bank book and commences to draw the customary interest. The rules for AvithdraAval do not permit AvithdraAving any money except A\-hen leaving school or for confirmation purposes. The committee in charge consists of the school principal, the teachers, a member of the school board, and one priA’ate citizen, their services being given gratis. The project has had the desired effect upon the children, and it is claimed that three-fourths of the mone}’" now being saved can be attributed to this educational scheme. At the close of the fir.st year, 588 receipt l>ooks, representing 78 per cent of the scholars enrolled, Avere gh’en out, and shoAved a deposit of 4,758 marks ($1,132.40); on December 1, 1901, 769 books Avere out, and represented 16,555 marks ($3,839.09). For the year 1902, 256 new books Avere taken out. The total amount deposited during that year amounted to 8,299 marks ($1,975.17). For the first half of 1903 the deposits amounted to 6,300 marks ($1,499.40), a decided increase over the .same period of the jArevious year. John E. Kehl, Consul. Stettin, Germana', August 10, 1003. fl School savings hanks have been in existence in Germany and in the United States for more than thirty yea.TS.— Editor. CONSULAR REPORTS ON EDUCATION. G39 INFLUENCE OF TECHNICAL EDUCATION. The great influence of technical education in developing industries, increasing export trade, and augmenting a country’s wealth is shown hy a report which the British consul at Stuttgart lately sent in to his Government concerning the i)oly tech¬ nic schools of Germany. There are nine such created and conducted by the Govern¬ ment; two more are now being established. Besides these State institutions, many others under private management, but subject to governmental supervision, exist in Germany, which turn out able engineers and scientifically educated craftsmen. The British consul points out that Germany, in consequence of its thorough and widespread system of technical education, has surpassed, within the last fifty years, all other nations, and now holds first place in chemical manufactures. He estimates the value of the chemical products annually made in Germany at 1,000,000,000 marks, or 1238,000,000. A very large part of these (especially dyes made of coal tar) are exported to the chief manufacturing nations — the United States, England, Belgium, France, etc., as also to China, Japan, India, etc. There is scarcely a country in the world Avhich does not use German chemicals of some sort. The transformation of Germany from a poor agricultural country to one of tile first and richest manufacturing and exporting nations is, to a considerable part, due to German superior technical training. Some of the German chemical works have branch establishments in foreign coun¬ tries. The German capital invested in these earns big profits and adds to the national wealth of the country. SiMox W. Haxauee, Deputy Consul- General. Fraxkfoet, Germaxy, August 10, 1903. Foreign students at German universities. — Of the 37,813 students who are at jmesent matriculated at the 21 German universities, 35,082 are Germans and 2,731 foreigners, the latter being 7.2 per cent of the total number. Of these foreigners, 2,299 belong to European and 432 to non-European countries. Russia is represented by 860; Austria-Hungary, 536; Switzerland, 253; Great Britain, 149; Bulgaria, 67; Roumania, 63; Greece, 56; Italy, 45; Netherlands and Servia, 45 each; France, 44; Turkey, 36; Sweden and Norway, 32; Luxemburg, 27; Belgium, 14; Spain, 11; Denmark, 10; Portugal, 3; Montenegro, 2; Lichtenstein, 1; America, 276; Asia (mostly from Japan), 133; Africa, 19; and Australia, 5. Of the foreigners, 628 study x^hilosophy, 616 medicine, 588 mathematics and natural sciences, 351 law, 199 forestry, 146 agri¬ culture, 124 Evangelical and 23 Catholic theology, 29 pharmacy, and 27 dentistry; 876 are matriculated at Berlin, 406 at Leipzig, 257 at Munich, 197 at Heidelberg, 146 at Halle, 128 at Freiburg, 99 at Goettingen, 79 at Jena, 75 at Konigsberg, 67 at Boiin, 66 at Strassburg, 54 at Wiirzburg, 53 at Giessen, 51 at Marburg, 41 at Breslau, 37 at Greifswald, 30 at Tuebingen, 25 at Erlangen, 17 at Kiel, 14 at Rostock, and 13 at Munster. — Richard Guenther, consul-general, Franhfort, Germany, July 30, 1903. SCHOOLS FOR AGRICULTURE IN QUEBEC. Under date of April 25, 1903, there was incorporated under the laws of this Province a royal school for the purpose of establishing and cariqung on an agricul¬ tural school, experimental farms, and all works in connection therewith and subjects kindred thereto. This school is to maintain two or more schools and experimental farms in the Province of Quebec, one to be located in the district of Montreal and one ill the district of Quebec. Each of the two said schools is to contain accommo- 640 EDUCATIOJT EEPOET, 1903. dations for at least 50 pupils, who will be given a full course of three years’ tuition, together with board, free of charge. The school may provide educational facilities for other pupils for full or partial courses and may charge fees for such tuition. The course of tuition is to include all branches of agriculture, horticulture, and arboriculture, dairying in all its branches, slaughtering and curing of meats, and carpentering, blacksinithing, and such other trades as may be useful to agriculturists. The school will establish experimental farms and farms for tuition purposes and will clear and improve land and dispose of the same to graduates of the schools and others, and will make advances to settlers to enable them to take up lands. The school can, for the purposes above mentioned, lease, buy, sell, exchange, and deal in lands and all j^roducts of the lands, and may manufacture any and all of said products and dispose of the same. Felix S. S. Johnson, Commercial Agent. Stanbridge, Quebec, August IS, 1903. Foreigners in German pohjteclinlc schools. — According to latest reports, the tech¬ nical colleges of Germany are attend by 12,384 German and 2,242 foreign students, 43 per cent of the latter being Eussians. Some of the German papers are again protesting against the admission of foreigners to German technical seats of learning, fearing it will injure the manufacturing and export interests of Germany. It is especially the fear of competition from the United States which causes this cry for exclusion. — Simon TF. Ilanauer, deputy consul-general, Frankfort, Germany, Septem- her 10, 1903. EDUCATION AND THE ELIMINATION OF CRIME. [The follo-\ving is .a resume of an article in Die Woche (The Week) , a German magazine, of August 22, 1903.] Since the Prussian schoolmaster is said to have won Sadowa, education in Europe has been taken as the measure of culture. Knowledge of the elementary parts of the sciences is now regarded as essential to progress. Everywhere in the Western ’World the school doors are being flung wide open, particularly for the people who have to labor. Taking the year 1840, the year in which the modern movements may be said to have got fully under way, and compare it with the year 1896, the year for which one can And statistics for most European states, we And that the percentage of those who could write in those years was as follows: Country. 1810. 1896. Country. 1840. 1896. Great Britain . Per ct. 59 Per ct. 94 Spain . Per ct. 14 Per ct. 42 France . 47 95 Holland . 70 90 83 Germany . 82 99 Belgium . . . . . 45 Rus.sia . 2 22 ficflndinn.vifl, . . . 80 99 Austria . 21 69 Switzerland . 80 99 Italy . 16 56 United States . 80 8S These figures furnish cause for rejoicing. While the percentage of increa.se in the population between 1840 and 1888 was only 30 per cent, the educational increase was 145 per cent. The percentage in the United States is depressed by the hundreds of thousands of ignorant immigrants. As long as the tide of immigration took its supply from lands in which education was advanced and compulsory, the United States stood farther up the list. In 1889, 92 out of every 100 grown persons could read and write. Since that time the immigration from CONSULAR REPORTS ON EDUCATION. (U1 western Europe has fallen off and that of eastern Europe increased. Russia, Ilnngary, Austria, and the Danubian lands have been sending their children to the Ne\v 'World, and the percentage for the United States went down; this, too, notwithstanding the fact that the Commissioner of Immigration is supi^osed to keep out all those who can not write their own names. Some of the foregoing figures are based upon estimates, hence are to be carefully considered. Figures taken from the different recruiting offices are a better basis upon which to build. In 'these, G-ermany leads again, with only 1 in 1,000 unable to read and wu’ite: Country. Per 1,000. Country. Per 1,000. Germany . 1 Aiistria-Hungary . 226 Sweden . 1 Greece . 30G Denmark . 4 ItaU' . 380 Switzerland . . . 22 Russia, . C20 Holland . 40 Servia . 790 France . 49 Roumania . 896 Belgium . 128 The number of men in Great Britain who could sign the marriage register wa,s 67 per cent in 1841 and 88 per cent in 1888; of the brides, 51 per cent could v/rite in 1841 and 84 per cent in 1888. In France 55 per cent of the ’women and 71 per cent of the men could write in the marriage register in 1861, and 78 i)er cent of the women and 86 per cent of the men in 1883. In Italy the conditions, though bad, are encour¬ aging. In 1871, only 23 per cent of the women Avere able to v/rite in the marriage register; in 1883, 33 per cent. It all indicates the marvelous progress of modern times in the matter of education. France in particular is a shining example. She now leads, and Germany steps back from first place. The amounts paid I)y France for education increased more than fivefold from 1860 to 1392. Between^ 1880 and 1892 they more than doubled. In other words, they went from 28,000,000 marks (§6,664,000) in 1860 to 66,000,000 marks (§15,708,000) in 1880 and 148,000,000 marks (§35,224,000) in 1892, although the population was practically at a standstill. The schoolmaster of Sadov/a and Sedan has taught France well. IMulhall Avas of the opinion that there Avas a direct connection betAveen ignorance and crime. As proof of this, he furnished the following figures shoAving the illiteracy and crime in Great Britain; Description. 1841-1850. 1851-1800. 1861-1870. 1871-1880. 1887. Children at school to every 1,000 of pop¬ ulation . 11 20 47 82 125 Criminals to each 100,000 of population . . 122 96 68 50 38 The number of youthful criminals fell from 45.8 per 100,000 of population to 21.5, and this brilliant result Avas attributed by Mr. Mulhall directly to the improvement in education. Noav, Ave are tlie last in the Avorld to depreciate the value of education as an aid to good morals and civic virtue, ])ut it seems to us to be going too far Avhen we give the school all the credit for this great change for the better. For, alas! in other lands, equally Avell provided Avith schools and educational facilities, the number of youthful criminals is increasing. In Germany 741 per 100,000 of population in 1886 and 873 in 1895 Avere condemned for crimes; but the number of youthful crim¬ inals Avent up from 31,510 to 44,380, or from 89 per 1,000 to 98 per 1,000 of those sentenced. There Avas an increase in youthful crimes of 40 per cent, Avhile the popu¬ lation increased but 10 per cent. This shoAvs that the connection betAveen crimes of young people and education is not so close as IMr. Mulhall Avould have had us believe. ED 1903 - 11 G42 EDUCATION REPORT, 1903. Tlie humane state will have to devote a large part of its work of crime prevention through educational agencies. In this regard, it is interesting to note that there is a close connection l )etween prostitution, vagabondage — this fruitful mother of crime — and crime. Among the masses of women who sell themselves for the world’s l)l('asure, the illiterate make up by far the largest part; on the other hand, the highly educateoth well. In Manchester, not 1 per cent of those examined could read and write. J)oc;tor Paer, the distinguished advocate of temperance, tells us that of Germany’s criminals 14.4 })er cent were analphabets — persons ignorant of the alphabet. In some ])enitentiaries east of the Elbe 54 per cent were illiterates. There is doubtless a connection between education and the decrease of crime, l)ut one must not forget that the almost miraculous change in England is largely due to the wonderful advan¬ tages offered by the fairylike progress in material things through which England has passed during the last fifty years. While the prices of foods, clothing, and living generally Iiave decreased, wages have gone steadily-npward. Want and temptation vanished; hence crime, so long affected by the price of liread, decreased. The better education has only helped as one factor in progress. [One onglit to add, liy way of suggestion, at least, that the increase in crime on the Continent, par¬ ticularly in Germany, may be due in a very large measure to the great change in the lives of the people. Since 1840 the German Empire has changed from a farming or agricultural state to an indus¬ trial or manufacturing one. Jn 1840, G7 per cent of its people were on farms and 33 in mills; to-day, 66 per cent arc in the mill.s, shops, etc., and only 33 per cent on farms.] INDUSTRIAL EDUCATION IN EUROPE. ITALY. Technical education in Italy during the past few years has made rapid and praise¬ worthy progress. As long ago as 1880 the Government appointed a commission to thoroughly study this question in all its details. The report of the commission was to the effect that Italy’s future as a manufacturing country depended upon the intel¬ ligence and skill of her working classes, and that nothing could more effectively fur¬ ther the interests of the country in a national sense, or raise the general condition of the ])eople, than a broad and liberal support of industrial education on the part of the 8tate. There is x>erhaps no country in the world vrhich has more extended house industries than Italy. The silk industry, the manufacture of hemp and tow, the twisting of baskets, and liraiding of straw h.ats, for exainjile, furnish emx)loyment to many thousands of people in their own homes. These industries, like similar ones in Germany and Bohemia, have taken deep root among the peasant classes of Italy. The Government, in jirepaiing its scheme of industrial education, had to con.sider the interests of the house industries to a very marked degree. There is no question but wdiat a well-developed house industry, especially in such a country as Italy, has many xnaiseworthy features, and from a politico-economical standpoint is a question of vast imjiortance. Unlike Germany, Italy has succeeded in x)reventing a wdiolesale emigration from the rural districts to the large cities. The suri)lus x^opulation has gone to the United States, Brazil, and Argentina. The jirod- ucts of the Italian soil during the irast twenty years have not only been increased, but the large emigration to foreign countries has, on the whole, jiroduced but little effect. It is therefore evident that the Italian Government has a deep interest in fostering house indqstries side by side with the agricultural interests of the country in localities where it is practicable, and any jilan of industrial education which is intended for the good of the manufacturers at large must reach that class which labor a part of the time in their own homes, as well as that class which labors all the time in the factories of the large cities. CONSULAR REPORTS ON EDUCATION. 643 Having the combined industrial and agricultural interests of the country in vie\Y, the Italian Government during the past twenty years lias gradually established a system of industrial schools which to-day extends all over the country, and one is to be found in every village which can boast of having an industry of any kind. Tliey receive subventions from the State and are under the control and supervision of the minister for agriculture and commerce. The majority of these schools are divided into four departments, the branches of industry taught depending, of course, ipion the particular industry whicb. has taken root in that locality. The departments in the school at Biella, for examjile, are as follov/s : 1. Public and private architecture. 2. Mechanics and mechanical industries. 3. Weavers and mechanical weaving. 4. Wood carvers and art industries. To the first class belong those who have a good knowledge of all elementary branches taught in the public schools. In the other three classes only those are admitted who have previously acquired some practical knowledge of meclianieal weaving, wmod carving, etc. There are also advanced industrial schools in Italy which give special training to students who expect to associate themselves with the glass, iron, marble, and other industries of the country. The subjects taught in this class of schools are as follows: Italian. French. A^rithrnetic. History. Geography. Drawung. Natural history. Physics. Chemistry. Agriculture. Shipping. The course lasts four years, and there are practical workshops connected wdth many of the schools. A certificate or diploma from one of these schools admits an applicant without further examination to- the technical and classical universities of Italy. HOLLAND. The industrial school, or Ambachtschool, in Holland educates skillful and prac¬ tical workmen for the different trades, such as cabinetmakers, Ifiacksmiths, lock¬ smiths, carpenters, etc. Instruction is divided into three departments, as follows: 1. Elementary instruction. 2. Theoretical instruction for carpenters and architects. 3. Practical instruction for cabinetmakers, locksmiths, etc. One of the best schools of this class is the Ambachtschool in Rotterdam. In the elementary department instruction is given in reading, writing, arithmetic, history of the Netherlands, and geography. The theoretical a,nd practical departments are attended by students belonging to the following trades: Carpenters. Painters. Coppersmiths. Brush makers. Cabinetmakers. Blacksmiths. Locksmiths. Masons. Metal workers. Coopers. Furniture makers, Stonecutters. Sculptors. Printers. The workshops connected with the school are better equipped, perhaps, than any other of this class in Europe. In the practical wmrkroom the pupils are placed in classes which are cognate with each other; as, for example, under the head of car¬ penters are classed all those whose trade has to do with woodwork, such as wagon makers, coopers, cabinetmakers, etc. The workshops have been developed to such an extent that in the metal-working branch, for instance, engines driven by steam and electricity have been set up wherever practicable. The school authorities are 644 EDUCATI02^ EEPORT, 1903. permitted hy the State to purdiase, for the use of students in the workshops, the necessary wood, iron, steel, nails, stone, copper, metals, colors, coal, glass, etc. The products manufactured by the students are then sold wherever iDracticable for build¬ ing purposes, etc. A great many tools for the hand trades are manufactured every yeai’. Similar Ambachtschools are located in Arnheim, The Hague, Groningen, Utrecht, and other cities of Holland. RUSSIA. Much has been done for technical education in Kussia. At different periods throughout the nineteenth century, technical schools with advanced curriculums were founded in Moscow, St. Petersburg, Helsingfors, Piga, and other cities of the emj)ire. Industrial schools, however, for apprentices — such as exist in Saxony, for example — are but little developed in Ptussia. The same is true of technical education on such an elevated plane as that taught in the German universities of Charlotten- burg, Darmstadt, Dresden, etc. The want of such training in Russia is becoming more apparent every day, and especially so at a time when the State is exerting every effort to extend the railways in different parts of the empire, when electric railways are being planned and built in many cities, and when mines are being exploited at a rapid rate. Russian students compose a very large percentage of the foreigners matriculated in the German technical universities. Instruction, however, in the class of schools above mentionevd is thorough, and in no country, with the exception of Holland and Germany, is the sj’stem of jiractical demonstration better developed than in Russia. The schools, for the most part, wherever practicable at least, are connected with large factories, where the student receives wages for the work actually performed, the same as a common laborer. During the hours devoted/ to such practical instruction the student assists in manu¬ facturing motors, pumps, boilers, tools, etc. In many factories it is the custom to permit the student to temporarily act as foreman or manager of some particular department or branch of manufacture after he has passed through the prescribed course of theoretical and practical training. There are two classes of students in the technical school at Moscow. The first class consists of those who have graduated from a gymnasium or high school, and the second class consists of those who have completed the courses taught in the ordinary public school. A great many belong to the latter class who have only a scant knowledge of reading, writing, and arithmetic. The students of the second class must attend a sort of prejiaratory school for three years in connection with practical vrork in factories before they are permitted to enter the first class of the technical institute, v/hicli is chiefly devoted to theoretical instruction. The jmpils of the first class, however, are permitted to attend at will the practical instruction given to the members of the second class. The tendency in Russia at present is to establish middle-classed industrial schools with workrooms v.diere apprentices may learn such trades as that of blacksmith, locksmith, cooper, carpenter, cabinetmaker, etc. It will then be possible, for those who so desire, to enter the first class of the technica) institute. The need of primary industrial schools in Russia is apparent when we take into consideration the fact that fully 8,000,000 people are partially engaged during the year in the widely diversified house industries of the country, which in extent and importance are second oidy to those of Italy. SWEDEN AND NORWAY. House industries have also taken deep root in Sweden and Norv/ay. The topog¬ raphy of the country, the climate, and the conditions surrounding agriculture in general have produced a state of affairs favorable to such industries. The people CONSULAK REPOETS ON EDUCATION. 645 who live in the sparsely settled mountain districts, where railroads have not yet penetrated, spend the long winter evenings in making homespun cloths and in dressing hides and skins. Industrial education in Sweden and Norway is chiefly connected with the public school system of the two countries, and there is scarcely a town, large or small, which is not su23plied in this resi:»ect. In many of the country districts evening classes have been arranged for the purpose of giving instruction to young men and women m sewing, S2)inning, and weaving. In a number of cities elementary techni¬ cal schools have been founded which i)repare students to enter the royal technical institutes in Stockholm and Gottenborg. The elementary school in Boras is intended especially for weavers and has a workshoi> fitted uj) for practical instruc¬ tion. The evening 2:)reparatory school in Eskilstuna trains young men to work with iron and steel, while those in Filij^stad and Falun are jireparatory schools of mining. The course of instruction given, on the whole, in these schools covers the following subjects: Arithmetic. Architecture. Painting. English. Bookkeeping. Geometry. Engraving. Drawing. French. Modeling. Machine construction. Materials of commerce. Lithograj^hy. German. DENMARK. In 1868 a Danish officer named Clauson-Kass made a thorough study of the condi¬ tions surrounding the house industries in the country districts of Denmark. He fomid the people not only industrious, but that the skill with which they had adapted themselves toj^roducing all the necessities of everyday life was something marvelous. His investigations led him to the conclusion tha,t every effort should be made not only to preserve the house industries, but that a system of education should be introduced whereby the youth of the country might receive training in the hand trades. In order to put his theories into ^^ractice, he resigned his commission in the army and founded a small school in the little town of Nestved. All his energies were directed toward classifying the different kinds of hand trades and house industries, with a view of founding schools all over the country wherever the same might be systematically taught and fostered. His efforts attracted the attention of the Govern¬ ment, and State aid on a small scale was soon forthcoming. The industrial schools in Denmark to-day i^ay especial attention to basket weaving, brush making, bookbinding, wood carving, strav/ weaving, and cabinetmaking. SMMTZERLAND. Advanced technical education in Switzerland may be secured in the poly technicum of Zurich. The instruction is theoretical, combined with excursions to the factories in the city and neighborhood. The middle sphere of technical education is rejire- sented by industrial schools, w’hich are divided into three deirartments, as follows: 1. The technology of mechanics (Mechanisch-technische). 2. The technology of chemistry (Chernisch-technische). 3. Commercial (kaufiniinnische). Workshojjs in connection with the industrial schools, when comi^ared with tliose in Saxony, for exami^le, are but little developed. There is a tendency, however, on the part of these schools to adapt themselves more and more to local conditions. The weaving schools, for example, in Winterthur and St. Gall enjoy an excellent reputation. The first industrial school for weavers in Switzerland was established in Wattw3"S, Canton of St. Gall, in 1881. The hours devoted to practical and theoretical instruction in the industrial weav¬ ing schools of Switzerland usually number ten each day. During the forenoon, EDUCATION REPOKT, 1903. G4() from 7 o'clock until 12 o’clock, the pupil is taught hoAV to sort, prepare, thread, inoiiiit, and Aveave. During the afternoon, from 2 until 7 o’clock, the theory of Avea\ ing is taught in all its details. For practical instruction many of the schools aresui)plied with hand-weaving machines, while a number of the most important ones have mechanical machinery. The courses of instruction are divided into two parts, namely, tlieoretical and ])ractical, each course lasting six months. During this time the pujuls manufacture large cpiantities of handkerchiefs, napkins, and ordinary cloth. During the latter part of the course they are thoroughly instructed in the art of weaving damask, ordinary pique, and double pique. The pupils in every case are so grounded in the technicalities of weaving that they step from the school to the factory, and from the sx)indles of the factory there is nothing to prevent those gifted with exceptional skill from rising to the positions of foremen and managers. The industrial schools of Switzerland have left their stamp upon the industries of the country and have materially assisted in j)lacing Swiss manufacturers in a position to compete with the laces, ribbons, cottons, silks, watches, and clocks of other European countries. There are industrial schools for clock and watch making in Geneva, Lode, Chaux-de-Fonds, etc., there are art and industrial working schools in Zurich and other cities for women, and there are industrial schools for the hand trades in most of the cities and towns of the country. The subjects taught in these schools are drawing, arithmetic, geography, bookkeeping, German, French, and l)ractical instiaiction in the trade chosen by the pupil. AUSTRIA. The exposition of 1873 in Yieuna exercised a great influence upon technical educa¬ tion in Austria. To-day there are industrial and trade schools in every part of the country, as well as numerous special schools for weaving, wood carving, basket making, and for practical instruction in making firearms, machinery, glass, watches, clocks, etc. There are at jiresent in Austria between 400 and 500 industrial schools of all classes and grades. Advanced technical education may lie had in the polytechnicums of Vienna, Gratz, Prague, Briinn, and Lemberg. Technical education in Austria may be divided into six classes, as follows: 1. The technical university or polytechnicum. 2. State industrial trade schools. 3. Industrial art schools. 4. Specialized industrial schools, with workshops. 5. Primary industrial school classes, where instruction is given evenings and on Sunday. 6. Technical trade museums, in connection with which instruction is given in a general way. The average industrial school is supported by the State, but the local authorities and private individuals in most cases furnish the schoolrooms with light and heat. Tlie schools are under the immediate control of a school committee, the members of which reside in the community. This committee, however, acts in harmony with the wishes of the minister of commerce, who reserves to himself the right of con¬ firming fhe appointment of the various directors, and of directing the educational jiolieies of the schools in general. FRANCE. Technical education has iiecn the subject of much attention in France since 1878. In addition to the techn’ical universities and technical schools for roads, bridges, mines, and civil engineers, there are industrial art and trade schools for textiles. « Tlie total exports declared from the various consular districts in Switzerland to the United States during the fiscal year ended June 30, 1902, amounted to $18,126,431.56. CONSULAR REPORTS ON EDUCATION. 047 tobacco, powder, clocks, gloves, porcelain, and every other article of niannfactnre in France Avhich has claims to any importance. There are many industrial scliools in France which are worthy of special attention. Tliis is true of the one in Cluses, Savoy, which was established in 1863 for tlie clock and watch industry. It admits pu^^ils between the ages of 14 and 20, l)ut every can¬ didate must have a good elementary education. The aim of the scliool is to train up practical workmen for the watch and clock industry of that district. There is also an advanced course for those who wish to become manufacturers in this branch. The industrial textile schools in France are numerous, but they have not all attained the same degree of efficiency. These schools may be divided into two classes, namely, those which serve the interests of the textile industry in general and those which serve only the interests of some specific textile branch in some particu¬ lar locality. When Alsace belonged to France the industrial textile school in Miil- hausen was considered a model of its kind. When Alsace vras ceded to Germany in 1871 the French Government established in Epinal and Rouen two industrial textile schools, which to-day are superior to the one in Miilhausen. These two schools may be considered as belonging to that division of French industrial schools Vvdiich serve the interests of the textile industry in general. The course of study at Rouen lasts three years, and the curriculum is as follovrs: First ym?’.— Mathematics, physics, chemistry, English, and 2’>i’^^ctical work in laboratories. Second year. — Weaving, spinning, raw materials, German, and drawing. Third year. — Apjjlied mechanics, dyeing, art of making samples, Italian, and » machine construction. Similar schools have been founded Ijy the Government in Lille, Roubaix, and Lyon. The city of Roubaix gave the lot, library, and furniture, while tlie State erected the building. Both city and State supj^ort the school with annual subventions. In all the industrial schools of France great stress is laid ujDon xDractical instruction in worksho]3s. These workshops or laboratories, as the case may be, are the counter¬ parts of machine sho^^s and factories, so that the j^upil on leaving the school may enter the ranks of the industrial army of France trained and ready for active work in the various branches of industry. Ekxest L. Harris, Commercial Ayoit. Eibexstock, Germany, August 13, 1903. MR. MOSELEY’S INDUSTRIAL INQUIRY. « (Translated from a paper published by the Union of Metal and Mine Workers of France, dated August 12, 1903. ) Limiting our analysis of the work of the commission to its general conclusions, we omit, with that object in view, the rejilies made to the various questions and lay stress on the information which iiermits us to comjilete the first imyiressions obtained. INSTRUCTION OF YOUTHFUL EMPLOYEES. The opinion of the commission seems to be unanimous in regard to the value of the instruction given to the youthful employees in the United States com^iared ivith wdiat is given to the same class in Great Britain and Ireland. All the delegates w^ere impressed by the degree of general instruction received by the young peojile in a Apropos of Moseley’s second commission, composed of educators and scientific experts, v/hich recently visited the United States for the purpose of studying at first hand the forces and factors underlying America’s success, the followdng statement of the conclusions of the former commission is just now of special interest. G48 EDUCATION REPOET, 1903. American industrial concerns and by the facilities afforded — unknown in England — ■ to obtain a secondary or even a higher education. “3Iy opinion is,” says the delegate of the ^Manchester spinners, “that the young American is better equipped than the young Englishman for the battle of life by the preliminary education which he receives. The children of American workmen stay at scliool till they are 14, 15, or 16 years old, and in the latter years of their school life they acquire just such knowledge as fits tliem from their very entrance into industrial life to be useful to themselves anast the prison 2)opulation of Japan lias shown a very 050 EDUCATION EEPORT, 1903. Siiti.'^factory inclination to decline. Thus, in 1895, the population of the prisons on tlie 31st of Deceniher was 77,551. By the same date, in 1896, it had declined to 75,42;). There was a still more substantial decline in the following year, when the figures Mere 70,784. Next year (1898) there M’as a rise to 72,542, and in 1899 a very decided fall to 60,960. In 1900 the number of persons detained in prison on the 31st ()f l)eceml)er M'as 60,960, and, as stated above, the number on June 30, 1902, M^as 60,. 393, and on the same date this year, 61,967. It is interesting incidentally to note the reason for the remarkable diminution in the number of persons confined in Japanese j)risons -which took place between the end of 1898 and the en.d of 1899. It muU be remcmbererison on very flimsy evidence who ought properly, under the law, to have Ijeen set free on such terms as to bail as the courts believed M’ould prevent any miscarj’iage of justice. Those criticisms M’ere passed with special reference to for¬ eigners coming under Japanese law, but, as M’e pointed out at the time, any amelio¬ ration obtained in the M'orking of the law would be as much, if not more, to the advantage of the Japanese as to that of foreigners neM'ly brought M’ithin the domain of Japanese jurisprudence. Our prediction has, M"e find, been justified by results. The numl)er of unconvicted persons M’ho were actually detained in Jax:>anese prisons on Ilecem1)er 31, 1897 — M'hich, of course, M’as only a small proportion of those M’ho Inid been detainecl for a greater or less number of days during the year— M’as 10,927. On the same date in the next year — the year preceding that on v/hich the new treaties came into operation — the number M’as 9,907. On December 31, 1899 — five mouths after extraterritoriality had been in full force, and M’ith time for the foreign criticism to have had effect in an instruction from the judicial department to the judges on the matter of bail— on that date the number of suspects detained in prison liad fallen to 7,207, a decline of 2,700, or more than 25 per cent. The total decrease in the number of prisoners on the specified date as compared M’ith 1898 M’as, how¬ ever, close on 12,000, and, in examining into the reason for this, M’e find that the diminution appears to have l)een caused 1)y a reduction in the number of arrests for minor offenses. That also M’as a matter to M’hich foreign criticism M’as strongly directed at one time, and the remarks made appear to have had their effect M’ith the authorities M'ho, in Japan more, })erhaps, than in most countries, have an open mind on public questions and shoM’ themselves ahvays M’iliing to listen to reasonable criticism. The reason for the increase of the number of prisoners in June last, as compared M’ith the corresponding period last year, is not easy to discover, as the statistics given in the Official Gazette are very meager. The number of suspects remains about ilie same as on the last day of December, in 1899, being 7,143 in June last against 7,207 on the former date. Possibly the cause of the increase may be found in the activity M’hich the authorities have displayed of late in the matter of offenses against the laM’ of bribery. lloM’ever, it is satisfactory to note that there has been a progressive diminution in crime during the last few years. In 1894 the number of convictions M-as 185,825; in 1896, 169,864; in 1898, 167,508, and in 1900, 131,200. What is less satisfactory is that the proportion of serious crimes does not seem to diminish so raT)idly, L-eing 2,999 in 1894, 3,039 in 1898, and 2,675 in 1900. IIom’- ever, there is a decrease, though the figures shoM’ curious fluctuations. On the CONSULAR REPORTS ON EDUCATION. G51 whole, Japan’s criminal statistics afford satisfactory indications of progress, not only in the reduction of criminality, but in a more complete appreciation of the rights of individuals by the judiciary. Samuel S. Lyon, Consul. Kobe, Japan, September 3, 1903. THE PUBLIC SCHOOLS OF THE GERMAN EMPIRE AND OF PRUSSIA. The latest volume of the Statistical Yearl^ook for the German Empire contains for the first time statistics with reference to the condition of the public schools in the German Empire and the various States of the federation, which may be also of inter¬ est to Americans. Only the figures for the Grand Duchy of Mecklenburg-Schwerin are lacking. Without these it is shown that in 1901 there were in Germany 58,164 public schools, with 122,145 male and 22,339 female teachers. The number of puiDils was 8,829,812. To these must be added 614 iDrivate schools of the same character as the i)ublic schools, with 39,799 pupils. If similar conditions j^revail in IMecklenl^urg-Schwerin as in Mecklenburg-Strelitz, which is likely, the number of public schools will be 60,000 ill round numbers, with about nine millions of pupils. As the census of December 1, 1900, showed that the total numlier of children of school age ivas 9,800,000 in Germany, more than nine-tenths of these receive their education in the public schools. The expense for the maintenance of these public schools was 412,886,000 marks, 120,357,000 marks of this sum being contributed by the State. The average expense of one iiupil was 47 marks per year, and the average of pupils for one teacher was 61. In these latter figures, however, a great difference exists in the various German federal States. In 14 of these, including Alsace-Lorraine, they are below the average. The most favorable showing is made l)y Lubeck, with only 34 pupils for one teacher; next comes Hamburg with 38, Mecklenburg-Strelitz with 42, Alsace-Lorraine with 43 pupils. In five of the federal States the number of pupils for one teacher is little alcove the average, as for instance in Prussia, where the number is 63. The total average Avould still be more favorable if it v/ere not raised by the principalities of Schaumburg-Lippe with 99, and Lippe with 92 pupils. In these two States, however, the average cost per yiupil is the lowest also, being 25 marks per year in Lippe and 28 marks in Lippe-Schauinburg, much 1)elow the aver¬ age of 47 marks for the wdiole Empire. Seven federal States exceed this average, among which is Prussia, wdth 48 marks per pupil. Of all the principalities Bremen is the highest, with 77 marks; Hamburg next, with 74 marks. In the city of Berlin, however, it is 95 marks. Of the 614 in-ivate schools of the character of public schools, 315 wdth 12,964 pupils are in Prussia. Hamburg has 80 of such p)rivate schools with 13,207 pupils; Alsace- Lorraine 77 with 3,395 pupils, and Saxony 58 wutli 4,775 pupils. No such private schools existed in Hesse, Brunswick, Saxe-Meiningen, Saxe-Altenburg, Schwarzburg- Rudolstadt, lYaldeck, the two Reusses, and Lubeck. Prussia in 1901 had 36,756 public schools, with 76,342 male and 13,866 female teachers. The number of pupils was 5,570,870. The cost of maintenance was 269,917,000 marks, of wdiich sum the State contributed 73,066,000 marks. As stated before, the average is 63 pupils for one teacher, being a little less favorable than that for the whole Empire, wdiich is accounted for by conditions in Posen, Silesia, and "IVestpha-lia, wdiere the average is from 70 to 74 pupils for one teacher. In some districts, esjiecially in the rural ones of Posen, the showing is still wmrse— 86 pupils per teacher; next comes the district of Minden, lYestphalia, wdth 82. The most favorable conditions existed in the city of Berlin, where nearly all the children of 052 EDUCATIOK EEPOET, 1903. school a.ire (99.78 per cent) were taught in the public schools, with an average of only 47 pupils per teacher. The coinlitions of the public schools in Prussia have steadily improved within the last two decades. While in 1868 only about 54 per cent of all children could be taught under normal conditions, the percentage had risen to 77.85 in 1901. As a mutter of course the cost of maintenance has increased. In 1886 it amounted to 186,000,000 marks in round numbers, in 1901 to 270,000,000 marks. The average per pupil a year was 48 marks in 1901. Below this average was the province of Posen (35 marks), western Prussia (38 marks), eastern Prussia (39 marks), Silesia (39 marks), Pomerania (43 marks). Province of Saxony (44 marks), and Westphalia (47 marks). Considerably above the average were Ilohenzollern (59 marks) and Hesse-Nassau (60 marks), while the city of Berlin leads all Germany with 95 marks per pupil. Rich.\rd Guenther, Frankfort-on-thk-IMain, October 3, 1903. Consul-General. Discrimination against foreign students in Germany. — The Saxon minister of education and ecclesiastical affairs has recently issued an order changing the statutes of the Royal Polytechnical School at Dresden respecting foreign students, to take imme¬ diate effect. Henceforth all students who are not German subjects must pay, in addition to the regular tuition, other fees, the amount of which will depend upon the number of hours and courses taken by a student. The polytechnicum at Char- lottenburg, near Berlin, has changed its curriculum regarding foreigners, and last year the University of Leipzig changed its fee schedule so as to make it almost twice as expensive for a foreigner to graduate as it is for a German subject. — Brainard II. Wemur, jr., consul, Lef^zig, Germany, October 7, 1903. THE BOOK TRADE IN GERMANY. The book trade in Germany has acquired a peculiar and complicated character, which is the result of long years of gradual development. The trade shows a tend¬ ency toward decentralization. In England and France the book trade has become more or less centered in London and Paris, but in Germany the university towns and capitals of the different States have succeeded in keeping a grip upon the trade, which has contributed much toward maintaining the intellectual ascendency of such cities as Leipzig, Berlin, Stuttgart, and Munich. The official statistics for 1903, published in Offizielles Adressbuch des Deutschen Buchhandels, place the number of book publishers in Germany at 2,000, exclusive of those who issue works on art and music. There are also about the same number of retail dealers and printing establishments which publish certain books as a side line to their regular business. The puldisher may be looked upon as the actual originator of the book trade, inasmuch as he buys the manuscrip)t from the author, undertakes to have it printed, and then places it before the public. The business relations between a publisher and an author are always regulated by a definite con¬ tract. It often occurs that a publisher imparts to an author his ideas regarding certain works which he desires to have written, and it is this class of books which are usually placed upon the market on the subscription plan. The number of new subjects which find their w^ay into print amount to about 25,000 per annum. In 1898 there were 158 commission book agents in Leipzig, 42 in Berlin, and 15 in Stuttgart, vrho waited upon 9,500 retail book dealers. In Germany every man who is connected with the book trade must have a commission agent in one of the three above-named CONSULAR REPORTS ON EDUCATION. 653 cities, whom he must jmblicly acknowledge as liis representative. The following table shows the number of book publishers and retail dealers in (Teianany; Year. Publishers and dealers. Employees. 1875 . Number. 3, 220 4, 42G 8, 425 10, 000 Number. 10, 690 14,481 24, 692 30, 000 1882 . 1895 . 1903 (esiimatecl) . During the six years from 1896 to 1901, the number of failures in the book trade in Germany, according to the figures published in Der Deutsclie Buchhandel und die Wissenschaft (von Karl Bucher), 1903, was as follows; Year. Failures. Year. Failures. 1896 . Number. 32 49 58 1899 . Number. 46 61 89 1897 . 1900 . 1898 . 1901 . The book industry in Germany at present, like many other branches of manufac¬ ture and trade, is suffering from overproduction. The vast majority of the 25,000 new books catalogued during 1902 jiroved to be a drug on the market. This state of affairs naturally makes its influence felt in the bookstores all over the country. Another hardship which the retail dealers are laboring under at present is the diffi¬ culty in securing able assistants as clerks and bookkeepers. The number of young men Avho find their vvay into the bookshops as apprentices is becoming less every year. If their training has been such as to give them a good literary knowledge of the book trade in general, they prefer to find employment in the publishing houses, v/here they enjoy shorter hours and better wages. A ruinous rival of the retail book dealer in Germany is the department store, which has been established in all the large cities of the Empire. These large establishments use books as adver¬ tising matter, and often sell them at a price below that actually paid to the commis¬ sion agent. In small towns many bookbinders sell books of every description as a side line, which increases the difficulties of the retail dealer. The opinion prevails in well-informed circles that the retail bookstore in Germany, exclusively as such, has seen its best days. Ernest L. Harris, Commercial Agent. Eibenstock, Germany, September 16, 1903. COMMERCIAL AND INDUSTRIAL EDUCATION IN ENGLAND. It is a remarkable fact, acknowledged even by Englishmen, that in the country whose commerce, so to speak, controls the world commercial education up until a few years ago Avas neglected. In 1901 the foreign commerce of the United Kingdom amounted to ^2,540,264,000 imports and $1,692,880,000 exports. The imports, there¬ fore, AA^ere $847,384,000 in excess of the exports. To these figures must be added the Kingdom’s great internal commerce. No exact statistics are aA'ailable, but it may be assumed that the internal commerce of the United Kingdom is equal to its ex^Dorts and imports together. In addition to this, one must take into consideration England’s enormous mari¬ time commerce. The total tonnage of her merchant marine, including only those 654 EDUCATION REPORT, 1903. ves-selrf of more Hum 50 tons capacity, is about e€te with those of England. d'en years’ residence and study in Germany has led me to the belief that this Empire’s greatest capital is its intelligence. A process of rigid training has not only enabled Germany to overcome the disadvantages of her geographical position, but the merchants and manufacturers in England find themselves face to faoe with the fact that German commerce has much more rai>idly increased than their own, and that many markets in different parts of the world are being lost to their German competitors. One result of the neglect of commercial education in England is the inability of English commercial travelers and agents to properly represent the trade interests of their country. As a rule, these vital interests are in the hands of foreigners who have received special commercial training in some one of the many excellent com¬ mercial schools on the Continent. It would be difficult to estimate how many young Germans are managing the correspondence in large English business houses. A good percentage of this number, however, after they have learned the English language and as much about the industry or business of their employer as possible, find their way Ijack to Germany again, where they exert themselves to further the commer¬ cial and industrial intei’ests of their native country. The advent of German^,' upon the scene as one of her keenest competitors has caused some anxiety in England, and the cause which has brought about this result is novr generally and coiTectly con¬ ceded to be the sujierior technical and commercial training accorded to the German youth. In 1888 the London Chamber of Commerce took the first step to change this con¬ dition of affairs. A committee was appointed which worked out some “schemes for junior and higher commercial education.” This programme was accepted, not only by the London Chamber of Commerce, but by the consolidated chambers of com¬ merce of England, IVales, Scotland, and Ireland. It takes six years to complete the course, which embodies the following subjects: English. German. Italian. Arithmetic. I’hysics. Geology. Commercial law. .AVriting. Spanish. History. Geometry. Chemistry. Accounts. Political economy. French. Portuguese. Geography. Elementary science. Natural history. Bookkeeping. Drawing. The course is for Ixrys between the ages of 10 and 17. The number of hours of instruction averages thirty a week. At the end of each year final examinations are lield and tlie subjects taught during tlie year are thoroughly revieweendently instead of being attached in the form of special classes to the elemen¬ tary and secondary schools and to some universities. Special attention is paid in England to commercial subjects in connection with the evening elementary schools. These are the schools which correspond to the primary commercial schools in Germany. In England they one called ' ‘ continuation schools, ’ ’ are under the control of the education department, and receive their funds through Government subventions. The establishment of these schools dates back to about the year 1850, but a law passed in 1893 greatly assisted their growth. This law per¬ mits school boards to establish evening schools wherever a need for the same exists. Almost everything is taught which may be of possible benefit to the pupil in after life. The number of subjects taught is remarkably large, as it covers almost every¬ thing from modern languages pmd mathematics down to cooking and washing. In 1885 only 24,233 pupils attended these schools. In 1895 the number of schools was 2,619 and the attendance had increased to 164,233 pujiils. In 1898 the number of schools and pupils had increased to 3,477 and 254,943, respectively. In the city of London alone there are 368 evening continuation schools, vrith an attendance of about 15,000 pupils. In 1895, 6 per cent of the 2>opulation of Bradford attended the evening school in that city. The board of education has divided tlie instruction given in these schools into eight stages, as follows: Elementary. — Reading, recitations, writing, composition, and arithmetic. Enrjlisli. — English language, geography, history, and literature. Languages. — Erench, German, Welsh, and Latin. Matiiematics. — Euclid, algebra, and mensuration. Science. — Physics, chemistry, domestic science, science of common things, mechan¬ ics, electricity, physiology, botany, agriculture, and horticulture. Commercial. — Commercial arithmetic, bookkeejiing, commercial geography, history of commerce, office routine, and stenography. Miscellaneous. — Vocal music, drawing, etc. Subjects for women and girls. — Housekeeping, cooking, etc. The usual age of the pupils is about 14, but persons over 20 may also be admitted. The hours of instruction shall not begin before 4 o’clock in the afternoon. In the 368 evening continuation schools of London instruction in bookkeeping, commercial arithmetic, and typewriting is given free of charge. In 1894 the education depart¬ ment for England and Wales granted the sum of $500,000 as subventions to these 050 EDUCATT0:N' report, 1903. school.'!. The same departnumt for Scotland spent $^100, 000 and Ireland S50,0G0 for thi.s ])urpose. In the elementary day schools German, French, bookkeeping, and commercial correspondence are taught. COMMERCIAL EDUCATIOX IN THE SECONDARY SCHOOLS. Tlic secondary, or intermediate, schools in En.gland are divided into two parts, namely, “classical side” and “modern side.” Commercial instruction is given in connection with the latter. The following is the course of study offered in the mod¬ ern side of King Edward’s Grammar School for Bo3'S in Birmingham, and will serve as an example by which to judge the others; Reading. English. French. Drawing. l.atin. Writing. History. German. Vocal music. Mathematics. Arithmetic. Geography. Science, Physical instruction. Scripture. The courses of study in this class of schools in England vary great!}', and there seems to be no definite plan of organization in existence. In the above-named school there are at present 360 pupils whose parents, for the most part, are employed in the large liiislness houses of the cit}L Sixty-five per cent of the pupils come from the elementary schools, and any boy who lives within 10 miles of the Birmingham town hall has a right to ai^ply for admission. As these schools are usually well attended, it sometimes happens that candidates are refused admittance, but it must be borne in mind that there are several grammar schools in Birmingham, and that prospective pupils invariably find room in some one of the commercial classes connected with these schools. In addition to commercial instruction in the grammar schools, there are a large number of independent schools in England which enjoy about the same relative standing. COMMERCIAL EDUCATION IN UNIVERSITIES. London School of Econo rules and Political Science. — This institution was founded in 1895, after the pattern of Columbia College in New A^ork. It has a department intended to provide for higher commercial education — that is to say, young men w’ho wish to become merchants, bankers, and manufacturers may have the same facilities for broader study which the professional schools give to the students of law and medicine. The course of instruction is intended to give the student a deep insight into the development of modern commerce in all its phases, especial attention being- paid to the trade relations of England with foreign countries. The subjects of the curriculum which have to do with commerce and trade are as follows: 1. The organization and structure of modern industry historically considered. Thirty lectures. 2. The economic position of England, Avith special reference to rural organizations, the iron and steel trades, and smaller manufactures. Thirty lectures. 3. The organization of English foreign trade. Ten lectures. 4. Chartered companies, past ami present. Ten lectures. 5. The commercial and financial relations between England and Ireland from the period of the Restoration. Ten lectures. 6. Industrial and commercial laAV. Thirty lectures. 7. English foreign trade, Avith special reference to China and South America. Thirty lectures. 8. French commercial history since 1860. Six lectures. 9. The economic factors in railway administration. Ten lectures. 10. The railway statistics of England and foreign countries comparatively treated. Twelve lectures. CONSULAE KEPOKTS OIT EDUCATION. 657 11. Electric traction on railwaj^s. Six lectures. 12. The railways of France. Ten lectures. 13. Life contingencies, and the theory and practice of life assurance. Twenty lectures. 14. The finance of life assurance, and special iioints in life-assurance administration. Three lectures. In 1900 this school w^as attended hy more than 400 students, ranging between the ages of 23 and 28 years. Forty per cent of this number heard lectures in the depart¬ ment of commerce and industry, as folloAvs: Banking and insurance . Commerce and industry in general Eailway administration . Total . Subject. Percent¬ age. IS IQ 14 40 This school has been attended with such success that it promises to become in London what the Handelshochschulen of Leipzig and Cologne have become to those cities. The railroads in England are taking such an interest in the school that many of them send their clerical employees to London, at the expense of the railway com¬ pany, in order that they may attend certain lecture courses. The founding of this school undoubtedly marks an epoch in the history of commercial education in England. University of Birmingham. — On the 1st of October, 1902, the commercial depart¬ ment in this institution v/as formally opened. In regard to the aim and scope of the programme, the latest catalogue says: The instruction provided by the faculty of commerce furnishes a systematic train¬ ing, extending over a period of three years. It consists of courses of study of two kinds. Some deal with subjects wdiich are primarily of concern to the future man of business, but ’which are, nevertheless, capable of being made the instruments of a true education. Others deal with subjects which have long been recognized as elements of liberal culture, and yet are peculiarly valuable for those who are to be engaged in commerce and manufacture. While certain parts of the curriculum are believed to be serviceable for all classes of business men, and are prescribed for all students in the faculty, other parts are so arranged as to allow a large freedom of choice, in accordance with the prospects, interests, and aptitudes of the individual students. The subjects which deal with commerce are as follows: Commercial law. Transport. Techniciue of trade. Money, credit, banking, and international exchange. Methods of statistics. The British Empire, with particular regard to existing circumstances in the colo¬ nies and dependencies. The United States, Germany, Eussia, France, other European countries, Sontli America, etc. Commercial history. Commercial geography. Business policy in its main principles, as indicated by industrial and commercial experience. Public finance. Bookkeeping. Executorship, accounts, including probate and residuary accounts. Bankruptcy, liquidation, and receivership accounts. The preparation of accounts for income-tax returns and appeals. ED 1903— L2 G58 EDUCATION IlEPOKT, 1903. TIXIINICAL EDUCATION. Advanced teclinical eclucatioii lias been neglected. Leading English statesmen, however, have always lieen more or less aware of their country’s deliciency in this respect. As long ago as 1865 the Government requested her diplomatic representa¬ tives to pro})are inipers on the subject of technical education in foreign countries. Rome s}H‘ec]ies were made in Earliament on the suliject and a resolution was passed favoring tl'.e estahlishment of a technical university at Government expense, but nolliing ca-ne of it. Up to date England has been without an institution of this kind. The technical cour.ses given in Kensington, Leeds, Glasgow, Belfast, Galway, etc., in no wise make good this glaring deficiency, and it was only recently decided to establish in London a polytechnicurn modeled after the one in Cliarlottenburg, Germany. In 1877 a movement was started in England to organize industrial schools for tex¬ tiles. The trade journals of the country began an aggressive campaign in favor of the scheme, and such schools were finally establislmd in Leeds, Glasgow, Stroud, Dewsbury, Bradford, and Iludderslield. A trade journal at that time contained the following instructive article, which a lapse of tv/enty-seven years has only confirmed: That State which possesses the best industrial schools will be master of the world’s markets. * * * It is technical education which has enabled France to supply us with a considerable portion of printed cretonnes, calicoes, and other textile fabrics, together with bronzes and articles in which artistic art is involved; it is technical education which enables Saxony to send us yarns, which enables Belgium to sup¬ plant our spinners to a great extent in lioth woolen and worsted yarns; it is technical education which has taught the chemists of Germany to supply this country v/ith four-fifths of all the aniline dyestuffs used by our dyers and printers. They obtain nearly all tlieir supplies of raw materials from London, Hull, and Leith, whence they are shipped via Kotterdam up the Bhiiie, only to be returned to this country in the shape of dyes ready for use. Two of these establishments employ between them about 25,000 hands and about CO technical trained chemists. They have suites of laboratories for investigation, research, and for testing colors, dyes, etc. The success of these and similar works abroad is due to the superior scientific skill employed in them, both as regards princii^als and assistants, and not to a cheaper system of labor than that which exists in England. A thorough study of the subject one is working in is the true way to success. Much is being done in England, however, for primary [technical] education. The annual Government expenditure for this purpose amounts to ^4,000,000, and this sum is greatly increased ])y the yearly donations of the ancient guilds of the city of London and donations from other sources. The youth of London and of other large cities and industrial centers may receive technical education to-day in almost any known trade or industry. Ekxest L. Hakris, Commercial Agent. Eibexstock:, Germany, Sepiemoer 4, 1903. COMaIERCIAL EDUCATIOX for girls in GERMANY. COLOGNE. In the advanced school for girls during the past year the first class numbered 23 and tlie second class 30 pupils. The course si:)ecially given during the summer semes- t('r of 1902, for the purpose of preparing girls to become teachers in commercial schools, was attended by 5 pupils. After examinations 4 accepted positions in busi¬ ness houses, in order to lecvru the I'U’actical side of business life, while the fifth was selected as a teacher in a commercial school. Tlie school year just commenced shows an attendance of 21 new pupils. The num¬ ber of applications, liowever, was much larger, but the school authorities found that a great many either did not liave a sufiicient knowledge of the necessary elementary branches or had not reached the required age. CONSULAR REPORTS ON EDUCATION. 659 For the time being the school has suspended the education of girl teachers for commercial schools, for the reason that the Prussian Government has not determined the subjects to he taught and ho\y best to provide for the girls which the schools turn out. A museum, containing many articles of manufacture and materials of commerce, presented by interested merchants and manufacturers, has been established in con¬ nection with the school. The teachers have found this museum of great assistance to them and depend upon it to a large extent in giving instruction from the practical standpoint. The primary commercial school for girls vras established by the women of Cologne, and is under the management of a committee appointed for that purpose. The num¬ ber of girl pupils averages about 200. The subjects taught are as follows : Single-entry book¬ keeping. Correspondence. Physical geography. English. Double-entry book¬ keeping. Penmanship. Commercial law. The ages of the pupils vary between 1-i and 19 years, female teachers. Typewriting. Arithmetic. German. French. There are 6 male and 10 ntiSSELDOKF. The women’s commercia.1 school was founded by the women of Dusseldorf in 1896. The curriculum is divided into two courses, each lasting one year. The total attend¬ ance in 1902 amounted to 66 girl pupils. On the 1st of last April the Women’s Union severed its connection with the commercial school, and its management has now^ passed entirely into the hands of the Diisseldorf Chamber of Commerce. In February, 1902, the Commercial Charitable Union for IVomen Employees approached the Berlin Chamber of Commerce wdth the proposition that the com¬ mercial schools for girls which the union had founded should pass to the manage¬ ment of the chamber of commerce. The commercial schools founded by the charitable union consisted of a commercial school, wdtli instruction during the day for young girls who v/ere unemployed, a continuation or primary school, with instruction during the evening for girl assistants, and a school for teaching type- wniting. These schools had become too large to be managed properly by the charitable union; the total attendance at the three schools had reached 800. The chamber of commerce took over the control of the three schools on October 1, 1902. There were many reasons wdiich influenced the chamber of commerce to take this step. The advent of -women into the bureaus of merchants and manufacturers as bookkeepers, stenographers, etc., is characteristic of the present time; and the fact that there are more women than men, and that the number of unmarried w'omen is on the increase, especially in the large cities of the Empire, makes it apparent that the plan of employing girls in business houses should be encouraged from a moral as w^ell as from a social standpoint. The Berlin Chamber of Commerce takes the ground that the better young women are trained to fill such positions the better will they be able to serve their principals, and their remuneration and social standing will be improved accordingly. CASSEL. The municipal authorities of Cassel have decided that girl apprentices and assist¬ ants in the business houses of the city should attend the two years’ course of 660 EDUCATION EEPOET, 1903. instruction given in the primary commercial school for boys. The school year 1903—1 opened Avith 23 girl pupils. MUNICH. In the Eiemerschmidt Commercial School 603 girls applied for admission in 1902, of which number 139 were rejected. This school was established by private enter¬ prise, the city of I\Iunich assuming control of it about two years ago. The following figures stiow the growth of the school; Year. Attend¬ ance. Classes. 1899 . Number. 296 Number. 5 1900 . 367 7 1901 . 462 9 1902 . 464 9 The subjects taught include English, French, stenography, typewriting, history, and vocal music. KESUME. It will be seen from these statements that there is an educational movement begin¬ ning in Germany which is fraught with far-reaching consequences. Berlin has set the pace, and the other cities will not be long in following suit. The same methods which have been applied with such remarkable success to the training of boy appren¬ tices in the industrial and commercial schools of the Empire are now to be adopted for the education and training of girls who may seek to better their condition in life. They will then swell the ranks of that trained army of experts which has accomplished more than any other one factor to make German commerce and indus¬ tries what they are to-day. Ernest L. Harris, Commercial Agent. Eibenstock, Germany, September 18, 1903. EDUCATIONAL SAhSTEM OF LIBEEIA. ■Within the last five years the educational progress of Liberia has been very rapid, and to-day conditions will compare favorably with those of any country with similar 0])portunities. The credit for this gratifying situation is due primarily to the inter¬ est and efforts of the officials of the Liberian Government, aided by the Colonization Society of the city of Washington, D. C., the New A'ork Colonization Society, and the Boston Board of the College of Liberia. These several forces have directed the educational system of the Eepublic with such intelligent effort that in many sections the public school system is equal in effectiveness to that of many sections of the United States. In tlie towns of Monrovia, Clay, Ashland, Cape Palmas, Edina, and Greenville the schools will compare favorably with some of the American city primary schools. In every civilized settlement there is a Government school. It is now proposed to open a school in every large native settlement near the cities. Liberia College was closed for two or three years prior to 1898. The legislature of that year passed an act making a liberal appropriation for its support and empow¬ ered the local board to resume work, and the college vras reopened in 1899. Its W'ork has gone on improving each year, until now it has four regular college cHsses. The senior class to be graduated soon is composed of six most promising negro youths. The sophomore class contains six young women — daughters of prominent CONSULAR EEPOETS ON EDUCATION. G61 families. These are the first females ever entered at Liberia College. The entire number of students in the college is 160, of whom 110 are in the preparatory depart¬ ment. In addition to the schools conducted by the Government, a number of educational institutions are conducted by the representatives of various churches and societies of the United States and other countries, among which are those of the Protestant Episcopal Church at Cape Palmas and Cape Mount; the Methodist Episcopal Church at Monrovia and at White Plains; the Lutherans at Muellenburg Station, on the St. Paul Eiver, and those of the Presbyterians, Baptists, and African Methodist Eiiiscopal Church. The one thing lacking to complete the system is a first-class industrial school, where experiments in agriculture, dairying:, cattle raising, etc., could be made. Such an institution would be far-reaching in its effect on the advancement of the African people. James Robert Spurgeon, Charge cV Affaires. Monrovia, Liberia, August 15, 1903. INDUSTRIAL SUPPLEMENTARA" SCHOOLS IN GERMANY. [In its issue of October 1, 1903, Handel und Gewerbe says, under the above title:] The fourth session of the German society, “Trade and Industry,” passed the fol¬ lowing resolutions: 1. The establishment of a compulsory industrial continuation or supplementary school is of pressing necessity, owing to economic, social, and educational reasons. Further developing industrial instruction is a, necessary factor in industrial education. 2. It is necessary that compulsory attendance at these schools be made general by law, and, if they are to produce good results, at least four to six hours weekly should be devoted to study. The development of the schools, in particular, should be left to law. 3. Such schools are to serve industrial life and to satisfy the demands made on young men by professional life. In its broader sense, therefore, every industrial school should have the character of a professional school. If possible, the classes should be arranged by professions, and only those belonging to the same or related industries, according to their jirevious training, should be placed in the same class. The entire system of teaching must be based, as far as the teaching force and material taught are concerned, upon the callings or trades of the students. 4. The importance of industrial training, in addition to teaching in the workshop, regard for the stage of development reached by the pupil, and his lessened capacity for receptivity on account of weariness induced in the shop, demands that as far as possible instruction be given during the day. 5. Industrial instruction demands skillful teachers and should be intrusted only to such as possess the necessary industrial training coupled with a ca,pacity for teaching. So far as practically educated artisans comply with these qualifications, they are to be preferred for giving instruction. Opportunities should be given them to assimi¬ late pedagogical ideas. • However, sufficiently informed teachers, who, when oppor¬ tunities were offered, placed themselves in touch with practical ideas, ma}^ and should, be intrusted with this kind of instruction. 6. Supplementary schools of guilds and societies of artisans, managed like the State schools, would be of great assistance. 7. In the management of these schools the cooperation of artisans will strengthen the work materially. 8. It need not be feared that the establishment of these schools will be detrimental to existing private professional schools; it is to be supposed rather that a benefit will accrue by a proper limitation. 9. In these schools it will be possible to seiiarate the young worker from the apprentice. EDUCATION EEPOKT, 1903. Agricultural schools In Spain. — United States Vice-Consul Adolphe Danziger, writ¬ ing iroin iMadrid under date of October 12, 1903, says that the Government of Spain is to open 14 agricultural schools in various parts of the peninsula. They are to be practical means of educating farmers, not only in regard to the crops raised, but in the use of agricultural machinery and implements. While they will be governmental institutions, the contracts to equii'* them will be let to private parties, and bids are soon to be asked for. AD.VISSIOX OF WOMEN TO A GERMAN UNIVERSITAA The University of Munich has, with the beginning of this semester, opened its doors to women students. This is a very decided step forward in the educational history of Germany, particularly in the provisions made for the education of women. Hitherto no women were permitted to matriculate in the German universities. In several of them women have been permitted to attend lectures, and have been allovred to take their degrees upon examination by and with the consent of the fac¬ ulties concerned, but it has always been a question even in the University of Heidel¬ berg, which is one of the most liberal of the German universities, whether women should be admitted to a regular university course as matriculated students and enter into competition in university work with men students. Tlie most noted of German women who have been successful in their struggle for higher education have hitherto been obliged to go to Switzerland for their university work, and it is therefore a very decided departure on the part of the Government of Bavaria to concede this right to wmmen, notwdthstanding the fact that as yet there is no gymnasium under the segis of Munich. Prominent educators of progressive tend¬ encies have started a private foundation, and it is to be hoped that this private gymnasinm for wminen wall ultimately be accepted by the authorities as a regularly instituted gymnasium in the Kingdom. In other portions of Germany gymnasia for women have already been started and are said to be successful, and the students, it is reported, are taking high rank. ^ For the i:iresent tlie University of Munich limits its admission of wmmen by regular matriculation to such as possess the abituria of a German gymnasium, and they are admitted to these noted German high schools only upon the same conditions as male students. Lady students of foreign birth, graduates of colleges, but w'ho do not l^ossess the German gymnasial abituria, are only admitted as hearers, and they may, with the consent of the faculty, jjursue a course of study and finally come up for a degree, but they have not yet been conceded the same rights that are accorded to German female students having the gymnasial abituria. The present rector of the LTniversity of Munich, Professor Doctor Kuhn, expresses himself as desirous of exercising all possible liberality tow^ard American lady students, graduates of rex^utable colleges. He has, therefore, promised to second the petition of tlie United States consul-general to the Bavarian ministry of Cultus that American lady students possessing diplomas from reputable American colleges shall be con¬ ceded the same advantages that have been so generously conceded always by German universities to the graduates of reputable American colleges and universities. Under tlie concessions temporarily made, a number of American young ladies, graduates of Yassar, Wellesley, and Smith, also other colleges, have this term entered upon serious work in the University of IMunich. I have the lionor to be, sir, your obedient servant, James H. Wormax, Consul-General. IMuxicn, Germany, October 22., 1903. COITSLTLAE IlEPOETS OTi EDUCATIOIT. 663 America and Germany as teachers. — Deutsche Export- Revue, a leading German industrial journal, in its issue of October 15, 1903, says: An important work on the United States, by Ydil helm v. Rolenz, “Das Land der Zukunft,” has just appeared, and in view of the exposition vrhich the United States is to hold nothing could have l^een more timely. Pie says: “The most noteworthy surprise of the New World is tliat everyone with tlie power of discovery that goes thither is able to discover it anew, Init no one is com¬ petent to write concerning the United States except those whose critical sense has ])een saturated by the powerful impressions of that wonderland. I Jiave found that we are never so proud as Vv’hen making a journey, but I have also noticed that our sur¬ vey of the weakness of German life can never be so well impressed upon us as when we compare ourselves wtth another strong nation. “It has become the fashion to wonder at American institutions and to consider them worthy of imitation; but it would be most unwise for us thoughtlessly to incor¬ porate the American nature into our own life. That this young nation across the ocean shouhl give birth to freer customs and more up-to-date accommodations than Europe in its narrow'ed sphere is natural, but it is as impossible to Americanize Europe as it would be to bring the United States to look at things from the stand¬ point of Europe. It is one thing to become absorbed into a strange people without re.sistance, as the German often does, to his harm, and another to endeavor to be just in regard to them. Boundless wonder should not seize us in regarding the United States, and in opposition to the ‘unbounded possibilities’ should be placed the saying of the Germans, ‘ Care will be taken that the trees do not grow to the heavens.’ “ No extra-European nation has made such progress in all lines as has the LTnited States. With no country have we had such trafiic as with the United States. There are no two other nations vdiich could learn more from each other, nor do any two nations so thoroughly fail to understand each other. Gigantic is the only word Avith Avhich to measure the traffic between the shores of the two countries. The two peoples may touch each other outwardly in a hundred ways, but their souls do not meet. The roles haA^e been changed. Wliereas formerly, at least for a very long period of time, European influence Avas the dominant one in civilization, Europeanizing all peoj)le that it touched, to-day it is the United States that is Americanizing every¬ thing, even Europe. With no nation on earth has the Empire had closer relations than with the United States, particularly since 1870.” MEDICAL SUPERVISION OF SCHOOLS IN BERLIN AND PARIS. German jAapers report that a congress for hygiene and physiological pedagogy Avas recently held at Paris. As a result Progres Medical has clraAvn a comparison between the work of the school physicians in the German and the French caiAital, Avhich is substantially in faAmr of the German method. The expert Avriting the article cautions esiDecially against the inclination in France to overdo such efforts, which may lead to giving the physician a too far-reaching influence, and the f)Ossibility of meddling Vvdth the manner of school instruction and in more intimate relations. He first reAueATS the rules for medical supervision OA^er the pulAlic schools of Berlin. Every school physician has supervision over four schools, and his duties are to exannine twice a year all the pupils who enter the school Avith reference to the senses, the spina,! column, the development of the limbs, etc. ; to make examina,tion of those pupils wdio would be subject to receive instruction on account of stuttering or some other additional instruction; to make a quarterly inspection of the school rooms Avith reference to their sanitary condition; also of the health of the pupils and the presence of contagious diseases. These examinations may take place oftener if requested by the school board. In addition the State district physician has to inspect the local schools at least once e.A’^ery fiA^e years with reference to their architecture; he has also to prescribe the necessa/ry measures in case of a threatened epidemic. The principal of the school is held to send those pupils to the school physician Avhose state of health during the interAffis of the official visits creates suspicion. It is especially pointed out that the school physician, according to the German rules, is EDUCATIOI^ RErOET, 1903. 6(34 not to give the sick pupil orders or prescribe for him or her, hut the parents are sim- jily notified of the facts and receive written ad\ ice. It is fiirtlierniore particularly important that the school physicians meet together in certain intervals, three or four times daring a year. These measures are held bj^’ the French iihysician to be models for a reform of conditions in Paris. It appears to liim in(lispen.«able, and it certainly does seem proper to have the pupils entering school examined separately by the school physician, as thereby it is possible to call tlie attention of the teachers from the beginning to the physical condition of the school children. The Paris rules go further, inasmuch as the school physicians are obliged to insj^ect their schools at least twice a month instead of only twice every half year. Tlie careful execution of the medical examination of the hygienic conditions of the school is the most important part of the duties of the school i^hysicians. Aside from this the medical treatment of the pupils must, as far as possible, be left to the home physicians, who usually have known the children for a longer time til an the scliool jdiysician, and therefore are better judges of the condition of their health. In doubtful cases the advice of a specialist shall be sought rather than to demand of the school physician a far-reaching special knov.dedge, which might result in making a medica.1 experimental station of the school. In addition, the French physician jiroposes that the school physician should be entitled to view the condition of the dv/ellings of sick school children, and also to give advice concerning the architecture of schools and the division of the school hours. Eichaed Guenthee, Feaxkfoet, Germany, December 1903. Consul-General. Public schools in Russia. — According to the latest statistics there are 84,544 public schools in the Empire of Eussia, out of which number 40,131 are under the jurisdic¬ tion of the Ministry of Public Education, 42,588 under the jurisdiction of the Holy Synod, and the remainder under other departments. Of the jmpils 73,167 were adults, 3,291,694 boys, and 1,203,902 girls. The teachers number 172,000. The maintenance of all these schools costs more than $25,000,000. The average school tax for city schools is $9.50 and for village schools $5 per pupil. — Samuel Smith, Consul, Moscow, Russia, January 2, 1904. New system of measuring criminals. — The police of London have introduced experi¬ mentally a new measuring system for recognizing criminals. As it has been suc¬ cessful, it will soon be adopted by a number of other police departments both in England and abroad. In this system only the impressions of the fingers are taken. Compared with the “ Bertillon ” system, it has, above all, the advantage of sim¬ plicity, as it can be applied without any contrivances, and is therefore much less expensive. AVhether it can completely take the place of the Bertillon system remains to be seen. The Berlin police have for the present also inaugurated a card collection of impressions of the fingers for recognition purposes. The new system is called “ Daktyloscopy.” — Richard Guenther, consul-general, Frankfort, Germany, December 15, 1903. Commercial university for Berlin. — The Frankfurter Zeitung of December 20, 1903, states that the Prussian Government has approved the establishment of a commer¬ cial university for Berlin, which is to be called into existence by the corporation of the seniors of the Berlin merchants. — Richard Guenther, consul-general, Frankfort, Germany, December 22, 1903. CONSULAR REPORTS ON EDUCATION. 665 SCHOOLS IN RUSSIA. [From United States Commercial Agent Greener, Vladivostok, Siberia.] ELEMENTARY SCHOOLS. Within the jurisdiction of the ministry of education there are 37,000 elementary schools, whose maintenance costs ^15,601,666. Of this amount only $2,008,500 are appropriated by this ministry — that is, a little over one-eighth of the annual cost. The remainder is supplied by the local communities by a charge for admittance to school and by private donations. The amount which denotes the share the ministry takes in the support of elementary schools must also be curtailed a little, for it includes the appropriation for the department of inspection, which bears an administrative but not an educational character; so that the direct support by the ministry to the elementary schools constitutes only one-eighth of the amount they actually cost. Notwithstanding the large number of schools there are 7,250,000 children of school age who remain without any education. The small share the ministry takes in the establishment and support of elementary schools depends on a principle prevalent in this ministry from the times of Count D. A. Tolstoy, that the Government’s business consisted only in controlling the schools, and that the money for their support should be X)rovided by the local com¬ munities. The change of opinion evidently taking place in the ministry at present is therefore welcome. The chief secretary of the ministry published an article in which are found these momentous words: After having satisfied many cases of utmost need it appears that the ministry has full reason to give more scope to its own initiative and introduce gradually a new system of action that is not so closely dependent on private and local initiative as at present, which will lead the way gradually to guarantee to all children of school age the possibility of obtaining an elementary education. The secretary says that for this object it would be necessary to open 150,000 new schools. The appropriation for them would amount to $55,875,500. Of course such a reform can be introduced only by degrees. In the province of Moscow alone 15,323 new schools are required, to cost $6,180,000. He pror)Oses that this number of schools should be gradually opened each decade. But, says the newspaper Novosti, at such a rate it would require a century to plant all the necessary elementary schools in Russia. This paper rejoices, however, in the good symptom that the ministry is at present acknowledging its own duty to take the initiative of extending elementary education in the Empire and of appro¬ priating the necessary funds by the Government. In doing such a thing the ministry IS rendering the country an inestimable service. According to the published returns of the Russian ministry of finance the 34 provinces that enjoy local self-government have expended $6, 180, 006 for public education during the year 1902. The population in these provinces amounts to 66,500,000. The average expenditure has, consequently, been at a rate of about 9 cents a year per head. The ministry of the interior publishes that there are at present in the 34 provinces where local provincial self-government is instituted 16,760 schools and 23,421 teachers, of whom 14,957 are religious teachers. As is well known, the teachers and pupils in the normal schools are all exempt from corporal punishment, even though they be of the peasant class. At present the ministry of education considers it just and right to abolish whip¬ ping, even of peasant children, in all of its lower and middle schools throughout the Empire. The Russian minister of war has informed the minister of education that there are no obstacles to the appropriation of the necessary funds for the support of a real ElK'CATION REPORT, 1903. GGG grammar school for girls hoginning .Tannary 14, 1904, at Port Arthur. It is con- seciuently expected that such schools will be opened in the fall of the current year. The professor of the Korean language at the Oriental Institute in Vladivostok, 0. V. Podstavin, has translated the common prayers and the creed of the Russian Orthodox CUiurcIi into Korean. The Russian Church mission in Seoul will have them printed for distribution in Korea and among the Koreans in the maritime province. COMMERCIAL AND TECHNICAL SCHOOLS. The ministry of finance reports that 149 commercial schools were opened in Russia between 1896 and 1903. Of these, 147 are in existence at present. The majority of these schools were established without any subsidy on the part of the Government. At the beginning of 1903 there were in these 147 commercial schools 2,180 teach¬ ers and 32,251 pupils. The schools are sjiread all over Russia, in an unequal manner. For all Siberia and the central Asiatic provinces there is only 1, at Tomsk; whereas St. Petersburg and the adjoining region have 58. The Government has, hoveever, appropriated a suffi¬ cient amount for the erection of a separate building for the Deep Sea Navigation School at Vladivostok. The city authorities have allotted a spacious piece of ground opposite the Naval Club for this purpose, liave granted $5,150, and promise $1,645 yearly, taxing merchant licenses 10 per cent additional to make up this sum. They expect to begin building in the spring of 1904. The teaching of the Chinese language will b-e introduced in the newly opened Deep Sea Navigation School. An official of the navy department, Mr. Mihailofsky, will be the teacher. The ministry of finance has had charge of all commercial and some technical schools. Tliere was a yilan to transfer all these to the ministry of education. Now they are to be placed under the control of the new board of commerce and naviga¬ tion. The report of the Habarofsk Technical Railroad School for 1901-2 is published. The school was established seven years ago. At the end of the present school year tlie number of scholars was 49. Progress made by the young men was not very satisfactory, because their previous education had been defective. The course of studies commenced on August 14 with seven liours of work per day. The second class studied the work of locksmiths and the third class that of blacksmiths. During the summer months the young men are occupied with carpenter work, surveying, and with erection of buildings. The graduates are obliged to stay in the employ of the local railroads for practical work from July 15 to September 10. The total num- l)cr of graduates for the seven years was only 58, and only 13 of them still remain in the employ of the railroad; so that the chief aim of tlie school to provide efficient and experienced agents for technical work on the railroads is evidently not yet real¬ ized. A part of the graduates enter into the employ of the navy dexiartment, where they get better iiay than on the railroad. The Russian Government is working on a project to organize a course of lectures for the training up of agents for the railroad trains. The sj')ecial subjects of study will be the technical parts of trains in motion, commercial exploitation, the tele- gra])h, bookkeexung at the stations, keeiiing of records, and the administrative duties. The sux^idementary studies will comxirise drawing, statutes on transx:»ortation, knowledge of merchandise, essential princix^les of railroad tariffs, and elementary knowledge of electricity in its axiiJication to railroads. In order to raise the level of general education among the emx^loyees on the Government railroads, special evening schools are established at the stations. Forty-three aj:)i')lications from different parts of Russia ask for the ox:>ening of com¬ mercial schools. Of this number 13 come from the Warsaw district alone. CONSULAR REPORTS ON EDUCATION. GG7 The chief inspectors of schools in the Amur provinces informed the mayor of Vladivostok that ii2)on the solicitations of the general governor to have a technical school in this city, the Government at St. Petersburg ordered: (1) To prepare plans and estimates for the erection of such a school, not to cost aljove ^180,250; (2) to appropriate §25,750 annuallj' for the support of such a school; (3) to confer with tiie navy department -whether it is -willing to contribute a part to these appropriations, and (4) to have the school opened some time during the next five years. rUOPOSED UNIVEESITY AT VITEBSK, RUSSIA. For the purpose of having a university established in the city of Vitebsk, -western Russia, the city council donates 119 acres of urban land. Several councilmen offer 108 acres additional. The land is valued at $240,000. There is an appropriation by the city of $300,000. The donations amount to over $500,000. NAVIGATION SCHOOL IN ODESSA. On November 30 last a new building for a navigation school was opened in Odessa, which cost $125,000. The money was supplied by the Government, the city, and merchcviits. R. T. Greener, Commercial Agent. Vladivostok, Siberia, December 18, 1903. CHAPTER XV. FOREIGN UNIVERSITIES AND OTHER FOREIGN INSTITU¬ TIONS OF HIGHER EDUCATION IN 1903. I. Universities arranged according to date of founding. II. Other seats of learning arranged according to date of founding. III. Universities, etc., arranged according to number of students. IV. The same arranged alphabetically. V. Universities arranged according to countries. VI. Polyteclinica arranged alphabetically. VII. Agricidtural, forestry, and mining schools arranged alphabetically. VIII. Veterinary schools arranged alphabetically. INTRODUCTION. The author of “Minerva, Jahrbuch der Universtuten der VTelt” (K. Triihner), which is the chief source of information offered in the following lists, says that he has submitted his work at various stages of completion to different professors of the countries mentioned, so that he is assured that his decision as to which of the learned institutions of the world should be regarded as universities is upheld by the most trustworthy authority. He describes his Jahrbuch as a collection of names of teach¬ ing bodies, of universities, or similar institutions of the world. Since Volume 2 of this Report of the Commissioner of Education contains direct information concerning the higher institutions of learning in the United States, they have been omitted from the following lists, which are devoted exclusively to foreign institutions: I. Foreign universities arranged according to age. Date of foun¬ dation. Locality. Date of foun¬ dation. Locality. Tenth century. Fourteenth century — Continued. 9S8 Cairo, Egypt. 1346 Valladolid, Spain. 1348 Prague, Bohemia, Austria. Ticelfth century. 1349 Florence, Italy. 1361 Pavia, Italy. 1119 Bologna, Italy. 1364 Krakow, Galicia, Austria. 1181 Montpellier, France. 1365 Vienna, Austria. 1200 Paris, France. 1367 Fiinfkirchen, Hungary. 1200 Oxford, England. 1383 Heidelberg, Baden, Germany. 1391 Ferrara, Italy. Thirteenth century. Fifteenth century. 1209 Valencia, Spain. 1222 Padua, Italy. 1402 Wurzburg, Bavaria, German5'. 1224 Naples, Italy. 1409 Leipzig, Saxony, Germany. 1233 Toulouse, France. 1409 Aix, France. 1243 Salamanca, Spain. 1411 St. Andrews, Scotland. 1257 Cambridge, England. 1412 Turin, Italy. 1266 Perugia, Italy. 1419 Rostock, Mecklenburg, Germany. 1288 Coimbra, Portugal. 1422 Parma, Italy. 1422 Besanpon, France. Fourteenth century. 1426 Louvain, Belgium. 1431 Poitiers, France. 1303 Borne, Italy. 1437 Caen, France. 1339 Grenoble, France. 1441 Bordeaux, France. 1343 Pisa, Italy, 1444 Catania, Sicily, Italy. 669 G70 EDLTCATION EEPOET, 1903. I. Forchjn universities arranged according to age — Continued. l)!ite of foun- cliitioii. Lociilily. Date of 1 foun¬ dation. Locality. M.'.0 Fijtecv th centur y — Con t i nned . Bnroclonrt, Rp.'iin. 1743 Eighteenth century — Continued. Santiago, Chile. 1451 ( i 1 a 0 \ V , Scotian d . 1745 London, Middlesex Hospital Medical 1 1,5(; (ircil.s\vald, Prussia. Germany. School. 1457 Freiburg, Baden, Germany. 1748 Cadiz, Spain. 1 UiO Basel, Switzerland. 1 1 755 Moscow, Russia. 1463 Nantes, France. 1771 Mtinster, Prussia, Germany. 1465 Budapest, Hungary. 1777 Siena, Italy. Palenno, Sicily. Italy. 1472 Munich, Bayaria, Germany. 1779 1474 Saragossa, Spain. 1784 Lemberg, Galicia, A-iistria. 1477 Upsala, Sweden. 1785 Pressburg, Hungary. 1177 Tiibingen, AVurttemberg, Germany. 1788 Grosswardein, Hungary. 1478 Copenhagen, Denmark. 1798 Kazan, Russia, Theological College. 14‘J4 1501 Aberdeen, Scotland. Sixteenth century. Valencia, Spain. 1800 1804 Nineteenth century. Edinburgh, Scotland, Medical College. Kazan, Russia. 1502 Halle-Wittenberg, Prussia, Germany. 1804 Khaikof, Russia. 1502 Seyille, Spain. 1805 Yaroslavl, Russia. 1504 Santiago, Si)ain. 1808 Clermont, France. 1506 Breslau, Pru.s.sia, Germany (1702). 1808 Lille, France. 1508 Madrid, Spain. 1808 Lyon, France. 1527 Marburg, Prussia, Germany. 1808 Rennes, France. 1531 Granada, Spain. 1809 Berlin. Prussia, Germany, 1531 Sarospatak, Hungary. 1811 Christiania, Norway. 1537 Lan.sanne, Switzerland. 1812 Genoa, Italy. 1540 Macerada, Italy. 1815 Moscow, Russia. 1544 Konigsberg, Prus.sia, Germany. 1816 Ghent, Belgium, 1548 Messina, Sicily, Italy. 1816 Warsaw, Poland, Russia. 1549 Debreezin, Hungary, Theological Col- 1817 Liege (Liittich), Belgium. lege. 1818 Bonn, Prussia, Germany. 1556 Sa.ssari, Italy. 1819 St. Petersburg, Russia. 1.558 .Tena, Thuringia, Germany. 1820 Nezin, Rus.sia, Philological School. 1559 Geneya, Switzerland. 1821 Halifax, Canada. 1566 Olmiitz, Morayia, Austria. 1821 Montreal, Canada. 1567 Strassburg, Alsace, Germanjn 1826 London (University College), England. 1568 Braunsberg, Prussia, Germany, 1827 Toronto, Canada. 1672 Nancy, France. 1827 Sheffield (Medical College), England. 1575 Leyden, Netherlands. 1828 Lampeter (St. David’s College), Wales. 1580 Qyieclo, Spain. 1832 Durham, England. 1.582 Borne, Italy (Pontif.). 1832 Zurich, Switzerland. 1583 Edinburgh, Scotland. 1832 Kief, Russia. 1586 Gratz, Styria, Au.stria. 1834 Freising, Germany, Theological Ly¬ 1591 Dublin, Ireland. ceum. 1596 Cagliari, Italy. 1834 Bru^isels, Belgium. Seventeenth century. 1834 1836 Berne, Switzerland. London (University), England. Athens, Greece. Messina, Italy. 1605 jManila, Philippine Islands. Giessen, Hesse, Germany. 1837 1838 1607 1840 Kingston, Canada. 1613 Cordoba, Argentina. 1843 Eich.stiitt, Germany, Theological Ly¬ 1614 Groningen, Netherlands. ceum. 1632 Salzburg, Austria. 1845 Cork, Ireland. 1632 Amsterdam, Netlierlands. 1845 Belfast, Ireland. 1632 Dorpat, Ru.ssia. 1845 Galway, Ireland. 1636 Utrecht, Netherlands. 1849 Algiers, Algeria. 1610 Helsingfors, Finland, Rus.sia. 1850 Sydney, Australia. 1617 Bamberg, Bayaria, Germany. Kaschau, Hungary. 1851 Manehester (Victoria Univensity), Eng¬ 1657 land. 1665 Kiel, Pru.ssia, Germany. 1851 Newcasle, England. 1666 Lund, Sweden. 1853 Melbourne, Victoria, Australia. 1671 Urbino, Italy. 1857 Calcutra, India. 1673 Innspruck, Tyrol, Austria. 1857 Madras, India. 1676 Eperies, Hungary. 1857 Bombay, India. 1683 Modena, Italy. 1858 Lisbon, Portugal. Eiyhteenth ecu tury. 1860 1862 Jassy, Roumauia. Kecskemet, Hungary. 1710 Barbados (Codrington College), West 1864 1865 Bucharest, Roumania. Odessa, Russia, Indies. . 1866 Neuchatel, Switzerland. 1721 ITabana, Cuba. 1868 Tokyo, Japan. 1722 Dijon, France. 1870 New Zealand, New Zealand. 1727 Camerino, Italy. 1872 Aberystwith, Wales. 1737 Batisbon, Germany, Theological Ly¬ 1872 Adelaide, Australia. ceum. 1872 Khmsenburg, Hungary. 1737 Gdttingcn, Prussia, Germany. 1873 Cape Town, South Africa. 1740 Erlau, Hungary. 1874 Agram, Croatia, Hungary. 1743 Erlangen, Bayaria, Germany. 1875 Angers, France. FOREIGN' universities. 671 I. Foreign vniversitics arranged according to age — Continued. Date of foun¬ dation. Locality. Date of foun¬ dation. Locality. 1S75 Nineteenth century — Continued. Lille (Faculty Libre), France. 1881 N inetcenth cen tunj —Continued. Bangor, Wales. 1875 Lyon (FacultiS Libre), France. 1885 Odessa, Ro.ssia. 1875 Czernowitz, Bukowina, Austria. 1887 Allahabad, India. 1875 Birmingham, England. 1888 Tomsk, Siberia, Hu.ssia. 1876 Bristol, England. 1888 Sophia,BuIgaria. 1876 Montevideo, Uruguay. 1889 Freiburg, Switzerland. 1876 Montreal, Canada, ' ITniver.site Laval 1891 Gottenborg, Sweden. de Quebeck. 1892 Bello Horisonte, Brazil. 1877 Leeds, England. 1897 Kyoto, Japan. 1877 Liverpool, England. 1901 Cologne, Prussia, Germany. 1878 . Stockholm, Sweden. 1901 Frankfort, Prus.sia, Germany. 1879 1880 Sheflield (Firth College), England. Amsterdam, Netherlands, Free Univer¬ Date not knoum. 1880 sity. Dublin, University of Ireland. Belgrade, Servia. 1880 Dundee, Scotland. Limoges, France. 1880 Not tingham, England. Marseille, France. 1882 Prague (Bohemian University), Austria. Montauban, France. 1882 Lahore, India. Buenos Ayres, Argentina. 1883 Cardiff, Wales. II. Other higher seats of learning arranged according to age. Date of foun¬ dation. Locality. Date of foun¬ dation. Locality. 1727 FAghtecnth century. Naples, Italy, Oriental In,stitute. 1828 Ni neteenth cen tury — Con tinned. St. Petersburg, Rus.sia, Polytechnic. 1745 Brunswick, Germany, Polytechnic. 1829 Paris, France, Arts and Manufactures. 1761 Lyon, France, Veterinary. 1829 Stuttgart, Germany, Polytechnic. 1763 Vienna, Austria, Veterinary. Freiberg, Germany, Mining. 1829 Copenhagen, Denmark, Polytechnic. 1765 1832 Moscow, Russia, Polytechnic. 1766 Alford, France, Veterinary. 1832 Riga, Russia, Polytechnic. 1773 St. Petersburg, Russia, Mining. 1835 Madrid, Spain, PoljTechnic. 1774 Dresden, Germany, Veterinar3". 1837 Lisbon, Portugal, Polytechnic. 1775 Clausthal, Germany, Mining. 1837 Athens, Greece, Polytechnic. 1778 Hanover, Germany, VeterinarJ^ 1844 Aschaffenburg, Germany, Agriculture. Lemberg, Austria, PoljTechnic. 1778 Paris, Framce, Mining. 1844 1779 Berlin, Germany, Polytechnic. 1846 Poppelsdorf, Germany, Agriculture. 1786 Budapest, Hungary, Veterinary. 1847 Helsingfors, Russia, Polytechnic. 1790 Berlin, Germany, Veterinary. 1848 Dorj)at, Russia, Veterinarj^. 1790 Munich, Germany, Veterinarj". 1849 Pribram, Austria, Mining." 1791 London, England, Veterinary. 1849 London, England, College for Women. 1791 Milan, Italy, Veterinary. 1850 Brtinn, Austria, Polytechnic. 1792 Madrid, Spain, Agricultural and Veteri¬ 1850 Toronto, Canada, Medical College. nary. 1851 Zurich, Switzerland, Polytechnic. 1794 Paris, France, Polytechnic. 1854 Beauvais, France, Agriculture. 1798 Stockholm, Sweden, Polytechnic. 1856 Budapest, Hungar7y, Polytechnic. Nineteenth century. 1857 1858 Lyon, France. Polytechnic. Copenhagen, Denmark, Agriculture and 1802 CordobPv, Spain, Vetcrinarjn 1858 Veterinary. Turin, Italy, PoljTeehnic. 1804 Kharkof, Russia, Veterinary. 1859 Evois, Russia, Forestry'. 1806 Berlin, Germany, Agriculture. 1859 Eisenach, Germany, Forestry. 1806 Prague, Austria, German Polytechnic. 1860 Berlin, Germany, Mining. 1811 Tharandt, Germany, Forestry. 1860 Gembloux, Belgium, Agriculture. 1811 Stockholm, Sweden, Agriculture. 1863 Naples, Italy, PoljTeehnic. 1811 Gratz, Austria, Polytechnic. 1863 Milan, Italjb Polytechnic. 1815 Vienna, Austria, Polytechnic. 1864 Bucharest,'Roumania, Veterinary. 1816 St. Etienne, France, Mining. 1864 Delft, Netherlands, PoljTechnic. 1818 Hohenheim, Germany, Agriculture. 1865 Keszthelj', Hungary, Agriculture. 1819 Altenburg, Hungary, Agriculture. 1865 Debreezih, Hungary, Agriculture. 1820 Eberswalde, Germanjg Forestry. 1865 Kaschau, Hungary, Agriculture. 1820 Santiago, Spain, V eterinary. 1868 Mtinden, Germany, Forestry. 1821 Stuttgart, Germany, Veterinary. 1868 Darmstadt, GeIman3^ Polytechnic. 1821 Stockholm, Sweden, Veterinary. 1868 Prague, Amstria, Bohemian Polytechnic. 1823 Stockholm, Sweden, Forestrj% 1869 Kolozsmonostor, Hungary, Agriculture. 1824 Nancj’', France, Forestry. 1870 Aix-la-Chapelle, Germany, Polytechnic. 1825 Karlsruhe, Germanj^ Polytechnic. 1872 Montpellier, France, Agriculture. 1825 Toulouse, France, Veterinary. 1872 Portici, Italy, A.griculture. 1827 Munich, Germany, Polytechnic. 1872 Vienna, Austria, Agriculture. 1828 Dresden, Germanj^ Polytechnic. 1877 Oporto, Portugal, Polytechnic. 1828 Grignon, France, Agriculture. 1879 Hanover, Germany, Polytechnic. 672 EDUCATION EEPOET, 1903. II. Other h'vjher seatr, of learning arranged according to age — Continued. Date of foun¬ dation. Locality. Date of foun¬ dation. Locality. A7 ncteen th cent u nj — Con t i n ued . Xincteenth century — Continued. 1880 St. Petersburg, Russia, Foresty. 1896 Moscow', Russia, Engineering. 1881 Lemberg, Austria, Veterinary. 1896 Tomsk, Siberia, Polytechnic. 1882 Paris, France, Phj'sics and Chemistry. London, England! Polvtechnic. 1897 St. Petersburg, Medical Institute for 1884 Women. 1884 Kharkof, Rtissia, Polvtechnic. 1898 Kief, Russia, Polytechnic. 1885 Coopers Hill, England, Polytechnic. 1898 Warsaw', Poland,' Polytechnic. 1885 Shefheld, England, Polytechnic. 1899 Jekaterinoslaw', Russia, Mining. 1885 Coopers Hill, England, Forestry. Lille, France, Agriculture, Technical, 1899 Briinn, Austria, I’oly technic. 1885 1900 Gla.^gov/, Scotland, Agriculture. and Industrial. 1901 Belfa.st, Ireland, Technical. 1886 1886 1887 Glasgow’, Scotland, Polytechnic. London, England, Hallov/ay College, Arts and Sciences. Campinas Sao Paulo, Brazil, Agricul¬ ture. 1902 Milan, Italy, University of Commerce. Date not known. Paris, Franco, Agriculture. 1888 Douai, France, Agriculture. Naples, Italy, Veterinary. 1888 Toronto, Canada, Agriculture. Milan, Italy, Agriculture. 1890 Nancy, France, Polytechnic. Turin, Italy, Veterinary. 1890 Rennes, France, Agriculture. Warsaw', Rus.sia, Veterinary. 1891 Marseille, France, Polytechnic. Kazan, Russia, Veterinary. 1891 Bordeaux, France, Agriculture and In¬ dustrial. Moscow, Russia, Agriculture and Forestry. 1892 King.ston, Canada, Mining. Saragossa, Spain, Veterinary. Leon, Spain, Veterinary. Utrecht, Netherlands, Veterinary. 1892 Nowaja-Alexandria, Russia, Agricul¬ ture and Forestry. 1892 Ouro-Preto, Brazil, Mining. Mons, Belgium, Mining. 1894 Leoben, Austria, Mining. London, England, Agriculture. Sao Paulo, Brazil, Polytechnic. Schemnitz, Hungary, Forestry and 1894 1894 Mining. III. — Foreign universities, etc., arranged according to number of students. [The attendance stated is that of 1902-3.] A. UNIVERSITIES. Or¬ der. Locality. Number of students. Or¬ der. 1 Berlin ( Prussia) , Germany .... 13, 155 35 2 Paris, France . 12, 171 36 3 Cairo, Egypt . 9,249 37 4 Budapest, Hungary . 6,278 38 5 Vienna, Austria . 6,009 39 6 Naples, Italy . 5, 165 40 7 Madrid, Spain . 5,118 41 8 Moscow, Russia . 4,845 42 9 INIunich (Bavaria), Germany .. 4, 526 43 10 Leipzig (Saxony), Germany ... 4, 365 44 11 St. Petersburg, Russia . 3,855 45 12 Tokyo, Japan . 3,639 46 13 Oxford, England . 3,538 47 14 Prague (Bohemian University), 48 Austria . 3, 508 49 15 Bucharest, Roumania . 3,304 60 16 Athens, Greece (about) . 3,000 51 17 Edinburgh, Scotland . 2, 944 52 18 Cambridge, England . 2,878 53 19 Turin, Italy . 2, 700 54 20 Rome (RoyalUniversity), Italy 2,685 55 21 Buenos Ayres, Argentina . 2, 665 22 Kief, Russia . 2,641 56 23 Lvon, France . 2,629 57 24 Helsingfors (Finland), Russia. 2,600 53 25 Bonn (Prus.sia), Geimanv . 2, 448 59 26 Lemberg (Galicia), Austria.... 2, 414 27 Manchester (Leeds and Liver¬ 60 pool), England . 2,311 61 28 Glasgow, Scotland . 2,141 62 29 Bordeaux, France . 2,075 63 30 Louvain, Belgium . 2,011 31 Toulouse, France . 1,955 64 32 Halle-Wittenberg (Prussia), 65 Germany . l,9i8 66 33 Barcelona, Spain . 1,887 67 34 Odessa, Russia . 1,878 68 Locality. Number of students. Dorpat (Jurjew), Russia . Gottenborg, Sweden . Liege, Belgium . Klausenburg, tlungary . Gratz (Styria), Austria . Breslau (Prussia), Germany ... Valencia, Spain . Krakow (Galicia), Austria .... Coimbra, Portugal . Toronto, Canada . Montpellier, France . Heidelberg ( Baden ) , Germany. New Zealand, New Zealand . . . Christiania, Norway . Copenhagen, Denmark . Pavia, Italy . Bologna, Italy . Gottingen (Prussia), Germany. Freiburg (Baden), Germany... Strassburg (Alsace), Germany . Prague (German University), Austria . Upsala, Sweden . Berne, Switzerland . Palermo, Italy . Aberystwdth, Bangor and Car¬ diff, Wales . Warsaw (Poland), Russia . Wurzburg ( Bavaria) , Germany . Kharkof, Russia . Tubingen ( Wurttemberg) , Ger- ma,ny . Genoa, Italy . Padua, Italy . Amsterdam, Netherlands . Geneva, Switzerland . Munster (Prussia), Germany .. 1,829 1,778 1,767 1,754 1,745 1,740 1, 728 1, 695 1,684 1,624 1,602 1,534 1, 512 1,500 1,500 1,478 1,469 1,468 1,462 1.434 1.435 1,418 1,407 1,400 1,400 1 , 400 1,390 1,384 1,341 1,325 1,254 1,227 1,222 1,203 FOREIGIN' UmVERSITIES. 673 III. — Foreign universities, etc., arranged according to number of students — Continued. A. UNIVERSITIES— Continued. Or¬ der. Locality. Number of students. Or¬ der. 69 Salamanca, Spain . 1,200 Ill 70 Manila, Philippine Islands _ 1,200 112 71 Marburg (I’russia), Germany . . 1,177 113 72 Montreal, Canada . 1,166 114 73 Rennes, France . 1,143 115 74 Nancy, France . 1,130 116 75 Leyden, Netherlands . 1,102 76 Aberdeen, Scotland . 1, 102 117 77 Pisa, Italy . 1,089 118 78 Giessen (Hesse), Germany . 1, 082 79 Lille, France . 1,068 119 80 Catania, Italy . 1,060 120 81 1,060 121 82 Innspruck ( Tyrol ) , Austria .... 1,058 122 83 Aix and Marseille, France . 1,052 84 Poitiers, France . 1,052 123 85 Rome (Pontifical University), 1 124 ^ Italy . 1,026 125 86 Saragossa, Spain . 1,016 126 87 Utrecht, Netherlands . 1, 012 127 88 Santiago, Chile (about) . 1,000 128 89 Erlangen (Bayaria), Germany. 998 129 90 Kiel (Prussia), Germany . 977 130 91 Konigsberg (Prussia), Ger¬ 131 many . 977 132 92 Kazan, Russia . 968 133 93 Birmingham, England . 967 134 94 Dublin, Ireland . 936 135 95 Agram (Croatia), Hungary. . . . 934 136 96 Zurich, Switzerland . 924 137 97 Grenoble, France . 884 93 Lausanne, Switzerland . 848 138 99 Kingston, Canada . 829 139 100 Jassv, Roumania . 826 140 101 Ghent, Belgium . 826 141 102 Jena (Thuringia), Germany... 774 142 103 Greifswald (Prussia), Ger¬ 143 many . 753 144 104 Sydney, Australia . 746 145 105 Basel, SwitzeUand . 738 146 106 Modena, Italy . 711 107 Paris ( Free U ni versity ) , France 704 147 108 Lund, Sweden . 703 148 109 Caen, France . 696 149 110 Dijon, France . 649 Locality. Number of students. Messina, Italy . Tomsk, Siberia . Habana, Cuba . Parma, Italy . Melbourne, Australia . Czernowitz (Bukowina), Aus¬ tria . Lyon ( Free University ) , France Dublin (Royal University), Ireland . Adelaide, Australia . Florence, Italy . Sophia, Bulgaria . Rostock (Mecklenburg), Ger¬ many . Lille (FreeUniversity), France Kyoto, Japan . Belgrade, Servia . Freiburg, Switzerland . Groningen, Netherlands . Quebec, Canada . Halifax, Canada . Besan^on, France . Camerino, Italy . Perugia, Ita,ly . Clermont, France . Angers, France . St. Andrews, Scotland . Cagliari, Italy . Toronto (Victoria University) , Canada . Macera,ta, Italy . Paris (Sorbonne), France . Siena, Italy . Marseille, France . Durham, England . Stockholm, Sweden . Urbino, Italy . Sassari, Italy . Amsterdam ( Free University ) , Netherlands . Ferrara, Italy . Montevideo, Uruguay . Lisbon, Portugal . 6-15 642 638 625 r.l9 602 600 600 598 595 578 575 550 498 463 450 373 353 315 330 322 298 289 287 276 270 250 234 233 228 206 185 168 164 160 144 137 132 111 B. COLLEGES, INDEPENDENT FACULTIES, AND SCHOOLS FOR ORIENTAL LANGUAGES. 1 2 3 4 5 6 7 9 10 11 12 13 14 15 16 17 Paris, France, National Art School . Nottingham, England, College. Newcastle, England, College . . St. Petersburg, Russia, Medical School for Women . London, England, Kings Col¬ lege . St. Petersburg, Russia, Women’s Higher Courses . Edinburgh, Scotland, Medical School . London, England, University College . London, England, St. Barthol¬ omew’s Hospital Medical School . Cologne (Prussia), Germany, Commercia-l University . Montreal, Canada, University naval . Algiers, Algeria, College . St. Petersburg, Russia, Mili¬ tary Medical School . Bristol, England, College . Paris, France, School of Politi¬ cal Science . London, England, Guy’s Hos¬ pital Medical School . Madras, India, Medical Col¬ lege . ED 1903 - 13 2, 000 1,900 1,839 18 19 20 Sheffield, England, College .... Jaroslawl, Russia, Lyceum . Rome, Italy, College of the Propaganda . 1,314 21 22 Paris, France, Oriental School. Paris, France, School of Social Sciences . 1, 300 23 Debreezin, Hungary, Theolog¬ ical and Law School . 1,300 24 Belfast, Ireland, College . . 1,200 1,191 25 St. Petersburg, Russia, Law School . . 26 London, England, Bedford College . 27 Stockholm, Sweden, Medical School . 950 942 28 29 Dundee, Scotland, College . Eperies, Hungary, Law Acad¬ emy . 793 30 Toronto, Canada, Trinity Med¬ ical College . 786 31 Pressburg, Hungary, Law Academy . 750 653 32 Nantes, France, Medical School . 600 33 Kazan, Russia, Theological Academy . 600 34 Pernambuco, Brazil, Law Academy . 489 35 Naples, Italy, Oriental Insti¬ tute . 450 433 422 402 380 353 847 330 311 803 282 282 275 263 267 260 250 242 674 EDUCATION REPORT, 1903 III. — Foreign vniversilies, e(r., orninged according io nnndter of students — Continued. B. COLLEGES, INDEPENDENT FACULTIES, AND SCHOOLS FOil ORIENTAL LANGUAGES— Continued. Or¬ der. Locality. Number of students. i Or- i der. Locality. Number of students. :>•) St. Potersbnrg, Russia, Theo- 66 Erlau, Hungary, Law Acad¬ h'gical Acadeinv . 242 emy . '. . 115 V)l Macerata. Italy, Law School... 234 67 London, England, School of oS Oviedo, Spain, University Col- Tropical Medicine . 110 loge . 234 68 Tours, France, Medical School. 103 3‘J Neuchatel, Switzerland, Acad- 69 Paris, France, School of Phys¬ einv . 231 ical and Chemical Indus¬ 40 Gros.swardeiu, Ilungarv, Law tries . 100 .•\cadeiuv . 222 70 ’ Amiens, France, Medical 41 London, England, Women’s School . 100 Medical College . 214 71 Nantes, Fr;ince,Free Faculties. 100 42 Cork. Ireland, College . 212 72 Toulouse, France, Catholic In- 43 Newcastle, England, Medical ,«titute . 100 School . 210 73 Nezin, Russia, Historical In¬ 44 Kaschau, Hungary, Law Acad- stitute . 100 206 ' 74 Milan Italy, Academy . 97 45 Moscow, Rus.sia, Theological 1 ! Pa.ssau . Germany, Theological 197 Lyceum . 0“ 4G Oliniitz, Austria, University ! 76 Paris, France, Superior Nor¬ College . 187 mal School . 96 47 Kief, Alussia, Theological 77 Nancy, France, Institute Chi- 1 Academy . 187 mique . 96 48 Santiago, 'Chile, Institute of 78 St. Petersburg, Rnssia, His¬ 1 I’edafirogv . . 162 torical In.stitute . 96 4'J Rome, Italy, Women’s Uni- 79 Rheims, France, Medical ver.sitv . . . 160 School . 92 50 ' Rome, Italy, College of St. 80 Milan, Italy, University of j Thomas . 159 Commerce . ■ 87 51 Vienna, Austria, Oriental 81 Bamberg, Germany, Theolog¬ 1 Academy . 153 ical Lyceum . 83 Florence, italy. Women’s Uni¬ 82 Lyon, France, School of Chem¬ 1 versity . 1.52 ical Industries . 83 53 London, England, Middlesex, 83 Vladivostok, Siberia, Oriental Hospital Medical School _ 150 Institute . 73 54 Rouen, France, Medical School 147 84 Rome, Italy, Papal Seminary. . 70 55 Sorospatak, Hungary, Law 85 Montauban, France, Theolog¬ Academy . 147 ical Academy . 65 56 Freising, Germany, Theolog¬ 86 Rome, Italy, College of St. ical Lyceum . 146 Andrews . 62 57 Kecskemet, Hungarj', Law 87 Braunsberg (Prussia), Ger¬ Academy . 142 many, Theological Lyceum. . 61 58 Funikirchen, Hungary, Law 88 Salzburg, Airstria, Theological | Academy . 137 i Lyceum . ! 60 50 London, England, Holloway 89 Mos'eow, Russia, Lazareo In¬ College . 132 stitute . . . 60 GO Montevideo, Liruguay, Med¬ 90 Budapest, Hungary, Theolog¬ ical School . 132 1 ical Academy . 57 61 Eich.stiidt, Germ.any, Theolog¬ 91 Vienna, Austria, Theological ical Lycetim . 129 Academy . 40 62 Lampeter, Wales, College . 125 92 Jorusalem!i Palestine, Theo¬ 63 Dillingcn, Germany, Theolog¬ logical School . 24 ical Lyceum . 122 93 Madrid, Spain, Lawand Diplo¬ 64 Galway, Ireland, College . 118 matic School . 21 65 Limog'es, France, Medical 94 Paris, France, Ecole des School . 115 Charles . 20 i C. EXAMINING UNIVERSITIES IN ENGLAND AND INDIA. 4 Lahore, India, candidates who 5,000 5 passed . Allahabad. India, candidates 1, 559 3,475 6 who i)a.ssed . Bombay, India, candidates 1,500 2, 509 who passed . 1, 223 London, England, candidates, about . Calcutta, India, candidates niio passed . Madras, India, candidates who passed . D. POLYTECIINICAL INSTITUTES. 1 Berlin (Prussia), Germany _ 4, 461 11 St. Petersburg, Russia, first _ i 1, 350 2 Munich (Bavaria), Germany.. 2, 965 12 Dre.sden (Saxony), Germany.. 1 , 284 3 Vienna, Austria _ 2, 476 13 Kief, Russia . 1, 2.55 4 Hanover f Pra.ssia), Germany. . 2,023 14 Stuttgart ( Wurttemberg), Ger¬ 5 Darmstadt {Hesse), Germany. 1,970 many . 1,187 6 Karlsruhe (Baden), Germany. 1,873 15 London, England, 2 .‘rchools. . . 1,063 7 Riga, Russia . '. . 1, 701 16 Moscow, Russia, Technical 8 Zurich, Switzerland . 1, 636 School . 1,028 9 Budapest, Hungary . 1,617 17 Lemlverg (Galicia) , Austria. . . . 1,026 10 Prague, Bohemian Institute, 18 Kharkof, Rus.sia . 1,000 Austria . . . 1 1,558 19 Delft, Netherlands . 940 POUEIG-N UNIVEESITIES. 675 III. Foreign universities, etc.,, arranged according to niunher of students — Continued. D. POLYTECHNIC INSTITUTES— Continued. Or¬ der. Locality. Number of students. Or¬ der. Locality. Number of students. 20 St. Petersburg, Russia, second. 894 39 Helsingfors (Finland), Russia . 421 21 Aix la Chapelle (Prussia), 40 IMoscow, Russia. Engineering. . 380 Germany . 824 41 St. Petersburg, Russia, fourth . . 350 22 Prague, German Institute, 42 Calcutta, India . 350 778 43 Madras, India . 332 23 Sheffield, England . 44 Madrid, Spain, 2 schools- . 303 2-1 Paris, FranceV Arts and Manu¬ 45 Athens, Greece . 303 factures . 700 46 Briinn (MoraAda), Austria, Bo¬ 25 Glasgow, Scotland. (Also 4,434 hemian Institution . 244 evening school students.) . . . 652 47 Oporto, Portugal . 200 26 Warsaw (Poland), Russia . 637 48 Grenoble, France . 167 27 Milan, Italj'' . . . 542 49 Sao Paulo, Brazil . 152 28 St. Petersburg, Russia, third .. 530 50 Naples, Italv . 132 29 Turin, Italy . 519 51 Paris, France, Fonts et Chaus- 30 Brunswick (Brunswick), Ger¬ sees . 111 many . . 511 52 Coopers Hill, England . 106 31 Tomsk, Siberia . 501 53 Lvoii, France . 104 32 Copenhagen, Denmark, about. 500 54 Paris, France, Physics and 33 Briinn (Moravia), Austria, Chemistry . .d . 100 Germaar Institution . 495 55 Lille, France, Ecole des hautes 34 Lisbon, Portugal . 485 Otudes industrielles . 100 35 Paris, France, Polytechnique . 472 56 Paris, France, Electricity . 85 38 Gratz (Stvria), Austria . 463 57 Paris, France, Architecture. . . . 72 87 Stockholm, Sweden . 453 58 Alarseille, France. . . . 48 33 Belfast, Ireland. (Also 3,550 evening school students.) ... 450 E. AGRICULTURAL, FORESTRY, AND MINING ACADEMIES. 1 Berlin (Prussia), German3', 26 Kaschau, Hungary, Agricul¬ Agriculture . 739 ture . 132 2 Rernres, France, Agriculture . . 620 27 St. Etienne, France, Mining . . . 120 3 St, Petersburg, Russia, Mining. 600 28 Grignon, France, Agriculture. . 120 4 St. Petersburg, Russia, Forestry" 500 29 Kolozsmonostor, H u n g a r y , 5 Freiberg (Saxony), German^*, Agriculture . 114 Mining . 473 30 Gembloux, Belgium, Agricul¬ 6 Vienna, Austria, Agriculture . . 374 ture . 112 7 Copenhagen, Denmark, Agri¬ 31 Glasgow, Scotland, Agriculture 110 culture . 370 32 Hohenhehn ( Wurttemberg), 8 Poppelsdorf (Prussia), Ger¬ Germany, Agriculture . 106 many, Agriculture . 369 33 Portici, Italv, Agriculture . 105 9 F'ingston, Canada, Mining . 325 34 Beauvais, France, Agriculture. 104 10 Mons, Belgium, Mining . 320 35 Debreezin, Hungary, Agi'icul- 11 Schemnitz, Hungary, Mining.. 297 ture . 100 12 Leoben (Styria), Austria, Min¬ 36 Cirencester, England, Agricul¬ ing . 277 ture . 85 13 Berlin (Prussia), Germany, 37 London, England, Agriculture. 65 Mining . 266 38 Eberswalde (Prussia), Ger¬ 14 Norsaja- Alexandra, Russia^ many, Forestry . 63 Forestry . 257 39 Aschaffenburg ( Bavaria ) , Ger¬ 15 Jekatarincslaw, Russia, Mining 251 many, Forestry . GO 16 Paris, France, Agriculture . 240 40 Miinden (Pnissia), Germany,. 17 Moscow, Russia, Agriculture .. 225 Forestry . . . 56 18 Madrid, Spiiin, Agriculture .... 223 41 Tharandt (Saxony) , Germany,, 19 Montpellier, France, Agricul¬ Forestry . 55 ture . 200 42 Madras, India, Agriculture _ 50 20 Clausthal (Prussia), Germany, 43 Nancy,. France, Forestry . 48 Mining . 183 44 Dehra-Dun, India, Forestry - 47 21 Milan, Italy, Agriculture . 180 45 Stockholm, Sweden, Forestry. . 41 22 Kesztheljq Hungarj'-, Agricul¬ 46 Eisenach (Thuringia), Ger¬ ture . 163 man ,y, Forestry . 40 23 Paris, France, Mining . 160 47 Vallembroaa, Italy, Forestry. . . 40 24 Altenburg, Hungary, Agricul¬ 48 Evois, Russia, Forestrj' . 38 ture . 153 49 Donai, France, Argrieulture _ 30 25 Pribra-m (Bohemia), Austria, 50 Coopers Hill, England, For¬ T'fining . 150 estry . . . 25 EDUCATION EEPOET, 1903. 67C) F. VETERINARY SCHOOLS. II r. Foreign iniiversitks etc., arranged according to number of students — Continued. Or¬ der. Locality. Number of students. Or¬ der. Locality. Number of students. 1 Berlin (Prussia), Germany .... 650 15 Lvon, France . 180 2 Kazan, Russia . 408 16 Toulouse, France . 165 3 Copenhagen, Denmark . 370 17 Kharkof, Russia . 150 4 Munich (Pavaria), Germany.. 348 18 Stuttgart ( Wurttemberg) , Ger- 5 Madrid, Spain . .*. .. 844 mjin V . 135 6 Budapest, Hungary . 832 19 Milan, ‘Italy . 133 7 Alford, France . 317 20 Edinburgh, Scotland . 100 8 Dorpat (Jurjew), Russia . 811 21 Leon, Spain . 99 9 Vienna, Austria . 285 22 Turin, Italy . 91 10 Hanover (Prussia), Germany.. 282 23 Utrecht, Netherlands . 87 11 Saragossa, Spain . 276 24 Cordoba, Spain . 74 12 London, Emrhind . 230 25 Stockholm, Sweden . 57 13 Dresden ( Saxony) , Germany . . 220 20 Bukbarest, Roumania . 61 14 Naples, Italy . 200 IV. Foreign universities, etc., arranged alphabetlcalbj , with faculties and number of students. 1. Aberdeen, Scotland: University of Aberdeen, ],102 students. Philosophical, theo¬ logical, law, and medical faculties; library. 2. Abergstu'ith, Vudes: Part of University College of Wales, associate colleges at Car¬ diff and Bangor, 471 students. 3. uidelaide, Aastralla: University of Adelaide, 598 students. Observator3u 4. Agram, Croatia, Hungary: Ivbnigl. Universitiit Agram, 934 students. Theological, law, and jdiilosophical faculties; librarju 5. Alx-en-Proveiice, France: Universite d’Aix, 1,052 students. Law and philosoph¬ ical faculties; library. 6. Algiers, Algeria, Africa: Academie d’ Alger, 786 students. Law, medical, scien¬ tific, and philosophical faculties; library, observatory. 7. Allahabad, India: University of Allahabad. Examining board, 1,500 candidates passed. 8. Amiens, France: Ecole Prep, de Medecine. Medical school, 100 students. 9. Amsterdam , Netherlands: Universiteit te Amsterdam, 1,227 students. Law, med¬ ical, scientitic, philosophical, and theological faculties; library and several institutes. 10. Amsterdam, Netherlands: Free University, 144 students. Theological, law, and philosophical faculties. 11. St. Andrews, Scotland: University of St. Andrews, 276 students. St. Salvador, St. Leonard’s, and St. Mary’s College. 12. Angers, France: Universite Catholique de L’Ouest, 287 students. Law, scientific, theological, and philosophical faculties; library. 13. Angers, France: Ecole Prep, de Medecine. Medical school. 14. Athens, Greece: National University, about 3,000 students. Theological, law, medical, and philosophical faculties; public library. 15. Bangor, Vudes: Part of University College of Wales, 325 students. 16. Bamberg, Bavaria, Germany: Konigl. Bayerisches Lyceum, 83 strulents. Theo¬ logical and phiiosophicai faculties. 17. Barcelona, Spain: Universidad de Barcelona, 1,887 students. Philosophical, law, scientific, medical, and pharmaceutical faculties; library. 18. Basel, Switzerland: Universitat Basel, 738 students. Theological, law, medical, and philosophical faculties; public librarjn 19. Belfast, Ireland: Queen’s College, 349 students. 20. Belgrade, Ser via: Serpska Kraljevska Yelika Skola, 463 students. Philosophical, law, and teclinological faculties; library. 21. Bello Ilorlsonte, Brazil: Law faculty, formerly in Ouro Preto. 22. Berlin, Prussia, Germany: Konigl. lAiedr.-Wilhelms-Universitat, 13,155 students. Theological, law, medical, and philosophical faculties; seminary for oriental languages, and 11 other seminaries, library, and 36 university institutes and museums. 23. Berne, Switzerland: Universitat Beim, 1,407 students. Catholic and Protestant theology, law, medical, and philosophical faculties; city libraries. 24. Besan(;on, France: Universite de Besanyon, 330 students. Scientific, philosoph¬ ical, and medical faculties; library. FOREIGN UNIVERSITIES. 677 25. Birmingham, England: Biriiiinghara Universit)', 967 students. Arts and science, medical and commercial faculties; library. 26. Bologna, Italy: Regia Universitil di Bologna, 1,470 students. Philosophical, sci¬ entific, law, medical, and pharmaceutical faculties, veterinary and engineers’ schools; library. 27. Bombay, India: University of Bombay. Examining board, 1,228 candidates passed; five preparatory colleges. 28. Bonn, Prussia, Germany: Rheinische Friedr.-lVilhelms-Universitat, 2,448 stu¬ dents. Protestant and Catholic theological, law, medical, and iihilosophical faculties; library and many institutes. 29. Bordeaux, France: FaculUs de Bordeaux, 2,075 students. Law, medical, scien¬ tific, and philosophical faculties; libra.ry. 30. Braunsherg, Prussia, Germany: Konigl. Lyceum riosianum, 61 students. Theo¬ logical and philosophical faculties; librar}^ 31. Bredau, Prussia, Germany: Konigl. Universitiit Breslau, 1,740 students. Catho¬ lic and Protestant theological, law, medical, and philosophical faculties; library. 32. Bristol, England: University College, 653 students (280 women). College fac¬ ulty a,nd medical school; library. 33. Brussels, Belgium: Universite libre de Bruxelles, 1,060 students. Philosophical, law', scientific, medical, and pharmaceutical faculties; also i:>oly technical school; library. 34. Brussels, Belgium: School of political and social sciences. 35. Bucharest, Roumania: Universitatea din Bucuresti, 3,304 students. Scientific, philosophical, lawg medical, and theological faculties; library. 36. Budapest, Ilungcury: Ivinilyi Ma^gj^ar Tudomuny-Egyetum, 6,278 students. Theo¬ logical, law, medical, and philosophical faculties; library. 37. Budapest, Hungary: Theological Acawlemy, 57 students. 38. Buenos Ayres, Argentina: Universidad Nacional, 2,665 students. Law', medical, and general faculties. 39. Cadiz, Spain: Fa,cultad de Medicina (belonging to Seville). Medical faculty; libra,ry. 40. Caen, France: Universite de Caen, 696 students. Law', scientific, and philosophical faculties; library. 41. Cagliari, Sardinia, ^ Italy: Regia Universita di Cagliari, 270 students. Law, med¬ ical, and scientific faculties; library. 42. Cairo, Egypt: Azhar University, 9,249 students and hearers. 43. Calcutta, India: University of Calcutta, 7,210 candidates, of whom 3,475 passed; eleven affiliated colleges. Examining board; library. 44. Cambridge, England: University of Cambridge, 2,878 students. Schools of theo¬ logy, lawg oriental, classicai, and modern philology, music, moral science, history and archseology, astronomy, physics, chemistry, mineralogy, biology, geology, and m_edicine; librarjn 45. Camerino, Italy: Libera Universita degli Studi di Camerino, 322 students. Law, medical, and pharmaceutical faculties; and veterinary school; communal library. 46. Cape Town, South Africa: University of the Cape of Good Hope. 47. Cardiff, Wades: Part of University of Wales, 604 students. Philosophical and scientific faculties and department of engineering; library. 48. Catania, Sicily, Italy: Regia Universita degli Studi di Catania, 1,060 students. Lawg medical, scientific, and philosophical faculties; librPvry. 49. Christiania, Norway: KongeligeFrederiksUniversitet, 1,500s tudents. Theological, law, medical, philosophical, and scientific faculties; library. 50. Clermont-Ferrand, France: Universite de Clermont, 289 students. Scientific and philosophical faculties; library. 51. Coimbra, Portugal: Universidade de Coimbra, 1,684 students. Theological, law, and scientific faculties; library. 52. Cologne, Prussia, Germany: Municipal Commercial University, 942 students. Copenhagen. (See Kjobenhavn. ) 53. Cordoba, Argentina: Universidad Nacional. Law', scientific, and medical faculties; observatory. 54. Corh, Ireland: Queen’s College, 212 students. Cracow. (See Krakow'. ) 55. Czernowiiz, Butoieina, Austria: K. k. Franz-Josephs-Universitat, 602 students. Theological, law', and philosophical faculties; library. 56. Bebreezin, Hungary: Evangelical Reformed University, 353 students. Law', theo¬ logical, and x)hilosophical faculties. C78 EDUCATIO^^ REPORT, 10*03. 57. Dtjon, France: Faculte.s do Dijon, 049 .studonts. Law, scientific, and philosophical faculties; library. 58. Dillingen, Bavaria, Germany: Theological Lyceum, 122 students. 50. .Ihrjxif {Jurjew), llussia: Tm])erial University, 1,829 students. Law, theological, medical, and philosoi>hical faculties, fh. Thihlln, Ireland: University of Dublin, 936 students. Gl. J)uhlln, Ireland: Loyal Universitv of Ireland, about GOO candidates. Examinii^g board. G2. Dandee, Scotland: L'niversity Chllege, 282 students. G3. Darhom, Enyland: Durham University, 185 students. To this university belong the Codrington College, on the island of I’arbados, and the Fourah Bay Col¬ lege, ill Sierra Leone; also the College of Science, at Newcastle-on-Tyne, which has an enrollment of 1,839 students. 64. Edinhnrrjh, Scotland: University of Edinburgh, 2,944 students. Philosoi^hical, theological, law, and medical faculties; library. 65. Edinhitryh, Scotknid: bchool of Medicine, 1,200 students. GO. Eichstdtt, Bavaria, Germany: Bishofliches Lyceum, 129 students. Theological and philosophical faculties. 67. Eperies, liunyary: Evangelische Lechtsakademie, 282 students. Law school. 68. Erlangen, Bavaria, Gerinany: K. Bayerische Friedr.-Alexander-Universitiit, 998 students. Theological, law, medical, and philosophical faculties; library. 69. Erlaii, Hungary: Erzbischbflichc Lechtsakademie, 115 students. Law school. 70. Ferrara, Italy: Libera Universita di Ferrara, 137 students. Law, scientific, and medical faculties; library. 71. Florence, Italy: L. Instituto di Studi Superiori Practici e di Perfezionamento, 595 students. Philosophical, scientific, medical, a.nd pharmaceutical faculties; library. 72. Florence, Italy: L. Instituto di Magistero Femminile, 152 students. lYoman’s university. 73. Frankfort, Prussia, Germany: Commercial and Social Science Academy, 546 students, 74. Freiburg, Baden, Germany: Badische Albert-Ludwigs-Universihit, 1,462 students. Law, theological, medical, and philosophical faculties; library. 75. Freiburg, Switzerland: Katholische Universitat, 458 students. Theological, law,^ and philosophical faculties; library. 76. Freising, Bavaria, Germany: Konigl. Bayerisches Lyceum, 146 students. Theo¬ logical and philosophical faculties. 77. FanfHrcJien, Hungary: Bischofliche Lechtsakademie. Law school, 137 students. 78. Galway, Ireland: "Queen’s College, 118 students. 79. Geneva, Switzerland: Universite de Geneve, 1,222 students. Theological, law, medical, philosophical, and scientific faculties; five libraries. 80. Genoa, Italy: L. Universita degli Studi di Genoa, 1,325 students. Law, med¬ ical, scientific, and philosophical faculties, and schools of engineering and pharmaceutics; library. 81. Ghent, Belgium: Universite de Gand, 826 students. Philosophical, law, scien¬ tific, and medical faculties; Aibrar}". 82. Giessen, Hesse, Germany: Ilessisclie Ludwigs Universitat, 1,082 students. Theo¬ logical, law, medical, and philosophical faculties; library. 83. Glasgow, Scotland: LTniversity of Glasgow, 2,141 students (->44 women). 81. Grjttenborg, Sweden: Gbteborgs Ilogskola, 1,778 hearers, but only 85 matriculated. 85. Gottingen, Prussia, Germany: Georg-Augusts-Universitat, 1,468 students. Theo¬ logical, law, medical, and philosophical faculties; library. 86. Granada, Spain: Universidad de Granada. Philosophical, law, scientific, med¬ ical, and pharmaceutical faculties; library. 87. Gratz, Siyria, Austria: K. k. Karl-Franzens Universitat, 1,745 students. Theo- logicai, luAv, medical, and philosophical faculties; library. 88. Greijswcdd, Prussia, Germany: Universitat, 753 students. Theological, lavr, medical, and philosophical faculties; library. 89. Grenoble, France: Universite de Grenoble, 884 students, Lrav, scientific, and philosophical faculties; library. 90. Groningen, Netherlands: Lijks UniA’-crsitcit to Groningen, 373 students. Theo¬ logical, law', medical, scientific, and philosophical faculties; library. 91. (Irossweirdein, Hungary: Jogakademia, 222 students. LaAV school. 92. Habana, Cuba: Univeri'idad de la Ilabana, 638 students. Philosophical, scien¬ tific, medical, and law faculties; library. 93. Halifax, Nova Scotia, Canada: Dalhousie College and University, 345 students. FOEEIGN UJN'IVERSITIES. G79 94. Halle, Prussia, Germany: Friedr.-Universitiit Halle-Wittenberg, 1,948 students. Theological, law, medical, and philosophical faculties; library. 95. Heidelberg, Baden, (rmna/p/.- Euprecht-Karls-Universitat, 1,534 students. Theo¬ logical, law, medical, philosophical, and scientific faculties; library. 96. Helsingfors, Finland, Russia: Kejersliga Alexanders Universitet i Finland, 2,600 students. Theological, law, medical, and philosophical faculties; public library. 97. Innsprucl', Tyrol, Austria: K. k. Leopold-Franzens Universitiit, 1,058 students. Theological, law, medical, and philosophical faculties; library. 98. Jaroslawl (or Yaroslavl), Russia: Demidovskij juridiceskij Licei, 433 students. Law school. 99. Jassy, Roumania: Universitatea din Jasi, 782 students. Law, philosophical, scientific, and medical faculties; library. 100. Jena, Thuringia, Germany: Sachsische Gesammt-Universitat, 774 students. Theological, law, inedical, and philosopliical faculties; library. 101. Jerusalem, I^alestine: Ecole Pratique d’ Etude Bibliques. Theological school, 24 students. Jurjeiu. (See Dorpat. ) 102. ICazan, Russia: Imperatorskij Kazanskij Universitet, 968 students. Philosoph- _ ical, scientific, lav.q and medical faculties; library. 103. Kazan, Russia: Theological academy, 260 students. 104. Kaschau, Plungary: Eeclits-Akademie, 206 students. Law school. 105. Kecshemct, Hungary: Kechts-Akademie, 142' students. Law school. 103. Kharkof Russia: Imperatorskij Charkowskij Universitet, 1,384 students. Phil¬ osophical, scientific, law, and medical faculties; library. 107. Kief, Russia: Imperatorskij Universitet, 2,641 students. Medical, law, and philo¬ sophical faculties; institutes and hbrary. 108. Kief, Russia: Theological academy, 187 students. 109. Kiel, Prussia, Germany: K. Christian-Albrechts-Universitiit, 977 students. Theological, law, medical and philosophical faculties; library. lY). ' Kingston, Ontario, Canada: University of Queen’s College, 829 students. Theo¬ logical, arts, law, and medical faculties; museum. Hid Kjbhenliavn {CojmJiagen) Denmark: Kjobenhavns Universitet, about 1,500 students. Theological, law, medical, philosophical, and scientific faculties and polytechnic institute; library. 112. Klausenhurg, Slehenburgen, Hungary; K. k. Klausenburger Universitiit, 1,754 students. Law, medical, philosophical, a,nd scientific faculties; library. 113. Konigsberg, Prussia, Germany: K. vilbertus Universitiit, 977 students. Theo¬ logical, law, medical, and philosophical faculties; royal and university library. 114. Krakow, Galicia, Austria: Jagellonische Universitiit, 1,695 students. Theo¬ logical, law, medical, and philosophical faculties; library. 115. Kyoto, Japan: Imperial University, 498 students. Lav.q medical, and scientific faculties. 116. Lahore, India: The Punjab University, 3,146 caiididates, of whom 1,559 passed. Oriental languages, arts, law, medicine, science, and engineering departments. 117. Lampeter, Wales: St. David’s College, 125 students. 118. Lausanne, Switzerland: LTniversite de Lausanne, 848 students. Theological, law, medical, ]3hilosophical, and scientific faculties. 119. Leeds (see Manchester), England: Yorkshire College, 1,165 students. 120. Jjeipzig, Saxony, Germany: Universitat, 4,365 students. Theological, law, med¬ ical, and j)hilosophical faculties; library. 121. Leyden, Netherlands: Eijks-Universiteit, 1,102 students. Medical, scientific, philosophical, theological, and law faculties; library. 122. Lemberg, Galicia, Austria: K. k. Franzen’s Universitat in Lemberg, 2,414 stu¬ dents. Theological, law, and philosophical faculties; library. Liege. (See Liittich. ) 123. Lille, France: Facultes de Lille, 1,068 students. Law, medical, scientific, and philosophical faculties; library. 124. Lille, France: Facultes Fibres, 550 students. Theological, law, inedical, scien¬ tific, and philosophical faculties; libra.ry. 125. Imma, Peru: Universidad Mayor de San Marcos. Theological, law, medical, and philosophical faculties. 126. JAmoges, France: Ecole de Medecine et de Pbarmacie, 115 students. Medical, and pharmaceutical courses. '127. Lisbon, lYrtugal: Curso Superior de Letteras, 111 students. 128. Lisbon, Portugal: Ecola IMedico Cirurgica, 310 students. Medical college. 080 EDUCATIOX EEPORT, 1903. 129. Liverpool (poe ^Manchester), Emiland: University College, 700 students. 130. .Liverpool, LJnf/tand: School of Tropical .Medicine. 131. London, LJughind: University of London, about 5,000 candidates. Examining board; library. To the university belong: (1) University College, Avith philosophical, laAv, scientific, and medical facul¬ ties; library; about 1,191 students. (2) King’s College, vith theological, philosophical, and medical faculties; library; 1,300 students. (3) School of IModern (Oriental Languages. (4) Ten other colleges, with 614 students. (5) Eleven medical schools connected with hospitals; about 4,200 students. (6) College of Tropical IMedicine, 110 students. (7) School of Economics and Political Science. 132. Loavoin, Belgium: Universite Catholique de Louvain, 2,011 students. Theo¬ logical, law, medical, philosophical, and scientific faculties; library. 133. L.ou.vcdn, Belgium: Philosophical School of St. Thomas Aquinas. 134. Lund, Sweden: Kongl. Universitet i Lund, 703 students. Theological, law, medical, and philosophical faculties; library. 135. LAUtich {or LAege), L^elgium: Universite de Liege, 1,767 students. Philosophical, law, scientific, and medical faculties; library. 136. Lgon, France: Facultes Catholiques, about 600 students. Theological, laAv, scientific, and_ pliilosophical faculties. 137. Ljgon, LVance: Universite de Lyon, 2,609 students. Law, medical, scientific, and philosophical faculties; two libraries. 138. Macmxda, Lfalg: Regia Universita di Macerata, 234 students. LaAV faculty. 139. Madras, Lndia: University of Madras, about 8,030 candidates, 2,509 passed. Examining board. 140. Madras, Lndia: Aledical college, 489 students. 141. Madrid, Spain: Uni versidad Central de Espafia, 5,118 students. Philosophical, law, scientific, medical, and pharmaceutical faculties; libraries. 142. Manchester, Liverpool, and L,eeds, England: Victoria UniA’ersity, about 3,000 students. This institution consists of: (1) Owens College, Manchester, 1,146 students. (2) University College, Liverpool, about 700 students. (3) Yorkshire College, Leeds, 1,165 students. 143. Manila, Philippine Lslands: Real y Pontificia P^ni versidad de Santo Tomas de IManila, about 1,200 students. Theological, law, medical, and pharmaceutical faculties; library. 4. Marlmrg, Hesse, Germany: P^niversitiit ^larburg, 1,177 students. Theological, law, medical, philosophical, and scientific faculties; library. 145. Marseille, France: Belongs to Facultes d’Aix, 206 students. "Scientific, medical, and law faculties; library. 146. Melbourne, Victoria, Austredia: University of Melbourne, 619 students. 147. Messina, Ltedy: Regia Universita degli Studi di Messina, 645 students. Law, medical, scientific, philosophical, and pharmaceutical faculties; library. 148. Mexico, Mexico: Instituto Medico Nacional. Medical faculty. 149. Milan, Ltedy: Academia Scientifico-litteraria, 97 students. Scientific school. 150. Modena, Ltedy: Regia P^niversitil degli Studi di Modena, 711 students. Law, medical, scientific, and pharmaceutical faculties; libra^Aa 151. Monteiuhan, France: Belongs to Facultes de Toulouse, 65 students. Law, med¬ ical, scientific, and philosophical faculties; lilmary. 152. Montevideo, Uruguay: University, 132 students. Medical, law, and mathe¬ matical faculties; library. 153. Montpellier, France: Facurtes de Montpellier, 1,602 students. Imw, medical, scientific, and philosophical faculties; library. 154. Montreed, Canada: McGill College and University, 1,166 students. 155. Montreed, Canada: Succursale de L’ Universite Laval de Quebeck, 793 students. Tlieological, medical, and law faculties. 156. Moscov', Russia: Imperatorskij Ploskowskij Universitet, 4,845 students. Philo¬ sophical, scientific, law, and medical faculties; libraiy. 157. Moscow, Russia: Duchovnaja Akademija, 197 students. Theological faculty; library. 158. Moscenv, Russia: Lazarev Institute for Oriental Languages, 60 students. 159. Munich, Bavaria, Germeiny: K. Bayerische Ludwig-Maximilians-Universitat, 4,526 students. Theological, law, medical, and philosophical faculties; library. / FOEEIGIT UITIYERSITIES. 681 ]60. Mmister, Prussia, Germany: K. Prenssische Universitiit, 1,203 students. Theo¬ logical and i^hilosopliical faculties; library. 161. Nancy, France: Uni versite Nancy, 1,130 students. Law, medical, scientific, and X^hilosophical faculties, and pharmaceutical school; libraiy. 162. Nantes, France: Ecole de Medecine de Nantes, 267 students. 163. Nantes, France: Ecole Libre de Droit, 100 students. 164. Naples, Italy: Regia Universita degli Studi di Napoli, 5,165 students. Philo¬ sophical, law, mathematical, scientific, and medical faculties, and pharma¬ ceutical school; library. 165. Naples, Italy: Oriental Institute, 242 students. 166. Neuclidtel, Switzerland: Academie de Neuchatel, 231 students. Philosophical, scientific, theological, and law faculties; library. 167. Newcastle, England: Tlie colleges belong to Durham University. (1) College of Medicine, 210 students. (2) Durham College of Science, 1,650 students. 168. New Zealand.: University, consisting of four colleges, 1,512 students. 169. Nezin, Pussia: Llistorical and Philological Institute, 100 students. 170. Nottingham, England: University College, about 1,900 students. Philology, law, and scientific faculties, and school of engineering; free public libraries. 171. Odessa, Russia: Noworossijskij Universitet, 1,878 students. Philosophical, scien¬ tific, and law faculties; library. 172. Olmutz, Moravia, Austria: Theoiogische Facultiit, 187 students. 173. Oviedo, Spain: Universidad Literaria, 234 students. Law faculty; library. 174. Oxford, England: University, 3,538 students. Theological, law, medical, scien¬ tific, and philosophical faculties; Bodleian library. 175. Padua, Italy: Regia Universitii degli Studi di Padua, 1,264 students. Law, medical, scientific, and philosophical faculties, and schools of engineering and pharmacy; library. 176. Palermo, Sicily, Italy: Regia Universita degli Studi di Palermo, about 1,400 students. Law, medical, scientific, and philosophical faculties, and schools of engineering and pharmacy; library. 177. Paris, France: (1) Universite de Paris, 12,171 students. Protestant theological, law, medical, scientific, a,nd philosophical faculties, and schools of engineering and pharmacy; libraries. 178. Paris, France: (2) Facultes fibres, 704 students. Law and philosophical facul¬ ties; library. 179. Paris, France: (31 College de France. 180. Paris, France: (4) Ecole Libre des Sciences Politipues, 600 students. 181. Paris, France: (5) Ecole Pratique des Hautes Etudes a la Sorbonne, 233 students. Philosophical and theological faculties; library. 182. Paris, France: (6) Ecole Nationale des Beaux-arts, about 2,000 students. 183. Paris, France: (7) Ecole Nationale de Charles, 69 students. 184. Paris, France: (8) Ecole du Louvre. 185. Paris, France: (9) Ecole des Langues Orientales Vivantes, and other special schools, 402 students. 186. Paris, France: (10) Ecole Russe des Plantes Etudes Sociales, 360 students. 187. Paris, France: (11) Ecole Normale Superieiire, 96 students. 188. Parma, Italy: Regia Universita degli Studi di Parma, 625 students. Law, medi¬ cal, and scientific faculties, and veterinary and pharmaceutical schools. 189. Passau, Bavaria, Germany: Theological Lyceum, 97 students. 190. Pavia, licd.y: Regia Universita degli Studi, 1,478 students. Law, medical, scien¬ tific, and philosophical faculties; pharmaceutical school and library. 191. Pernambuco, Brazil: Faculdade de direito, 250 students. Law faculty. 192. Perugia, Itcdy: Universitfi. Libera degli Studi di Perugia, 298 students. Law and medical faculties, and pharmaceutical amd veterinary schools; library. 193. Pisa, Italy: Regia Universita degli Studi di Pisa, 1,089 students. Law, philo¬ sophical, medical, and scientific faculties, and engineering, pharmaceutical, veterinaiw, and agricultural schools; library. 194. Poitiers, France: Universite de Poitiers, 736 students. Law, scientific, and philosophical faculties; libraries. 195. Prague, Bohemia, A.usiria: K. k. Deutsche Carl-Ferdinands Universitat, 1,435 students. Theological, law, medical, and philosophical faculties; library. 196. Prague, Bohemia, Austria: G. k. cesk Universitet Carlo-Ferdinandovij, 3,508 students. Theological, law, medical, and philosophical faculties; library. 197. Presshurg, Hungary. Jogakademia, 268 students. Law and philosophical facul¬ ties; library. 682 EDUCATION KEPOKT, 1903. 198. Quebec, Canada: UniverFiU' Laval, 358 studeiitg. Theological, law, medical, and art.s faculties; lil>rary and museum. 199. JCgen.djury, Jkivaria, Gemuany: Lyceum, 194 sludeiils. Theological and philo- .^ophical faculties. 200. lienne^, France: Universite de Rennes, 1,143 students. Law, scientific, and philo.sophical faculties; library. 201. Ilheims, France: Ecol'e rreparatoire de Medecine, 92 students. Medical school. 202. Iionie, Italy: Regia Universita degli Studi di Roma, 2,685 students. Philosoph¬ ical, scientific, law, and medical faculties; engineering and pharmaceutical schools; lilu’ary. 203. Jknne, Italy: University for AVomen, 160 students. 204. Jloine, Italy: A number of colleges supported by the church, with 1,224 students. 205. Home, Italy: Pontificia Universitas Gregoriana in Collegio Romano, 1,026 students. Theological, law, and philosophical faculties. 20G. liostock, MecUenhurg, Germany: Grossherzogliche Universitdt, 575 students. Theological, law, medical, and philosophical faculties; library. 207. llou.en, France: Ecole Preparatoire de Mc'decine. Medical school, 147 students. 208. St. Petersburg, Russia: Imperatorskij Universitet, 3,855 students. Philosophical, scientific, law, and oriental languages faculties; library. 209. St. Petersburg, Russia: Imperatorskij A'ojenno-Medicineskaja Akademija, 750 students. Medical faculty; library. 210. St. Petersburg, Russia: Ducliovnaja Akademija. Theological faculty, 242 stu¬ dents; also a school of military law. 211. St. Petersburg, Russia: Law Academy, 330 students, and several other special schools. 212. St. Petersburg, Russia: Hist. Philological Institute, 88 students. 213. St. Petersburg, Russia: Higher Courses for AVomen, 1,300 students. 214. St. Petersburg, Russia: Medical Institute for AAMmen, 1,314 students. 215. Salamanca, Spain: L^niversidad de Salamanca, 1,200 students. Philosophical and law faculties; library. 216. Salzburg, Austria: Theologische Fakultat, 54 students. 217. Santiago, Chile: University with 4 faculties and 1,000 students; also Institute of Pedagogy, 162 students. 218. Sardiago, Spain: Lhiiversidad de Santiago. Lav.g medical, and pharmaceutical faculties; library. 219. Saragossa, Spain: Universidad de Zaragoza, 966 students. Philosophical, law, medical, and scientific faculties; provincial library. 220. Savospatak, Hungary: Theologische und Rechtsschule, 147 students. 221. Sassari, Italy: Regia Universita degli Studi di Sa.ssari, 160 students. Law, med¬ ical, and scientific faculties; library. 222. Seville, Spain: LTniversidad de Sevilla. Philosophical, law, and scientific facul¬ ties; library. 223. ShejVeld, England: Ltniversity College (belongs to Oxford University), 450 students; also a medical school. 224. Siena, Italy: Regia Universita degli Studi di Siena, 228 students. Law and medical faculties, and pharmaceutical school; library. 225. Sophia, Bulgaria: A’isse Uciliste v Sofija, 578 students. 226. Stockholm, Sweden: Stockholms Hogs Kola, 168 students. 227. Stockholm, Sweden: Medical Institute, 303 students. 228. Strassbnrg, Alsace, Germany: Kaiser AVilhelms Universitat, 1,434 students. Theological, law, medical, philosophical, and scientific faculties; provincial library. 229. Sydney, Nev: South TUa/e.s Australia: University of Sydney, 746 students. 230. Tokyo, Japan: Teikoku, Daigaku, 3,539 students. Law, medical, philosophical, and scientific faculties, agriculture, and school of engineering; library. 231 . Tomsk, Siberia: Imperatorskij Tomkij Universitet, 642 students. Theological and medical faculties; library. 232. Toronto, Canada: University of Toronto, 1,624 students. PhilosojDhical, law, and medical faculties; lilirar}". 233. dhronto, Cmiodu.- A^ictoria University, 250 students. Arts and theology ; library. 234. Toroydo, Canada: Four medical schools; 505 students. 235. Toulouse, France: Universite de Toulouse, 1,955 students. Law, philosophical, scientific, and medical faculties; library. 236. Toulouse, France: Institut Catholique, lO'O students. Theological and philosoph¬ ical faculties; library. 237. Tours, France: Ecole Preparatoire d.e Medecine, 103 students. Medical school. FOKEICtN UNIYERSITIES. 683 238. Tubingen, Wuriiemberg, Germang: K. Eberliard Karls Uiiiversitiit, 1,341 stu¬ dents. Theological, law, medical, philosophical, and scientific faculties; library. 239. Turin, Italy: Kegia Universita degli Studi di Torino, 2,700 students. Law, medical, philosophical, and scientific faculties, and pharmaceutical school; library. 240. Upsala, Sweden: Kongl. Universitet i Upsala, 1,418 students. Theological, law, medical, and philosopliical faculties; library. 241. Urbino, Italy: Liberia (.Tniversita degli Studi di Urbino, 164 students. Law and mathematical faculties, and pharmaceutical and surgical schools; library. 242. Utrecht, Netherlands: Kijks Ltniversitat te Utrecht, 1,012 students. ITiilosoph- ical, medical, theological, law, and scientific faculties; library. 243. Valencia, Spain: Universidad de Valencia, 1,728 students. Law, scientific, and medical faculties; library. 244. Valladolid, Spain: LTniversidad de Valladolid. Law and medical faculties; library. 245. Vien7ia, Austria: K. k. Uiiiversitiit, 6,009 students. Law, theological, medical, and philosophical faculties; library and numerous university institutes. 246. Vienna, Austria: Protestantisclie Theologische Fakultiit, 40 students. 247. Vienna, Aiustria: Lehranstalt fiir orientalische Sprachen, 153 students. 248. Vienna, Austria: Consular Academy, 32 students. 249. ^Yales, Great Britain: Llniversity, consists of colleges at Aberystwith, Bangor, and Cardiff. See those. 250. Warsaw, Poland, Russia: Imperatorskij IVarschawskij Universitet, 1,400 students. Philosophical, scientific, law, and medical faculties; library, 251. Wurzburg, Bavaria, Germany: K. Julius-Maximilians Universitilt, 1,390 stu¬ dents. Theological, law, medical, and philosophical faculties; library. 252. Zurich, Switzerland: Schweizerische Hochschule, 911 students. Theological, law, medical, and philosoi^hical faculties; cantonal and city libraries. Y. Higher seats of learning, arranged according to countries. Argentina: Universities at Buenos Ayres and Cordoba. Australia: Universities at Adelaide, Melbourne, New Zealand, Sidney. Austria: Universities at Czernowitz, Gratz, Innspruck, Krakow, Lemberg, Prague (2 institutes), and Vienna. — Polytechnica at Briinn (2 institutes), Gratz, Lem¬ berg, Prague (2 institutes), and Vienna. — Other higher seats of learning at Lemberg (veterinary), Leoben (mining), Olniiitz (theology), Pribram (mining), Salzburg (theology), Triest (commercial), Vienna (theology, agri¬ culture, oriental languages, veterinary college). Belgium: Lhiiversities at Ghent, Louvain, and Liege, — Polytechnica at Brussels, Ghent, and Liege. Other higher seats of learning at Brussels (pharmaceu¬ tical, political, and social sciences, commercial colleges) , Gembloux (agricul¬ ture), Ghent (art and industrial), Louvain (philosophy, art, and industry, mining, agriculture, scientific and commercial), Mons (mining and industrial). Bolivia: None. Brazil: Law faculties at Bello Horisonte, Pernambuco. — Polytechnicum at Sao Paulo, and at Ouro Preto a mining school. Bulgaria: University at Sophia. Canada: Universities at Halifax, Kingston, Montreal (2 institutes), Quebec and Toronto (2 institutes) . — Polytechnica at Montreal and Toronto. — Other higher seats of learning at Kingston (mining), Montreal (several theological colleges, a veterinary and an art school), Toronto (several medical colleges, one agricul¬ tural school ) . Cape Colony: University at Capetown. Chile: University at Santiago. — Institute of pedagogy at Santiago. China: College of Foreign Knowledge at Peking. Colombia: None. Corea: None. Costa Rica: None. Cuba: University at Habana. DemnarJc: UniversityatCopenhagen. — Polytechnicum at Copenhagen. — Other higher seats of learning at Copenhagen (veterinary and agricultural college, pharma¬ ceutical and dental college), Peykjavik (theological and medical). Ecuador: University at Quito. Egyp>t: University at Cairo. G84 EDUCATION REPORT, 1903. En(jlitu(l and WaJc.^ (soe also Scotland and Ireland, below): Universities at Birming- liitin, Cambridge, J^iverpool, London, Manchester, Oxford, Wales (3 colleges, at Aberystwith, Bangor, and Cardiff). — Colleges at Bristol, Lampeter, Leeds, J.ondon (6 colleges), Mandiester, Newcastle, Nottingham, Sheffield, and other ]'laces. — I’olytechnica at Coopers Hill and London (2 institutions). — Other iiigher seats of learning at Cirencester (agricultural). Coopers Hill (forestry), Liverpool (tropical medicine), and London (oriental languages, medical schools, and a great number of colleges impossible to classify). France: Universities at Aix-en-Provence, Besancon, Bordeaux, Caen, Clermont- Ferrand, Dijon, Grenoble, Lille, Lyon, Marseille, Montpellier, Nancy, Paris, Poitiers, llennes, and Toulouse. — Catholic free universities at Angers, Lille, Lyon, Pai'is ami Toulouse. — Colleges at Paris (3 institutions of very high rank). — Polytechnica at Grenoble (electro-technical) , Lyon, IMarseille, Nancy (electro-technical), and Paris (4 institutions). — Other higher seats of learning at Alford (veterinary ), Algiers (academy), Beauvais (agriculture), Bordeaux (industrial and agricultural chemistry), Douai (agriculture), Grignon (agricul¬ ture), Lille (industrial), Lyon (industrial chemistry, veterinary^ Montauban (theology), Montpellier (agriculture), Nancy (chemical, agriculture, and for¬ estry), Nantes (law college), Paris (oriental languages, charts, art, political science, social science, mining, griculture, manufacture, physics, and chem¬ istry), Rennes (agriculture), St. Etienne (mining), and Toulouse (veterinary). Germany: Baden: Universities at Freiburg and Heidelberg. — Polytechnicum at Karlsruhe. — Art academy at Karlsrulie. Bavaria: Universities at Erlangen, Munich, and Wurzburg. — Polytechnicum at IMunich. — Theological academies at Augsburg, Bamberg, Dillingen, Eichstatt, Freising, Passau, and Regensburg. — Other seats at Aschaffenburg (forestry), and Munich (veterinary and art academy). Prussia : Universities at Berlin, Bonn, Breslau, Gottingen, Greifswald, Halle, Kiel, Konigsberg, Marburg, and Munster. — Theological a.cademy at Braunsberg. — Polytechnica at Berlin, Aix-la-Chapelle, and Hanover. — Other seats at Aix-la- Chapelle (commercial), Berlin (oriental languages, agriculture, veterinary, min¬ ing), Bonn [or Poppelsdorf] (agriculture), Clausthal (mining), Diisseldorf (art), Eberswalde (forestry), Frankfort (social science and commerce), Han¬ over (veterinary), Cologne (commerce), and Miinden (forestry). Saxony: University at Leipzig. — Polytechnicum at Dresden. — Other seats at Dres¬ den (veterinary, art), Freiberg (mining), Tharandt (forestry), and Leipzig (commerce). ^Yurttemhcrg: University at Tubingen. — Polytechnicum at Stuttgart. — Other seats at Hohenheim (agriculture) and Stuttgart (veterinary). Ollier parts of Germany: Universities at Giessen, Jena, Rostock, and Strassburg. — ■ Pol5dechnica at Brunswick and Darmstadt. — Other seat at Eisenach (forestry). Greece: University at Athens. — Polytechnicum at Athens (with art school). — Other seats at Athens (American, British, and French schools of classical studies). Guatemala: None. Haiti: None. Ilau'Ciii: None. Honduras: None. Hungary, ivitli Croatia: Lliiiversities at Agram, Budapest, and Klausenburg. — Polytech¬ nicum at Budapest. — Other seats at Altenburg (agriculture a,nd veterinary!, Budapest (theology, veterinary), Debreczen (theology and law, agriculture), Epei'ies (theology and law), Erlau, Funfkirchen, Grosswardein, Kaschau, Kecskemet, Pressburg, Sarospatak (7 law schools), Keszthely (agriculture) , Klausenburg (agricultine), and Schemnitz (mining, forestry). ^ India: Examining uni versities at Allahabad, Bombay, Calcutta, Lahore, and Madras. — Colleges affiliated with the universities, 50 in number. — Pol^dechnica at Cal¬ cutta and Madras. — Other seats at Lahore (law and medicine), Madras (engi¬ neering, agriculture, medical), and Dehra-Dun (forestry). Ireland: Universities at Dul.)lin (2 institutions). — Colleges at Belfast, Cork, and Gal¬ way. — Polytechnicum at Belfast. — Other seats at Dublin (science, art, and medical). Italy: Uni versifies at Bologna, Cagliari, Camerino, Catania, Ferrara, Genoa, Macerata, Messina, Modena, Naples, Padua, Palermo, Parma, Pavia, I'erugia, Pisa, Rome (2 institutions), Passari, Siena, Turin, and Ubrino. — Colleges at Florence, Milan, and Rome (3 institutions). — Polyteclinica at Milan, Naples, and Turin. — Other seats at Bologna (agriculture), Florence (women’s college), Milan (com¬ merce, ^'eterinary, agriculture), Naples (veterinary, oriental languages), Pisa (agriculture), Portici (agriculture), Rome (numerous special schools), and Turin (veterinary), Valloinbrosa (forestry). FOREIGN UNIVERSITIES. 685 Jajyan: Universities at Kyoto, Tokyo.— Engineering and agricultural colleges at Tokyo. Mexico: Schools of law, medicine, engineering, etc. Morocco: None. Netherlands: Universities at Amsterdam (2 institutions), Groningen, Leyden, and Utrecht. — Polytechnicum at Delft. — Other seats at Utrecht (veterinary), and Wageningen ( agriculture ) . Nicaragua: N on e. Norway: University at Christiania. Paraguay: A national college. Persia: Several colleges. Peru: University at Lima. Palestine: Theological college. Philippine Islands: University at Manila. Portugcd: University at Coimbra. — Polytechnica at Lisbon and Oporto. — Other seats at Lisbon (letters, medicine, agriculture, and veterinary). Poiimania: Universities at Bucharest and Jassy. — Other seats at Bucharest (veteri¬ nary, art). Russia (see also Siberia); Universities at Kharkof, Jurjew (or Dorpat), Llelsingfors, Kazan, Kief, Moscow, Odessa, St. Petersburg, and Warsaw. — Polytechnica at Kharkof, Helsingfors, Kief, Moscow, St. Petersburg (4 institutions), Riga, and Warsaw. — Other seats at Kharkof (veterinary), Jurjew [Dorpat] (veterinary), Evois (forestry), Helsingfors (agriculture), Jaroslawl (law), Jekaterinoslaw (mining), Kazan (theology, veterinary). Kief (theology), Moscow (theology, oriental languages, agriculture), Nezin (philology), Nowaja-Alexandria (agri¬ culture and forestry), St. Petersburg (theology, law, history, medicine, mining, forestry), and Warsaw (veterinary). Salvador: None. Santo Domingo: None. Scotland: Universities at Aberdeen, St. Andrews, Dundee, Edinburgh, and Glasgow.— Polytechnicum at Glasgow. — Other seats at Edinburgh (medicine, veterinary) and Glasgow (agriculture). Servia: University at Belgrade. Siam: None. Siberia: University at Tomsk. — Polytechnicum at Tomsk. — Oriental language school at Vladivostok. Spain: Universities at Barcelona, Granada, Madrid, Oviedo, Salamanca, Santiago, Saragossa, Seville, Valencia, and Valladolid. — Polytechnica at Madrid (engi¬ neering and architecture). — Other seats at Cadiz (medicine), Cardoba (vet¬ erinary), Leon (veterinary), Madrid (agriculture, veterinary, diplomatic), Santiago (veterinary), and Saragossa (veterinary), Sweden: Universities at Gottenborg, Lund, Stockholm, and Upsala.' — Polytechnicum at Stockholm. — Other seats at Stockholm (medica,!, veterinary, and forestry). Switzerland: Universities at Basel, Berne, Freiburg, Geneva, Lausanne, and Zurich. — • Polytechnicum at Zurich. — Other seats at Berne (veterinary), Geneva (the¬ ology), Lausanne (theology), Neuchatel (academy and theology), and Zurich (veterinary, agriculture, forestry). Turkey: University at Constantinoi^le. — Other seats at ConstarjLtinox3le (art, theology). Uruguay: University at Montevideo. Venezuela: None. \l. Technologiccd schools. 1. Aachen (Aix-la-Chapelle) , Prussia, Germany, founded 1870; 824 students. 2. Athens, Greece, founded 1837; 303 students. 3. Belfast, Ireland, founded 1901; 4,000 students, mostly evening school students. 4. Berlin, Prussia, Germany, founded 1779; 4,464 students. 5. Brunswick, Germany, founded 1745; 511 students. 6. Brilnn, Austria, founded 1850; (German) 495 students. 7.. Brilnn, Austria, founded 1899; (Bohemian) 244 students. 8. Budapest, Hungary, founded 1856; 1,617 students. 9. Copenhagen, Denmark, founded 1829; 500 students. 10. Coopers Hill, England, 131 students. 11. Darmstadt, Hesse, Germany, founded 1868; 1,970 students. 12. Delft, Netherlands, founded 1864; 940 students. 13. Dresden, Saxony, German?/, founded 1828; 1,284 students. 14. Glasgow, Scotland, founded 1886; 652 students, and 4,434 evening school students. 15. Gratz, Styria, Austria, founded 1811; 463 students. 68G EDUCATION KEPOKT, 1903. 16. JTnnorer, Prussia, Germany, founded 1879; 2,023 students. 17. Jlclsimyfors, Finland, Pussia, founded 1847; 421 students. 18. KurJsrnlie, Paden, Germany, founded 1825; 1,635 students. 19. Kharkof, Pussia, founded 1884; 1 ,000 students. 20. Kief, ]lussi((, founde“il 1898; 1,255 students. 21. Lemberg, Galicia, Austria, founded 1844 ; 725 students. 22. Lisbon, Portaged, founded 1837; 385 students. 23. London, Fngland, 2 institutions, founded 1878 and 1884; 277 and 187 students. 24. Lyon, France, founded 1857; 104 students. 25. .^fadras, India, engineering^ college; 332 students. 26. Madrid, Spain, 2 institutions, founded 1835 and 1844; 223 and 80 students. 27. Marseille, France [1891]; 30 students. 28. Milan, Paly, founded 1863; 542 students. 29. Moscow, Pussia, 2 institutions, founded 1832 and 1896; 1,028 and 380 students. 30. Munich, Pararia, Germany, founded 1827; 2,965 students. 31. Nanc}!, France, 2 institutions, founded 1890 and 1900;, 65 and 39 students. 32. Naples, Italy, founded 1863; 132 students. 33. Oporto, Portuged, founded 1877; 200 students. 34. Paris, France, founded 1794; 6 schools, with 1,540 students. 35. Prague, Pohemia, Austria, founded 1806 and 1868; 2 schools, with 2,181 students. 36. Piga, Pussia, founded 1832; 1,701 students. 37. Roorkee, Lidia, engineering college; 379 students. 38. St. Petersburg, Pussia, founded 1828; 5 schools, with 3,124 students. 39. Sao Paulo, Prazil, founded 1894; 152 students. 40. Sheffield, England, ionwexeAl'^^^', 750 students. 41. Stockholm, Sweden, founded 1798; 453 students. 42. Stuttgart, Wurttemberg, Germany, founded 1829; 1,187 students. 43. Tomsk, Siberia, Pussia, founded 1896; 591 students. 44. Turin, itedy, founded 1858; 519 students; also industrial institution, 722 students. 45. Vienna, Austria, founded 1815; 2,476 students. 46. Warsanv, Poland, Pussia, founded 1898; 637 students. 47. Zurich, Switzerland, founded 1851; 1,511 students. XoTE. — Several noted technological schools in Italy and in other countries are connected with universities, hence are not mentioned separately in this list. YII. Higher agriculturcd, forestry, and mining schools. [Figures in brackets signif}' date of founding.] 1. Altenburg, Hungary [1819], Agricultural Academy; 153 students. 2. Aschaffienburg, Pavaria, Germany [1844], Forestry Academy; 60 students. 3. Peauvais, France [1854], Agricultural Institute; 104 students. 4. Perlin, Prussia, Germany [1806], Agricultural Academy; 739 students. 5. Perlin, Prussia, Germany [I860], Mining Academy; 266 students. 6. Pordeaux, France [1891], School of Chemistry, Industry, and Agriculture. 7. Campinas Sao Paulo, Prazil [1887], Agricultural Institution. 8. Cirencester, England [1845], Agricultural College; 85 students. 9. Clausihal, Prussia, Germany [1775], Mining Academy; 185 students. 10. Coopers Hill, England [1885], Forestry Academy and Engineering College; 131 students. 11. Copenhagen, Denmark [1858], Veterinary and Agricultural Academy; 370 students. 12. Debreezin, Hungary [1865], Agricultural Academy; 100 students. 13. Dehra-Dun, India [1878], Forestry School; 47 students. 14. Douai, France [1888], Agricidtural College; 30 students. 15. Ebersivalde, Prussia, Germany [1820], Forestr}' Academy; 63 students. 16. Eisenach, Saxe-VIeimar, Germany [1859], Forestr}’- Academy; 40 students. 17. H'ois, Finland, Pussia [1859], Forestry Academy; 22 students. 18. Freiberg, Saxony, Germany [1765], Mining Academy; 473 students. 19. Gembloux, Pelgium [1860], Agricultural Academy; 112 students. 20. Glasgow, Scotland [1900], Agricultural School; llO students. 21. Grignon, France [1828], Agricultural Academy; 120 students. 22. Iloiienheirn, Wurttend)crg, Germany [1818], Agricultural Academy; 100 students. 23. Jekalcrinoslaw, Pussia [1899], Mining Academy; 251 students. 24. Kaschau, Hungary [?], Agricultural xicademy; 133 students. 25. Keszthely, Hungary [1865], Agricultural Academy; 163 students. 26. Kingston, Ontario, Canada [1892], Mining School; 325 students. FOEEIGISr UNIYEESITIES. 687 27. Klaiisenhurg, Hungary [1869], Agricultural Acacleiny; 114 f-tudeutg. 28. Leoben, SUjria, Austria [1894], Mining Academy; 277 gtudents. 29. London, England [?], Agricultural College; 50 students. 30. lAlle, France [1885], Industrial and Agricultural School; 100 students. 31. Madrid, Spain [?], Schools of Agriculture and Veterinary Science; 200 students. 32. i/i/rtu, Jto/v/ [?], Agricultural Academy ; 180 students. 33. 3ions, Belgium [?], Mining Academy; 320 students. 34. Alontpellier, France [1872], Agricultural School; 200 students. 35. 3I0SCOW, Russia [?] , Agricultural and Forestry Academy ; 225 students. 36. M’unden, Prussia, Germany [1868], Forestry Academy; 56 students. 37. Nancy, France [1824], Forestry Academy ; 51 students. 38. Nowaj a- Alexandria, Poland, Russia [1892], Agricultural and Forestry Academy; 257 students. 39. Ouro-Preto, Brazil [1892], Mining Academy. 40. Paris, France [?], Mining Academy ; 161 students. 41. Paris, France [?], Agricultural College; 240 students. 42. Poppelsdorf, Prussia, Germany [1846], Agricultural Academy; 369 students. 43. Portici, Italy, founded 1872, Agricultural College; 105 students. 44. Pribram, Bohemia, Austria [1849], Mining Academy; 150 students. 45. Rennes, France [1890], AgAcultural College; 620 students. 46. Schenmitz, Hungary [?], Forestry a,nd Mining Academy; 297 students. 47. St. Etienne, France [1816], Mining Academy ; 120 students. 48. Stockholm, Sweden [1823], Forestry School; 41 students; also Agricultural Academy [1811] ; 150 members. 49. St. Petersburg, Russia [1773], Mining Institute; about 600 students. 50. St. Petersburg, Russia [1880], Forestry Institute; about 500 students. 51. Tharandt, Saxony, Germany [1811], Forestry Academy; 55 students. 52. Toronto, Canada [1888], Agricultural College. 53. Ycdlombrosa, Italy [1869], Forestry Institute; 40 students. 54. Vienna, Austria [1872], Agricultural Academy; 374 students. Note. — Other similar higher institutions of learning are connected, uuth universi¬ ties, heiice they are not mentioned in this list of separate institutions. VIII. Veterinary schools. 1. Alford, France [1766]; 317 students. 2. Berlin, Germany [1790]; 550 students. 3. Bucharest, Roumania [1861]; 51 students. 4. Budapest, Hungary [1786]; 332 students. 5. Copenhagen , Denmark [1858] ; see above in VII, 370 students. 6. Cordoba, Spain 74 students. 7. Dorpat, Russia [?] ; 311 students. 8. Dresden, Germany [1774] ; 226 students. 9. Hanover, Germany [?] ; 228 students. 10. Kazan, Russia [?] ; 468 students. 11. Kharkof, Russia 150 students. 12. Lemberg, Austria [1881]; - - students. 13. Leon, Spain [?] ; 99 students. 14. London, England [1791]; 230 students. 15. Lyon, France [1761]; 180 students. 16. 3ladr id, Spain [1792]; 344 students. 17. Milan, Italy [1791] ; 133 students. 18. Munich, Germany [1790] ; 348 students. 19. Naples, Italy [?] ; 200 students. 20. Santiago, Spain [1820] ; - students. 21. Saragossa, Spain [?]; 276 students. 22. Stockholm, Siveden [1821] ; 57 stud.ents, 23. Stuitgart, Germany [1821] ; 135 students. 24. Toulouse, France [1825] ; 165 students. 25. Turin, Italy [?] ; 91 students. 26. Utrecht, Netherlands [?] ; 87 students. 27. Vienna, Austria [1764]; 285 students. 28. WarsGAv, Russia [?] ; - students. CHAPTER XVI. THE KINDERGARTEN. By Laura Fisher, Director of Public Kindergartens, Boston, Mass. The first public expression in America on the value of the kindergarten was an • article published by Dr. Henry Barnard in 1854. This article was a “ Report to the governor of Connecticut on the International Exhibition of Educational Sys¬ tems and Materials at St. Martin’s Hall, London, under the auspices of Prince Albert and the Society of Arts, Commerce, and Manufactures.” In this rexiort Doctor Barnard says: “The system of infant culture presented in the Interna¬ tional Exhibition of Educational Systems and Materials at St. Martin’s Hall by Charles Hoffman, of Hamburg, and illustrated by Madame Ronge in her kinder¬ garten in Tavistock Square, London, was by far the most original, attractive, and philosophical form of infant development the world has yet seen.” Doctor Barnard’s interest in the kindergarten increased with his study of the system, and this first expression of appreciation was followed in 1868 by a sugges¬ tion in his special report, as Commissioner of Education, to the Senate, and a.gain to the House of Representatives, in 1870, on a system of imblic instruction for the District of Columbia “that the first or lowest school in a graded system for cities should cover the play period of a child’s life,” and that “the great formative period of the human being’s life in all that concerns habits of observation and early development should be subjected to the training of the kindergarten.” To Doctor Barnard are due many valuable publications on the kindergarten, and to his influence can be traced that early appreciation of the system on the part of many educators which hekped to give it educational standing. Following Doctor Barnard, in point of time, comes the 'well-knov/n and deeply- appreciated effort of Miss Elizabeth Peabody, who will aPvays be remembered, and honored as the xiioneer of the kindergarten in America. While hers was not the first kindergarten in the United States — that of Miss Caroline Louise - Frankenburg, of Columbus, Ohio, having been established in 1858, and others, by Germans, in Hoboken, N. J., in 1861, and in New York in 1864 — Miss Peabody’s was the first effort that called forth any marked interest in the system and gave the impulse from which radiated the entire kindergarten movement in America. Although the general character of Miss Peabody’s work is well known, no - account of the kindergarten is complete that ignores her own statement of the beginnings of her work or fails to recognize the wonderful spirit of helpfulness,., simplicity, and humility that touched all who came in contact with her. In her account of the kindergarten in America she tells us that after Doctor Barnard’s articles in his journal in 1856 and 1858 nothing was said in America until the review in the Christian Examiner in 1859, Boston, of “ Le jardin des enfants.” She alludes to the many unhappy attempts at kindergartens made during the next ten years by persons untrained in the system and points to her own as the most. 689 ED 1903 - 44 . EDUCATION KEPORT, 1903. 090 noted of these failures. In 1S6T she ^Yent to Europe to study the kindergartens as establislied hy Froeheh In 18G8 she returned ‘ ‘ zealous to abolish her own and all similar mistakes and establish the real thing on the basis of an adequate training of tlie kindergartners."" INIiss Peabody's and Doctor Barnard's initial interest in the kindergarten was of moment because of the influence upon other jDersons, and while not directly productive of the establishment of kindergartens on any large scale they gave to the cause in America the vital start to which all further developments of the system owe their origin. The three main branches of kindergarten work in America are the private kin¬ dergarten, the charity kindergarten, and the iDublic kindergarten. Each of these has an interesting history and has exercised its si)ecific influence in shaping the work and in forming i^ublic opinion in regard to the educational and social value of the system. THE PRIVATE KINDERGARTEN. Originating vrith Miss Peabody’s attempt already referred to and continued from that time on in Boston by Madame Kriege and her graduates, notably Miss Garland and Miss AYeston, the private kindergarten spread from Boston to New York. Its first and foremost exponent there was Miss Marie Boelte, who was invited in 1872 by Miss Henrietta B. Haines to conduct a kindergarten in her school for young ladies. Miss Boelte had studied in Germany with Froebel's widow and had won a high reputation in Germany and also in England. In 1873 she married Prof. John Kraus, and together they established an independent kindergarten and normal class. From their training school many eminent kin- dergartners were graduated, and Madame Kraus is still considered the “best representative in America of the traditional practice as prevailing in German kindergartens and training schools.” Their kindergarten was the center of great interest, and its excellence commanded marked support in New York. [ This branch of the kindergarten movement has, unfortunately, been most slow to grow, varying largely according to the temper of the city. It is a question of no slight interest just why the private kindergarten has had on the whole less success and support than the charity and the public kindergarten. Among the most obvious reasons is the fact that a great many small independent classes have been established by inexperienced, inadequately trained, and incompetent young women who have been unable to conduct a kindergarten properly, and have allowed their classes to become free-jilay schools run by the children. I? Not a few independent private kindergartens owe their failure to the exclusive manner in which they have been conducted on narrow lines for the benefit of a small groux) of children from chosen homes. These have sometimes failed because the young kindergartner, dominated by the ignorance and inconsistencies of her liatrons, has been unable to carry on regular and systematic work with her xiupils. Again, the necessity of earning a living has kept out of the independent private kindergarten the most capable teachers, these naturally seeking and securing positions commanding definite salaries, sufficiently large to insure comfortable living. It is interesting to note that many private schools in our large cities have adopted the kindergarten. In most of these this department extends over two years, and is followed by a connecting class in which the advanced constructive work of the kindergarten is carried on side by side with the regular branches of the pri- « Miss Peabody not only incited tlie establishment of jjrivate and charity kindergartens and the first public kindergarten in the country, but she founded and sustained a periodical of kin¬ dergarten literature, established the American Froebel Union, and was largely instrumental in the organization of a Froebel society in England. THE KINDERGAETEN. 691 mary school. These kindergartens are increasingly nnmerons and snccessfnl. The reason is not difficult to find. Wherever the kindergarten becomes an organic part of the general system of education, it takes its position as a place in which children are properly trained and instructed. It is an acknowledgment on the part of the heads of such institutions that the kindergarten is an important factor in the education of the child and a recognition of its influence upon the child’s subsequent development. This attitude on the part of principals of schools influ¬ ences parents who send their children to certain schools because of their confi¬ dence in the wisdom of the teaching corps, and in this V7ay the kindergarten con¬ nected vflth the priA^ate school has begun to flourish and been enabled to do its legitimate work. ISTeedless to say that the kindergarten has often been maintained in spite of the fact that it has been a financial loss to the proprietors of the schools, whose recognition of its educational A^aliie has been the sole explanation of the enthusiasm that has insisted upon the continuance of a nonpaying deipartment. Among the first kindergartens established in connection wnth large private schools after the pioneer movement in New York was that in Mrs. Shaw’s school in Boston. In the hope that young Avomen would study the kindergarten in order to better prepare themselves for Avork in the home, a training department AA^as established by Mrs. Shav/ in connection with this school. Notable among the kindergartens connected with large private institutions are those at Pratt Insti¬ tute, Brooklyn; Teachers’ College, Ncav York; Ethical Culture School, New York, and the School of Education, Chicago. No one AAmuld claim that even this class of private kindergartens suffers from over¬ crowding, or that the wealthy are, as a rule, kindergarten enthusiasts. And yet there exists in New AYrk an association composed of AAmmen of means, calling itself The Froebel League, that is making notable efforts to stimulate interest in and appreciation of the kindergarten as a system of education for all children, rich as well as poor, and all parents as Avell. Their recognition of what the kin¬ dergarten has done for them in fitting them for the responsibilities of mother¬ hood, and of how it has influenced the development of their children Avithin its domain and in the home , is not Avithout influence AAffiich is bound to groAV and to win for the kindergarten in this class of society due recognition as a A^aluable educational influence. Nevertheless it is true that the doubters belong mainly to this class, and that the habit of doubt, once become the fashion, is difficult to overcome. People whose children haA^e fairly good care at home are not likely, as a class, to bother them¬ selves about the merits of a system of early education. Again, to many persons no learning seems of Amine unless it begins Avith reading, and the three R’s are still their fetish. Instruction in these is the only x)roper beginning of every child’s education, for to be informed is to be educated. HoAAmver vitally a child's mind is open to the beauties of nature and the influences of life; howeAur its heart may glow Avith the sentiments that make for righteousness; hoAvever skillfully its hands may shape the materials AAuth which they come in contact; hoAvever Avnsely and absorbingly it may play itself into an understanding of its world, to such persons the child knows nothing of value until it has learned to read: “It is a bird.” When it is able to do this, the child has, in their opinion, learned some¬ thing that is worth Avhile. And the question Avhether it has ever really seen or observed a bird, interested itself in its haunts and habits, cared for, protected, and tended it, Avatched the brooding mother, and Avitnessed its exhibitions of mother- loAu, these are matters altogether foreign to the question of its real education and the school’s share in it. We are, however, coming to value less what maybe called the externals of education and to care more and more for its spirit and the spirit it begets; and with this increasing sense of the importance of inner deAml- opment there begins the dawn of a neAV day for the kindergarten of the children who go to priAmte schools. 692 EDUCATION REPORT, 1903. THE CHARITY KINDERGARTEN. Centering among and concerning itself with the children of the poor and having for its aim the ni)lifting of the home, it was natural that the kindergarten as a philanthropic movement should win great and early favor in our generous land. The mere fact that the children of the slums were kept off the streets, and that they Vv’ere made clean and happy by kind and motherly young women; that the child being thus cared for enabled the mother to go about her work in and outside of the home, all this apiiealed to the heart of America, and America gave freely to make these kindergartens possible. Churches established kindergartens for the poor of the parish, individuals endowed kindergartens, and associations were organized for the spread and support of kindergartens in nearly every large city, large sums of money being raised annually for this purpose. As college and social settlements appeared on the horizon they adopted the kindergarten, looking upon it as a valu¬ able means for building up their clubs for children and women and as the nucleus for district work. The first charity kindergarten in America was established on July 1, 1870, in connection with the Poppenhusen Institute of the Conrad Poppenhusen Associa¬ tion, founded and endowed by Mr. Conrad Poppenhusen for the people of the township of Flushing, and especially for the inhabitants of the village of College Point, N. Y. This kindergarten flourished from 1870 to 1901, when the establish¬ ment of public kindergartens made its continuance unnecessary. The liberality and large -mindedness of its founder can not fail to impress anyone familiar with its history and the history of the institute of which it was a part. The kinder¬ garten was attended by from 60 to 80 children when the population of College Point was less than 5,000, and when this increased to over 6,000 the average daily attend¬ ance numbered from 100 to 120 children. The salaries paid were liberal; the rooms provided consisted of one large main room, 40 by 30 feet, and two smaller class rooms. A large yard gave opportunity for gardening, sand gardens, and outdoor play. The teachers first in charge were graduates of training schools of Germany, and were succeeded by their pupils. The effect of the kindergarten is said to have been noticeable not only in the children, but to have shown itself in the homes and in the greater neatness of the children as they came from home. So far as equipment goes, it would seem that this first charity kindergarten set a standard which might well be followed and is seldom maintained even to-day. The next charity kindergarten was one better known generally — that estab¬ lished by Mr. S. H. Hill in the village of Florence, Mass. Here, too, generous provi-ion marked the enterprise. Mr. Hill built two houses — one for the accom¬ modation of 200 children who attended the kindergarten and one for the teachers to live in; and he furtherinpre put in trust a fund from which (with additional contributions from other citizens) the kindergarten has been supported. The larg^t individual charity and the most significant was that supported from 1877 to 1SS8 by Mrs. Pauline A. Shaw, of Boston, who has been rightly called the “Fairy godmother of the kindergarten.” In 1877, stimulated by the efforts of Miss Peabody, Mrs. Shaw oi^ened two summer kindergartens, one in Brookline and one in Jamaica Plain. Satisfied that the kindergarten merited her support, the two classes thus established were continued through the year. This was the beginning of a work unparalleled for its public spirit and liberality, and to which must be attributed the growth and final adoption of the kindergarten throughout Nev/ England. In 1878, through the successful efforts of Miss Laliah B. Pingree, who organized and superintended this work for Mrs. Shaw, there were 18 kinder¬ gartens in Boston, Cambridge, and Brookline, and 1883 brought the number up to 31 . F rom 1884 to 1888 the kindergartens were reduced in number to 14 in Boston, 3 in Cambridge, and 1 in Brookline. No effort or money was spared to make these kindergartens the best of their kind. Some were housed in public school buildings THE KIKDERGARTEH. 693 and others occnpied houses specially rented for their nse. Every advantage was given to the kindergartners to help their work. Lecturers on education, science, and art, classes in kindergarten theory and practice were xirovided, and a library for the use of the teachers was established. In addition to the daily teaching in the kindergartens, the kindergartners visited the homes of the children and held mothers’ meetings. _ After supporting the kindergartens for ten years, Mrs. Shaw, in 1887, invited the school committee of Boston to investigate this work with a view to adopting the same. In 1888 the school board assumed the responsibility of the 14 kinder¬ gartens supported by Mrs. Shaw. The first free kindergarten in New York was opened in 1876 by the Children's Charitable Union, but the real impulse to philanthropic work was given by Prof. Felix Adler, of the Ethical Culture Society, and by Rev. R. Heber Newton, rector of Anthon Memorial Church. In January, 1878, Professor Adler opened a, free kindergarten, vrhich became the first grade in a school, classes being added each year until in 1887 the full eight grades of a completely equipped elementary school were established. This was the initial step in a movement that has culminated in the acceptance of the kindergarten as the first grade in large private and endowed schools, of which mention has been made. Rev. R. Heber Newton opened the first mission kindergarten in March, 1878, and gave the primary impulse to this kind of work. At present nearly every large city has its church kindergartens for the children of the x)arish, housed in the parish rooms. These kindergartens, v/ith a few others, represented the extent of the philan¬ thropic movement in the city of New York at the beginning of the last decade of the nineteenth century. In 1889 a conference was held at the College for the Training of Teachers in response to a call signed by leading men of New York, foremost among whom were Mr. Richard Watson Gilder, the Rev. E. Win¬ chester Donald, and Mr. Daniel S. Remsen. The occasion of this conference was the desire on the part of many men and women to extend the kindergarten sys¬ tem, and the result was the formation of the New York Kindergarten Associa¬ tion. We are told that “ the idea of the founders of this new association was to establish some model kindergartens under charge of the association and to pre¬ vail upon the city to establish kindergartens in connection with the public school system.” The first kindergarten was opened in 1890, and in 1903 the association supported 23 kindergartens, at an annual expenditure of $40,000. The Free Kin¬ dergarten Society of Brooklyn supports 22 kindergartens, and has, by maintaining a high standard of efficiency among its kindergartners, done much to uphold and encourage the excellent work in that city. In addition to the kindergartens sup¬ ported by these two associations there are about 55 j^ublic kindergartens of a charitable character, making in all 100 kindergartens supported by donations and endowments in Greater New York. In 1879, largely through the influence of Mrs. Alphonso Taft, who was its first president, the Cincinnati Kindergarten Association was formed. Its history, like that of similar associations, begins with the establishment of one free kindergar¬ ten. In 1902 the association sup-ported 3 free kindergartens and superintended in addition 20 free and 3 private kindergartens. During the same year (1879) the first free kindergarten was opened in Philadel¬ phia. Through the philanthropic efforts and personal devotion of Miss Anna Hallowell the x)eople of Philadelx)hia became aroused to the need of establishing kindergartens, and in 1881 the Subprimary School Society was formed for that purpose. In 1887 this society, at its annual meeting, made a formal transfer of 33 free kindergartens to the board of education, and the kindergarten thus became a part of the public school system. 694 EDUCATION REPOKT, 1903. CMiicago has always been a leading kindergarten center. The kindergarten movement began in 1885, much as it did' la£er in Boston, with a so-called kinder¬ garten. But in 1874 Mrs. Alice H. Putnam, a trained kinder gartner, opened a private kindergarten in her home, and organized a class for the study of Froebel’s educational principles. Through Mrs. Putnam's influence the first free kinder¬ garten was opened in 187G in the rooms of Mr. D. V. Moody’s church, and to her efforts was mainly due the formation of the Chicago Froebel Association, which at one time supported 23 kindergartens and also a normal training school, of which IMrs. Putnam is still director. She was also largely responsible for the introduc¬ tion of kindergartens into the public schools of Chicago. The influence of Chicago, through the impetus given to the work there, first by Mrs. Putnam, who was later ablj^ seconded by Miss Elizabeth Harrison, extended to the ISTorthwest and somewhat to the South and East. Many of the kindergar¬ tens and training schools in Wisconsin, Minnesota, and Michigan are in charge of graduates from Chicago, while the work in Texas, Cleveland, O., and Pittsburg, Pa. , was first organized through Chicago influence. In Pittsburg, where a vigorous young association is supporting a training school and a number of kindergartens as well, a happy and unique condition of coopera¬ tion exists between a private organization and the school board. Here an annual appropriation for the support of public kindergartens is made, and rooms in school buildings are set apart for kindergarten use. This fund is turned over to the Pittsburg and Alleghany Free Kindergarten Association, and all the kinder¬ gartens are in charge of the supervisor of this society. The teachers are in con¬ stant consultation with her and attend graduate courses given under the auspices of the kindergarten college. Passing rapidly westward we come to the Pacific coast and the kindergarten in San Francisco. With this center three names are forever associated, names of gifted women whose lives and activity have left a unique stamp upon the work they have done, and have made San Francisco famous and in some respects fore¬ most in philanthropic work. I refer to the late Mrs. Sarah B. Cooper, Mrs. Kate Douglas Wiggin, and Miss Nora Archibald Smith. The first impulse to kinder¬ garten work in California was given by-Prof. Felix Adler, of New York, who, in the summer of 1878, came to San Francisco to deliver some lectures. During his visit he succeeded in stimulating great interest in the project of establishing kindergartens for young children, and, as a result of his influence, on July 23, 1878, an association was formed and became incorporated under the name of the San Francisco Public Kindergarten Society. Funds were raised, a room on Sil¬ ver street near Third was rented and equipped, and the association was ready for a teacher. Among the most ardent of its members was Miss Emma Marwedel, whose work in southern California and later in San Francisco is well known. At her suggestion the association called to the organization of its work — the estab¬ lishment of the first free kindergarten west of the Rockies — Miss Kate Douglas Smith. That interest in the kindergarten under the direction of this gifted leader grew rapidly was but natural. No single individual has done more to spread kin¬ dergarten influence and to gain friends for the cause than the author of “ The Story of Patsy. ” No kindergarten has enjoyed wider celebrity and achieved greater suc¬ cess among the chddren and in their homes than the celebrated Silver Street Kin¬ dergarten, conducted by Mrs. Wiggin and her sister. Miss Nora A. Smith. The work done at Silver street was the mainspring of all subsequent work in Cali¬ fornia; to its influence was due the establishment of numerous free kindergartens and indirectly the formation of the Irindergarten association for which San Fran¬ cisco is justly famous. By October, 1883, there were 23 kindergartens in San Francisco and in 1888 they numbered 40. In 1882 the New Silver Street Kinder¬ garten Society was formed, and in the course of a year three kindergartens were opened and supported by it. THE KINDEEGARTE^r. 695 Following Mrs. 'W'iggin as principal of the Silver street kindergartens, and for many years associated with her in this work, came Miss Nora A. Smith. Miss Smith, like Mrs. Wiggin, is well known both as a practical kindergartner and as a writer on kindergarten and other subjects, and is at present the inspiring head of the kindergartens in connection with the Alfred Corning Clarke House in New York. In close connection with their work as principals of the Silver street kinder¬ gartens was the California Kindergarten Training School established in 1880 by Mrs. Wiggin, who remained piincipal until 1890 and was at first assisted and later succeeded by her sister, Miss Nora A. Smith. This training school was organized in answer to numerous applications for kindergarten instruction which came to Mrs. Wiggin during her first year at Silver street. From this training school the graduates went to positions up and. down the Pacific coast from British Columbia to Arizona and into all the States and Territories of the far W est. Side by side with the work of Mrs. Wiggin and Miss Smith, indeed stimulated into existence by it, was the work of the late Mrs. Sarah B. Cooper, organizer and president of the Golden Gate Kindergarten Association. After a visit to the Silver Street Kindergarten in 1879, Mrs. Cooper organized the second free kinder¬ garten in San Francisco, which was supported by the efforts of her Bible class. This was soon followed by other kindergartens, and resulted in the formation of the association of which Mrs. Cooper was president. The legacies and donations coming from many sources for the support and endowment of kindergartens were very large, and no x^hilanthropic organization has supported as many kinder¬ gartens or expended as much money. The first legacy of $20,000 necessitated the incorporation of the association. Following this came the organization of five Leland Stanford Junior memorial kindergartens, which were endowed by Mrs. Stanford in 1891, who set aside $100,000 for this purpose. In 1895 the association supported 44 free kindergartens. Owing to lack of funds some of these have been abandoned and there are at present 19 kindergartens, 5 supported by Mrs. Stanford and 5 by Mrs. Phebe A. Hearst. This association, too, felt the need of establishing a training school. Indeed, this need has been felt wherever the spirit of the kindergarten has been vital, and all growing associations have in addition classes for mothers, graduate kinder- gartners, and childrens’ nurses. Besides the v/ork of its associations, California is noted for the x)liilantliropy of individuals. In addition to the work supported by Mrs. Stanford is that of Mrs. Phebe A. Hearst, who, in addition to the five kindergartens in San Francisco, has also established a kindergarten settlement and a number of free kindergartens in the remote Western States. She has also erected the finest and best-equipi3ed building of its kind in the country for the use of the kindergarten and the kinder¬ garten training school of the Golden Gate Association. Mrs. Hearst has estab¬ lished a kindergarten college at the national capital, and supxDorts three kinder¬ gartens in Washington, one for poor white children, one for poor colored children, and one in a district where it reaches the well to do. Kindergartens and kinder¬ garten colleges are thus in touch v/ith the general x^ublic and the system can be observed in its varied aspects. The equipment is excellent, and the entire work is conducted by exx)erts, making it a leading center of kindergarten infiuence. THE PUBLIC KIUDERGARTEXS. Miss Blolo and the St. Louis hindergartens. — The first kindergarten in connec¬ tion v/itli public schools was opened in Boston in 1870 and was continued as an experiment for several years, when it was closed for lack of funds. While Boston was the first city to establish a public kindergarten, St. Louis was foremost in organizing a system of kindergartens whose influence has extended to every section of the country. 69G EDUCATIO:^T EEPOKT, 1903. In his report for the year 1870-71 the superintendent of schools in St. Louis recommended the opening of an experimental kindergarten on the ground that it vras desirable not only as a system of training for young children under school age, hut as affording “valuable hints on the method of conducting our instruction in the lowest primary grades.” As a result of this recommendation, the first public kindergarten was opened in September, 1873. At this time Miss Susan E. Blow, who had studied with Miss Boelte in New York, offered to supervise and conduct a kindergarten gratuitously, provided the school board would pay the salary of an assistant teacher and furnish the necessary room and equipment. The- offer was accepted, and the kindergarten was opened in the Des Peres school. Miss Blow's assistant was an experienced primary teacher, who had, however, had no kindergarten training and who needed to be instructed in kindergarten methods. The first i^ublic kindergarten training school was accordingly established at this time. Kindergartens were opened as fast as competent kindergartners were graduated, and it was not many years before every district in the city had its kindergarten. Miss Blow conducted both the kindergarten in the Des Peres school and the training class for several years, and her success made it the center of educational interest in a city already noted for its admirable system of public schools. The kindergartens in St. Louis grew and flourished; parents were quick to rec¬ ognize the benefits of the training, and in every section of the city they were crowded to their utmost capacity. It was not all smooth sailing, however. The kindergarten, liardly yet understanding itself, certainly not fully realizing itself, had to contend with friendly and unfriendly criticism. It had to justify itself, its methods, its greater freedom, its play, and play spirit. It had to meet the doubt of skeptics and the criticism of successful and unsuccessful teachers. It was often held up to ridicule and was blamed for the failure of every child that had ever entered its doors. It was fighting a battle for the child with itself and with its ignorant and sometimes bitter enemies. It made, of course, numberless mistakes, did and said many foolish things, stirred up unnecessary opposition. It did all this because it was young and inexperienced, but it possessed an enthusiasm and a faith in its mission and j)ower that did indeed, in the end, remove moun¬ tains. It lacked in its first days that self-comprehension and wisdom that came with riper years, longer experience, and profound and patient study. It is obvious that the history of the kindergarten in the public schools repeats that of every reform movement. It was natural that it should be looked upon as an unnecessary and undesirable innovation by those who felt that the old methods were good enough and that little children should stay at home with their mothers. It was likewise natural that these new methods should receive scant welcome from those who were wedded to the use of the old. It was not less natural that young and untried kindergartners should do harm to their own principles and methods by being quite unable to exx)lain them with any degree of satisfaction or convincing i30wer to those who questioned or opposed them. The kindergarten was not free from defect. It is not yet wholly perfect. It had much to contend with in virtue of the fact that the majority of its workers were very young women of no exjierience in teaching and ignorant of general educational principles and practice. On the other hand, their youth and partial ignorance and their abso¬ lute freedom from traditions and conventional forms and ihethods gave them resolute courage and a hopefulness of spirit that could not be quenched by any doubt or opx)osition or personal failure. Their faith in the new ideal of education made them al)solutely sure that they were engaged in a cause that would convert and redeem the world. They felt a strange stirring in their hearts, glad awak¬ ening of th ir minds, and were conscious of a power that was transforming and transfiguring the world for them. They believed that this was possible to all THE KIHHERGARTEH. 697 who were penetrated with the same ideals. Little wonder tha^- they seemed fool¬ ish and almost mad to a part of the world that was looking on. I know not how to describe the influence of these early years of work and study on the young women of the kindergarten. It was like a new pentecost, the infusion of a new life, the birth of a new soul; and its contagion spread to all who would open their minds to its glowing power. Women came from all imrts of the United States and Canada to study with Miss Blow, and many superintendents of schools came to observe the kindergartens of St. Louis and to get teachers from there to intro¬ duce the system in other cities. It is not claiming too much to say that the interpretation and application of Froebel’s methods, as illustrated in the public kindergartens of St. Louis under Miss Blow’s direction, have influenced kinder¬ garten practice all over the country. Through the storm and stress of these early years, when all the country was looking on and wondering whether it was safe to follow the example of St. Louis, there were two persons who piloted and inspired the work. The students and graduated kiiidergartners were under the direct influence and training of Miss Blow. They were at first a separate body, working indeed in the schools, but getting little help and often no encouragement from the other teachers. They were, of course, under the control and authority of the school board, but they knew little of its existence, for between them and the school board stood the super¬ intendent. If it had not been thus, they v\^ould have foundered. No kindergartner who was connected v/ith the St. Louis schools during his administration can ever forget his helpful and constant supervision. His suggestions gave her courage; his insight, that went at once to the crucial point and made clear the existing weakness and necessary correction, developed her intelligence and comprehension. The large-inindedness that granted her legitimate freedom to be herself and to develop herself made possible the growth of individuality and originality in her work with the children. In the midst of serious and oft-repeated mistakes, which were never overlooked, the kindergartner was sure of his faith in the principles with which she was grappling and in her a,bility ultimately to bring them and their results to light. No v/ork like that in St. Louis, i3ioneer in the truest sense of the v/ord, coping v/ith tremendous obstacles, could have come to its fulfillment but for the courage, the initiative, the insight, and the persistent support of the superintendent. It was his influence and the improvement in the kindergartens that converted critics into friends and made masters and grade teachers the fore¬ most advocates and stanchest supporters of the system. After the kindergartens were VN^ell started in the schools for white children, the demand for the same advantages for colored children made itself felt, and in 1882 the first kindergarten for colored children was established. In this kindergarten many prominent citizens were greatly interested, and they contributed generously toward providing it with a special eciuipment much needed. The children belonged to the poorest class of poor and ignorant negroes. The task of training them in the simplest habits of decency was not an easy one. Their moral condi¬ tion was of the lowest. They were absolutely lawless. That this important work might be properly conducted, two experienced kiiidergartners offered to take charge of it. As soon as the kindergarten was well under way. Miss Blow, with the kindergartner in charge, began to train colored women for the colored schools in St. Louis, and since that was accomiilished this branch of the work and these kindergartens have been in charge of colored women, under the general supervision of the supervisor of kindergartens. St. Louis has at present 125 kindergartens, located in 78 school buildings. The plan of organization was much like that which prevails to-day. As the kindergartners were graduated they were given charge of a kindergarten consistf ing of from forty to sixty children. Because of the lack of trained teachers and G98 EDUCATION KEPOKT, 1903. the rapid increase in the number of kindergartens established, each trained kin- dergartner was assisted by students from the training school. Where there vvere enough volunteer assistants the kindergartner, or director (as she was called), spent much time in superintending the practice teaching of her assistants and became efficient as organizer and supervisor of her kindergarten. It was a part of the duty of every director to train her assistants in the details of the daily work, criticising the same at the end of the morning session and planning 'Vvuth tile assistants the following day's exercises. At first the kindergartens were placed in regular school rooms, which were not at all adapted to their needs, and there was much waste of energy and unneces¬ sary lalior caused l)y the moving of furniture as the exercises of the morning were changed. This condition still prevails in a large number of kindergartens all over the country to-day. Through the influence of the superintendent the school board was induced to erect separate buildings planned for kindergarten use, with spacious rooms, well lighted and heated, and equipped vuth every convenience conducive to successful work. Still later, in the schools nov/ built, the kinder¬ gartens are placed in a wing of the main building, separated from the other rooms by corridors and coat rooms. Besides each of these large rooms there is a store¬ room in which supplies are kept, and a small room for the use of the kindergart- ners. There is generally a separate entrance for the kindergarten children, and in some cases also a special yard. No other city has considered this question so carefully or promded so liberally for the comfort of the youngest children who attend school. I The kindergarten session of three hours was carefully divided into several periods, ranging from fifteen to thirty minutes in length, according to the nature of the exercises. The morning began with the opening exercise of song and con¬ versation, which was followed by a longer period of work. Between two working periods came a period of relaxation and play, in order to- avoid undue strain of long-continued effort. This division of time has been adopted in a great many cities, and seems, on the whole, the most satisfactory yet devised. But the kindergartner s’ work did not end with the session in the kindergarten. The afternoon was devoted to farther study and careful j)reparation of the fol¬ lowing day's vrork. All the kindergartners continued after graduation to attend classes conducted by Miss Blow, and, because the undergraduate courses were constantly improving, these, as well as advanced courses, were often attended by them. They were also exi^ected to follow carefulk/ the work of their volunteer and trained assistants, and to go over with them the lectures or lessons given by Miss Blow, criticising and directing the technical work and explaining theoretic prin¬ ciples and points of methods. The result of this was growth on the part of the teaching’ corps and the upbuilding of an organized whole, whose members were closely united and wherein each x^rofited by the success of all, and all were inter¬ ested in the achievements of each. Three things soon became obvious: First, that there were more children than the morning kindergartens could accommodate; second, that Miss Blow needed assistance and relief in the work of training teachers; third, that exx^ert super¬ vision of the kindergartens was necessary to insure the best results. Conse¬ quently afternoon Icindergartens were ox3ened, and a supervisor of kindergartens and a kindergarten training teacher were ax^x^ointed. The afternoon session did not, in the opinion of the teachers in charge, x^rove as successful as the morning session. The children, who had sx^ent the forenoon in undirected xhay, were not in condition for anything bordering on work, were not equal to much effort of any kind, and were generally more restless and difficult to control. In IbTi, after a year silent in Europe, during which she studied with Baroness THE KIHHERaARTEH. 699 Marenholz von Biielow and visited G-erman kindergartens, Miss Blow returned to St. Louis and resumed charge of a kindergarten and of the training school, with such assistance as had been provided. Realizing that the success of the kindergarten must depend upon the efficiency of its working force, and that one or two years of study were not sufficient to insure the highest teaching capacity. Miss Blow offered a number of graduate courses to the kindergartners. Froebehs works had not yet been translated into English, and the training in America had been x)urely traditional, each training teacher passing on to her pupils what she knew and these passing on again what they had received. There were comparatively few among the kindergartners who read and understood German. The consequence was that the external details of the system were often learned mechanically with¬ out reference to their significance, and their importance exaggerated to an undue degree, so that a kind of superstitious faith in the efficacy of ‘‘gifts” and “sequences” was engendered. While this led to many foolish extremes, it also pointed to something intangible, something that had not yet found clear expres¬ sion, but by which the life of the kindergarten was fed and from which it gathered inspiration. The significance of much that seemed insignificant was felt but not explained, the spirit behind the letter was swaying minds that could not formu¬ late its meaning, could not bring it clearly to light. To avoid as far as possible mistakes of this kind, and to help the kindergartners to an understanding of the educational principles underlyipg Froebel’s system, Miss Blow, with such assistance as she could get from those of her pupils who understood German, translated and interpreted Froebel for the benefit of the students, using the original publications as a text-book for the basis of all her work. It was the first time that American kindergartners came into direct touch with Froebel’s statement of his educational ideas and methods. In this way the book that is now considered the heart and soul of kindergarten training, Froe- bel’s Mother-Play and Nursery Songs, was first studied and expounded. From St. Louis, through the influence of Miss Blov/ and her pupils, the study of the Mother- Play was taken up in other cities and has finally been granted a leading place in the course of study in all the best training schools of the country. The first pub¬ lished translation, by Miss Josephine Jarvis, in 1879, made the book accessible to all American students of Froebel. The Mother-Play became the inspiring source of the kindergarten games, which are mainly the work of the late Mrs. Clara Beeson Hubbard, of St. Louis, whose genius for play has not been equaled in the kindergarten world of America. Mrs. Hubbard published the first collection of songs and games for the kindergarten, using the translation of Miss Jarvis, but adapting music to the words and inter¬ preting both words and music through dramatic play. In the development of these plays she depended largely upon the spontaneous suggestions of the children in her kindergarten, following their interpretations of the words in the form of gesture and active movements. I can not refrain, in passing, to render such tribute to Mrs. Hubbard’s work as she richly merits. All vv^ho came under her teaching felt the meaning and value of play. Teachers and children alike felt the charm and power of these simple games and lived anew in the world they represented, coming close to its heart through song. Mrs. Hubbard traveled far and wide introducing these Froebelian songs and games, and wherever she went she was recognized as one who, wjth the spirit of a little child, came closest to the heart and soul of childhood and childish play. This early attempt to interpret Froebel’s plays was naturally somewhat crude at first. The words of the songs, for which Mrs. Hubbard was not responsible, were severely criticized, and the music likewise. But no thorough attempt to improve the words and music of Froebel’s Mother-Play was made until Miss Blow 700 EDUCATION REPORT, 1903. inulertook the task, and in 1895 her translation of the “ Mottoes and Commentaries of Froehers Mother-Play," and in 189G “ The W ords and Music of Froebel’sSongs and Games," were published in the International Education Series. Since IMrs. Hubbard's early effort many books of kindergarten songs have been compiled, notably Miss Emilie Poulsson's Finger Plays, the books of Mrs. Rust and Miss Jenks, Mrs. Wiggin and Miss Smith, Miss Mildred and Miss Patty Hill, and Miss Eleanor Smith. But Mrs. Hubbard's were the Froebelian songs and plays, and thus were the source and insxhration of all the others. A further great irnp>rovenient in kindergarten practice was effected by Miss Blovv^ through the organization of a j^lan of work or kindergarten programme. The strong and helpful influence of the organized whole was a marked feature of the St. Louis work. In this Society of Kinde'rgartners each v/as ready to learn from all, and all gave to each whatever was worth having and knowing. That isolated practice and isolated individuals easily become trivial and erratic was soon recognized. To save the kindergarten from its well-meaning but imperfect interpreters, many of whom fell naturally into grievous error, and all of whom felt the need of further help and study, a programme class was organized and conducted weekly by Miss Blow. The kindergartners, discussing at these meet¬ ings the details of their work, and getting further light on the princix)les lying behind their practice, could go to their classes knowing what should be done and hov7 exercises must be graded and adapted to the slowly developing powers of the child. They studied the merits of different methods; were taught how to balance free individual Trork and class exercises; discussed questions concerning the rela¬ tive importance of the practical details; considered the time length of exercises; talked over questions bearing on control and moral training. Above all they began to appreciate the need of seeing their work with the children as a whole instead of in fragments, and learned to plan its details in accordemce with the needs of the developing child, instead of living only for the day and letting the “inspiration of the moment” or the whim of the child determine the day’s doings. But the study of Froebel's philosophy and the development in efficiency which came with the power and habit of organized practice v/ere not enough to satisfy these aspiring young teachers and their inspiring leader. Classes in science and in some of the practical arts bearing on the Vv ork of the kindergarten were also formed. And, above all, the kindergartners were offered courses in the study of great litera¬ ture, history, x)hilosophy, and iDsychology. These were given because it was believed that studies of this kind were most expressive of and conducive to genu¬ ine human development, and that growth in insight and spiritual power are the essentials of higher education and indispensable to the work of the teacher. Under the direction of Prof. Denton J. Snider, supplemented by work with Miss Blow, the kindergartners studied, during successive years, the Tragedies of Sophocles, theOdyssejg Herodotus, Thucydides, and Goethe’s Faust; with Doctor Harris they studied Psychology and the Philosophy of History; with Miss Blow, who conducted preparatory courses in many of the subjects treated by other lecturers, the teachers follov/ed, besides those already mentioned, a thorough course in the study of Dante. While the primary object of all this work was the further education and cul¬ ture of the kindergartners, the classes Vv^ere largely attended by other women, some of them teachers in the schools, many of them mothers, all of them persons who came to get hell) in their daily work and life. It mattered little whether the course given was on the subject of the kindergarten or one of the more general ones alluded to, the lecture room was always crowded, and it seemed as though the schoolhouse on Fifteenth and Pine streets was indeed a Mecca, where all who went gathered strength and joy in living. Nothing diminished the attendance THE KINDERGARTEN. 701 or dampened tlie ardor of those who came. The work done there was indeed a ministry to sonls. Its results can not be tabulated nor can its power be measured. It gave an uplift to hundreds of women in St. Louis, such as they had never known, its influence penetrated thousands of homes, making mothers as well as children better and happier. That it should emanate from one consecrated woman Vvdio gave herself freely to all was marvelous indeed, and the end of it was the conquest of a great city for the benefit of the children. When Miss Blow withdrev/ from active work in 1884 she left a well-organized system of loublic kindergartens liberally equipped. She had influenced, and her pupils were shaping, the work in x)rivate and public kindergartens all over the country. She wms without question the recognized leader of the kindergarten movement in America and was consulted as an authority by educators at homo and abroad. She had wrought a transformation in the public schools of the city through the permeating influence of the kindergarten and had created a, senti¬ ment in favor of the children thus trained among the teachers and masters of the schools. In 1894 Miss Blow imblished her first book on Froebel's system, entitled “ Sym¬ bolic Education;” in 1895 followed the translation of the Mottoes and Commen¬ taries of Froebel's Mother-Play; in 1896, the Songs and Music of F-i-oebel’s Mother- Play; and in 1899, Letters to a Mother. In 1895 she returned to active work as a lecturer and has once more become the direct leader of the kinder¬ garten. Traveling from city to city, she teaches not only the doctrines of Froebel, but brings to the kindergartners the essentials of modern educational thought in all its varied aspects, emphasizing its bearings upon their work and the need of viewing their specialty in relation to all education. And, as of old, she holds that self-culture is a part of the duty of every teacher, hence her lectures on those larger subjects which lead thereto. Whatever differences of opinion may exist in regard to kindergarten principles and practice, there seems to be little difference of opinion in regard to Miss Blow. Kindergartners of every faith seek her cousel, honor her spirit, acknowledge her wisdom, look to her for inspiration and guidance, and grow strong through the insight she awakens and the effort she stimulates. She is their pride and glory, great expounder of their faith, supreme enlightener of all who seek the light. The piiblic kindergarten in other plaees. — Following St. Louis we next find the public kindergarten in M^isconsin. In 1853 the desirability of establishing a kin¬ dergarten in connection with the G-erman-American Academy of Milwaukee had been discussed. Mrs. Carl Schurz, who had studied the system in Germany, did much to stimulate the interest of other persons, and to her influence is attributed Miss Elizabeth Peabody's first active interest in the subject. But it was not until 1873 that the kindergarten became a fact in Wisconsin, v.dien, through the efforts of Mr. C. F. Viebahn, superintendent of schools in Manitowoc, the first public kindergarten was opened. Among the many ardent kindergartners of Wisconsin none are better known or have labored more unselfishly for the cause than Prof, and Mrs. W. IST. Hailmann. Professor Hailmann, who came to Milwaukee in 1874, had previously established a kindergarten in Louisville, Ky., and by means of his writings and addresses had aroused wide interest in the kindergarten movement. But it remained for Mr. James McAlister, superintendent of schools in Milwaukee, to give to Wisconsin the needed impulse. Having visited St. Louis and satisfied himself that the claims made for the kindergarten were justified, Mr. McAlister opened a kindergarten in connection with the Milwaukee ISTormal School and placed it in charge of a kindergartner whom he called from St. Louis; and having thus further tested the value of the kindergarten, Mr. McxAlister recomm.ended its adoption as a part of the school system in 1881. This recommendation was accepted in the spring of 702 EDUCATION REPORT, 1903. 188.2 and tlie kindergarten was then adopted by the school board. From Milwau¬ kee the iiiiinence spread to other cities and Wisconsin soon became one o*f the strongholds of the system. In the East the kindergarten had to win its way into the public schools through the influence of the philanthropic work first established. New York City opened a kindergarten in connection with the normal college as early as- 1878, but it was not until 1893 that the kindergarten became a part of the public school system. Since then the growth has been more rapid than in any other city. Miss Jennie B. Merrill, director of public -kindergartens, reports 182 kindergartens in the bor¬ oughs of Manhattan and tlie Bronx. Miss Fanniebelle Curtis, director of public kindergartens in Brooklyn, reports 126. Miss Frances C. Hayes, director of pub¬ lic kindergartens in the boroughs of Queens and Richmond, reports 54. This makes a total of 363 public kindergartens in Greater New York in 1903, ten years after they were first introduced. In Philadelphia the public kindergarten began with the adoption in 1887 by the board of education of the 30 free kindergartens under the charge of the Sub¬ primary School Society. But as early as 1883, at the appeal of the board of edu¬ cation, councils granted an appropriation of $5,000 for the following year, par¬ tially to meet the e.xpenses of these kindergartens, and in 1886 the amount thus appropriated was $7,500, so that at this time already more than one-half of the annual expenditures for the support of kindergartens were being met out of public moneys. Miss Anna W. Williams, under whoso able sux)ervision the kindergartens have increased, reports 197 public kindergartens in 1903. In Boston the public kindergartens came to stay when the school board decided to adopt the 14 kindergartens supported by Mrs. Shaw, This was not done with- ’ out the careful deliberation that is characteristic of nearly all public enterprises in that city. In 1887 an investigation of Mrs. Shaw's kindergartens was urged, after which their adoption by the school board was recommended. Prominent among those v/ho Avorked for the incorporation of the kindergarten into the public school system were the late Mr. Samuel Eliot, ex-superintendent of schools, and the late Gen. Francis P. Walker, president of the Massachusetts Institute of Tech¬ nology. The most convincing argument, however, was a report made by Supt. Edwin P. Seaver to the committee on examinations upon ‘‘the effect of kinder- -garten instruction as observed by the teachers of the youngest classes in the pri- maiw schools of Boston.” The result vras that the committee ordered “ that the committee on accounts of the year 1838 be requested to include in the estimates for 1888-89 the sum of $20,000 for the support of public kindergartens during the - year.” Mr. Seaver’s report, made up from the replies of 75 teachers who had received pupils from the kindergartens into their classes, vras unanswerable so far as such testimony vras concerned, and has since borne fruit in many places. It would be well for those who look to the verdict of the school in regard to the influence of the kindergarten to acquaint themselves vnth this document and v/ith Miss Susan E. Blow’s monograph on the kindergarten. The growth and success of the kindergarten in Boston has been mainly due to Mr, Seaver’s helpful interest and intelligent appreciation of the merits of the system. At x)resent Boston sup¬ ports 92 i:)ublic kindergartens. There are many other cities whose kindergarten history is interesting and sig¬ nificant. I have confined myself to those on the v/hole most representative and which constituted centers from which vital influence radiated, and which there¬ fore are the pioneers in this aspect of the kindergarten movement. The facts that seem obvious to anyone familiar with the history of the x'>ublic kindergarten are these: That public spirit, generally manifesting itself in the devotion of some individual woman to the needs of the education of young children, and an intelli¬ gent, ox^en-minded superintendent of schools, are the forces to which in the main the x^nblic kindergarten owes its existence. Sometimes the beginning is the THE KIJSTDERGAETEH. 703 charity kindergarten, which the i^nblic school adopts, sometimes the direct intro¬ duction of the kindergarten into the school system, as in St. Louis. At present 45 States report kindergartens supported by public funds. In Indian Territory there is no organized kindergarten work, and Oklahoma reports that “within a year a kindergarten department will be established in connection with each of the normal schools of the Territory.” Organization. — The plan of organization of public kindergartens is much alike in most of the large cities, and is similar to that outlined in the account of the kindergartens of St. Louis. In most places the number of children in each kinder¬ garten averages from 40 to 50. There are generally two paid teachers, a principal and an assistant. Besides these there are the students from the training schools, who are generally guests and are commonly called “observers.” In some i3laces these observers act as assistants during their second year of study, often giving their services in return for the experience gained. In addition to these there is, in many of the kindergartens of our large cities, a nursemaid, who is employed at a minimum wage to see that the children are clean and to attend to their phys¬ ical wants. This is done as an economic measure. As many of the children com¬ ing from the poorer districts need a great deal of attention, to take the time of a teacher who receives quite a large salary for such work, and thus to rob the class of a goodly portion of the training of the kindergarten, seems rather wasteful. In addition to this working corps within each kindergarten there is generally also a special supervisor of kindergartens (occasionally called “director”), who is responsible fcr the entire department. The duties of the sui3ervisor of kin¬ dergartens vary according to her conception of her office. Every supervisor is expected to visit kindergartens, to help and criticise the individual kinder gartners, and to report to and consult about her department with the superintendent of schools. In some cities the supervisor of kindergartens has a voice in the apx)oint- ment of teachers. In most cases she also organizes and conducts graduate courses, holds regular meetings with the kindergarten body under her charge for the dis¬ cussion and planning of their work, and brings before the kindergartners such matters of general educational importance as bear upon their specialty in its rela¬ tion to general education. Every supervisor should likewise come in touch with the mothers of kindergarten children through mothers’ meetings conducted by her, and should, in general, create by means of her varied activities a center of influence for the further development of the kindergartens and the kindergartners under her guidance. The kindergartners are expected to visit in the homes of the children, and in doing so their work takes on a missionary char8.cter, the value of which ca,n not be overestimated. It helps not alone the homes visited, but the kindergartner as well, broadening her sympathies and enlightening her judgment. Likewise they are exjpected to hold mothers’ meetings, generally once a month, the purpose and results of v/liich are tyrofold. The mothers’ meeting (which is increasingly a parents’ meeting) makes the kindergarten both a social and an educational center. While the kindergarten relieves many mothers for several hours each day of care which, unrelieved, becomes drudgery, the mothers’ uieet- ing and the kindergartner ’s visits introduce new life and spirit into the mother’s work. The mothers v/ho learn to appreciate the value and significance of the child’s early training and to realize the dignity and beauty of the mother’s place in the home, and so in the community, go back to their burdens encouraged and refreshed. Through contact with a number of other women, likewise mothers of young children, and by means of simple and glad social intercourse life is made brighter and more gay and strength for the daily work is gathered. At these meetings the mothers are instructed in the physical and mental care of children. They are also shown how to use in the home the appliances of the kindergarten and are made familiar with the songs and stories. In addition they 704 EDUCATION EEPORT, 1903. are often taught simple constructive arts — basketry, clay modeling, brush work, and the use of natural materials — and also shown how to use the materials found in every household for artistic and constructive purposes, thus developing home occupations for the children. PRESENT PROBLEMS. The kindergarten is confronted with a number of problems, practical and theo¬ retical. The practical problems deal not only with methods governing kindergar¬ ten practice, but with matters that concern the rulings of school committees and the policy of ways and means committees. Of this latter kind, the following questions seem to be uppermost in the kinder¬ garten mind: 1. Shall there be one or two sessions daily? 2. Shall the same teachers conduct more than one session? 3. What is the best arrangement of kindergarten class rooms? 4. What shall govern the promotion of the children from the kindergarten to the school? 1. The sentiment and judgment of the kindergartners all over the country, as expressed at a recent meeting of the International Kindergarten Union, was not only in favor of one session daily, but strongly against two sessions. The argu¬ ment is a simiDle one. Children under 6 years of age, the recognized limit, are unequal to more directed work and play than the regular morning session of three hours makes possible. The free individuality of the child, unhampered by imposed tasks and concerted play, requires legitimate exercise for its legitimate develop¬ ment, and while the means and methods of the kindergarten wisely administered become the mainstay of the child's growth, unwisely administered and unduly applied they interfere v>dth the same. “Too much of a good thing” becomes a bad thing so far as its effects go, and the kindergarten as an organized system of training and teaching claims this for itself as for other things of its kind. It is furthermore claimed that even where different sets of children attend the separate daily sessions the disadvantages outweigh the advantages. The argu¬ ments put forth by the advocates of this plan are, first, that two sessions make possible the accommodation of twice as many children, and, second, that to allow a schoolroom, and sometimes two schoolrooms, to remain unused for the half of every school day is a great waste of public funds. The answers to these argu¬ ments are these: Granted that more children could be accommodated, how much benefit vrould children of this age derive from the systematic training for which the kindergarten stands after five or seven hours of free and active play? The child’s day begins early. It plays hard if it is a normal child. Has it enough of untired energy and self-control left in the afternoon for work and play that require attention, careful construction, and exact observation? Furthermore, is it v/ise economy to force the child and pay the teacher in order to make use of a room? Finally, would not these rooms be put to good use if they were placed after kin¬ dergarten hours at the disposal of overcrowded primary classes or if they were utilized as play centers in charge of x^ersons properly trained for such work? 2. The second question, “Shall the kindergartner teach more than one session daily? ” likewise receives a negative answer from the kindergartners. It would seem that every careful observer of kindergarten practice must recognize that three hours daily of such constant mental alertness and almost uninterrupted phys¬ ical activity is quite as much as ought to be required. A repetition of the morn¬ ing's work would inevitably grov7 mechanical, and without the morning’s vigor and enthusiasm it must become dull and monotonous. But more than this, the kindergarten claims that the work with the children is only one part of its prov¬ ince, and that afternoons si:»ent in visiting in the homes of the children and in THE KINDEEGAETEH. 705 holding mothers’ meetings are indisx)ensable to the successful achievement of its purpose. Finally, too, it has ahvays assumed that the kindergartner needs time for the daily preparation of her work and for self -culture, this alone enabling her to meet the demands of her task. She must have time and opportunity as well as strength to continue her studies and to confer v/ith her coworkers on subjects- of common interest and value. The only arguments ever brought forward in favor of two daily sessions of teaching are that primary teachers are obliged to teach all day, therefore kin- dergartners should be, and the ever-present argument of economy. Neither reason seems altogether sound. We may hope that right conditions in the kin¬ dergarten will hell) to bring about improvement in the conditions that nov/ pre¬ vail in most of our primary schools, and it is well to consider whether the custom of overworking teacdiers is wise economy. In some cities it is customary to permit those who desire to do so to teach twice^ daily. In other cities compromises of various kinds are being tried without marked success. The best Vvmrk seems to exist where kindergartners teach in the morning and devote the rest of the day to such other phases of their work as have; been mentioned. 3. The city which on the whole has the best planned rooms is St. Louis. The- present arrangement there of one large room where all the children gather for general exe. cises and in which several classes can be conducted at the same tiine^ Vvith a small room in which one class can be comfortably accommodated during work requiring perfectly quiet surroundings, obviates many difficulties. In some- cities and in some districts in most cities the children, often numbering fifty and more, are crowded into one room, which serves as a general play room as Vv’^elh. Here ail the exercises are held — work, free play, games, stories, and even recess,. This means that two and occasionally three classes are conducted at the same time and that little children are obliged to work and play under great nervous- strain and excitement. Ventilation becomes well-nigh impossible and failure due to the lack of proper conditions is laid at the door of the kindergartner and the.. kindergarten. 4. The greatest lack of intelligence seems to govern the iiromotion of children, from the kindergarten to the school. The rule that seems the_most common is- to promote the children when they reach the age at which the primary school, is allowed to take them. Sometimes this is 5 years, sometimes 6, varying in. different cities. In some places there is regular semiannual promotion, and the children must go, although they have had but five months of interrupted kinder¬ garten training. A very small proportion of the children ever remain in the kindergarten tv/o years, and hence but few reap the results of adequate and thor¬ ough training. The pressure brought upon the kindergarten by the custom that- looks rq^on it as a means of hlling empty seats in schoolrooms is the greatest prac¬ tical handicap with which it has to contend, and accounts sufficiently for the- adverse criticism to which it is often subjected. The children who leave the kindergarten under such circumstances are not ready for the school and certainly do not represent the kindergarten. It does not seem to be customary to take any account of the training received, in the kindergarten in i)lanning a course of study for the primary school. All the children, kindergarten and noiikindergarten, are put through the same steps,., even in those branches carefully taught in the kindergarten — drawing, ])rush V7ork, claj^ modeling, i)aper cutting, aiid other constructive work. In a few instances in some of our cities the children who have had adequate kindergarten training are placed in one class, and their progress is more rapid than that of children of the same age vrlio have not attended the kindergarten. In this way alone does the kindergarten training seem to be recognized in the organization of ED 1903 - 45 EDUCATIOI^ EEPOST, 1903. TOG the course of study in the primary schools. When all children who go to our schools are entered in the kindergarten at the proper age, Vv'hen promotions are regulated hy fitness and not hy age, when the course of study for the primary school takes account of the training given in the kindergarten, we may hope to learn whether the children who go from the kindergarten are properly prepared l)y it for the school. KINDERGARTEN PRINCIPLES AND PRACTICES. 'While kindergartners agree in regard to the questions mentioned, there are great differences of opinion among them on matters pertaining to the practice in the kindergartens and the instruction given in the training schools. All kindergartners are agreed that the studj?- of psychology is of vast importance to them in their own training and equiiiment and also in its hearings on the inter¬ pretations of the nature and manifestations of the child. They believe that it is a guide and help in daily practice. But the advocates of the study of psychology are divided in their views on the subject of the methods of iisychology and the conclusions drawn from psychology in regard to the nature of the mind. A large number of earnest kindergartners are following, in the main, the lead¬ ings ot the child-study movement and accepting the most radical methods and conclusions of physiological psychology. Their fundamental doctrine seems to be that the individual is the product of his heredity and environment and that all mental activity consists of reactions to external stimuli. Other equally earnest kindergartners hold that while physiological psychology has taught us much in drawing attention to the importance and significance of reactions, and in pointing out the necessity of studying what may be called the nervous background of mental life; and while it is indispensable to every student of psychology to observe carefully the outward expressions of mental life; yet, they contend, no psychology is complete that ignores the importance of the method of introspection, whereby alone the manifestations of all mental life can be interpreted and so made available in the interest of education. They hold as the fundamental article of their psychologic creed their belief in the transcendent nature of mind, and assert that ‘ ' mind is not merely a iiroduct, but a self-producing energy.” They maintain that this alone makes possible the reality of man’s spir¬ itual freedom and personal responsibility. They go further and assert that any psychologic method v/hose logical conclusions reduce mental life to a mere product of external inhuences robs the kindergarten of its specific merit, vrhich consists in its “ conscious nurture of tlie free self -activity of childhood,” and makes vain its method whereby the true individuality and self-directing activity of the child are fostered and developed. These two conceptions of the nature of mind growing out of and likewise deter¬ mining the psychologic standpoint give rise to marked differences in practice and in the interpretation of and value- placed upon the means and methods of Froebel. Many kindergartners, believing in the supreme influence of hereditj" and environ¬ ment, also believe that as the American child is different from the Italian child and b'oth are different from the G-erman. Russian, and Polish children, each needs different experiences and treatment. This holds equally with the child of the slums and the child of the wealthy, and these differences must determine both the subject-matter and the method of teaching in the kindergarten. They believe that as the songs and games, talks and stories, objects observed and constructed should center about facts within the child's experience and environment, these must of necessity be different for different classes of children , and the logical con¬ clusion would seem to be that they must of equal necessity vary somewhat for each child. The question that at once presents itself deals with the purpose of education — rvhether this is confined to a knowledge of the immediate environment THE KmDEEGAETEH. 707 and limited to personal heredity, or whether education and experience must lieli) the individual to modify his environment and conquer his heredity. Is education to fix classes or to overcome class distinctions? Shall the child see only what lies about it everywhere, or shall the kindergarten by creating new interests make the child nonobservant of much that exists in its surroundings? Can even the child begin to modify and create its environment, and, if necessary, to struggle with its heredity? On the other hand, there are kinder gar tners who believe with Froebel that the universal nature of childhood, of humanity, is the essential nature of each child, and that the common experiences of childhood can and must be the experiences of every child; furthermore, that it is the province of the kindergarten to i^rovide these in such forms as can be made accessible to all children. They believe that these common or universal experiences are the important ones just because all children of all nations and classes can partici'pate in them, and because they foster and express that universal nature and its needs which education must develop; and further, that the point of contact between the universal life and the indi¬ vidual life can be established, and that this again constitutes one of the essential duties and characterizes the specific method of the kindergarten. The importance of heredity and the power of environment can hardly be over¬ estimated. Each child should be studied in the light of both and can be thoroughly understood only as both are fully known and appreciated. But that is only the beginning of things. In the possibilities and achievements of the race the indi¬ vidual learns to know, and through them he is inspired to make the effort to realize his ideal. In the larger life of humanity the individual finds the life that is the essence and the reality of his own life. By it he measures and so knows him¬ self. Education must put him in the way of making that life really his and help him to a possession of the race's achievements. To study heredity and environ¬ ment as barriers that limit education, as bars to experience and knowledge, is to rob life of the hope of which education is both the promise and the realization, namely, that the human soul is more than its human heredity and greater than its acci¬ dental environment. Remembering this, the kindergarten incites the child to look beyond the things that are immediately around it and to create in its childish way the things that may bo. It places upon the child the obligation to begin to determine and modify its actual environment by living in a world of thought and things conducive to the development of the ideal and by doing the deeds this ideal prescribes. Therefore it endeavors to divert the interest of the child from the degradation of the slums and the equally degrading self-indulgence made x^ossible by wealth and to direct it toward the universal life of nature and the corporate life of humanity. To the kindergartners who take this view of the kind of experiences that should constitute the actual life of the child, Froebel’s means and methods find their justificatimi in that “he calls each fact to its universal consecration ' ’ and each individual to the realization of his universal self. These differences in standpoint are the source of important differences in prac¬ tice between those kindergartners who continue the use of Froebel’s materials and develop his suggestions, and those who are inclined to discard his gifts and occu¬ pations and give to the Mother-Play a subordinate X)lace in both the kindergarten and the training schools. Experiments are being made with what is called “ constructive v/ork.” Chil¬ dren are taught to work in wood, basketry, and the like; and in some xfiaces real sewing and other domestic arts are begun. These occupations are not exactly new. They existed long before Froebel and will doubtless continue to exist. Ideither was Froebel ignorant of their existence. They have their x)lace and value in the education of the child like many other things that come in due time and season. The questions they suggest are: Is it possible that the kindergarten 708 EDUCATION REPORT, 1903. by this “ constructive vrork “ is forcing upon the child kinds of employment that belong to a later stage of development and forms of constructive activity for which Froebel consciously prepared the way? And again, is not the kindergar¬ ten, by this substitution of a mass of rather indiscriminate objects and toys, reverting to the use of complex and unorganized materials to be found in every home, and whicli Froebel, by means of his gifts, endeavors to help the child to organize? Furthermore, shall the kindergarten only repeat what the child does and uses in free play and activity, or shall it recognize the validity of these only where they rightly belong? Many of the critics of the kindergarten gifts seem to labor under the impression that they were designed to take the place of nursery toys and to constitute the exclusive playthings and occupations of young children. Neither impression is correct. They are likewise under the impression that the gifts interfere with the spontaneity of the child. If by spontaneity is meant what resolves itself into license, they unquestionably do. If it interferes with the child’s spontaneity to insist that it shall put objects to the uses for which they are meant and that it shall respect the integrity of things; if it is harmful to train the child to an orderly use of materials, to accustom it to construct things for and with a pur¬ pose in view; if it is detrimental to the child’s development that it shall experience facts of general importance and govern its action by principles that prevail every- Vvdiere; if it is intellectually deadening to see and use parts of objects in relation to the whole in Vydiich they belong, to observe and produce series of facts and forms, to make things that are useful and also those that are merely pleasing and artistic; if all this means interference with the child's spontaneity, esi)ecially when one remembers that the gifts are used daily for half an hour and that a part of this time is given to absolutely free use of them — then this objection is valid. So far as the constructive use of the gifts affects the spontaneity and originality of the child, those familiar -svith their varied adaptability to the representation of objects of all kinds realize that the variety and number of things the child can make with them is as great, i^robably greater, than those made with ordinary building blocks, and that the gradual increase, both in the amount and complex¬ ity of the materials they offer, satisfies the increasing power and need of the child. It is imT:)ortant to remember that they are not the only objects the child is to use, that they do not take the place of toys, and that they leave about nine hours of each day free for other things and employments. The habits cultivated by their proper use, the facts observed in and through them, the opportunities they offer for purposeful construction and for original and varied self-expression — these give the gifts their educational and permanent value. The kindergarten gifts have also been objected to because of what is called their “ symbolism.” It is not possible to make clear in a short space both the nature of the objection and its source. One must content oneself with the statement that this aspect of the gifts has been greatly exaggerated, and that it is neither the most important nor the predominant aspect; also, that Froebel does not intend that the child shall consciously grasp their symbolic significance , for where then would the symbol be? They are, indeed, constructed on principles that gov¬ ern many, and. in some form, all the objects in the world of matter; but the child is not expected to abstract these princiijles or to consciously recognize that they are, in the gifts, analogous to those governing the facts in nature. Because they control the structure and use of the gifts, they guide and control the action of the child in its use of the same, and thus put it into accord with the principles that govern the proper use and understanding of those things in the world at large which later on constitute the objects of thoughtful observation and study. A subject that has been much discussed within the kindergarten and has occa¬ sioned much questioning and criticism outside is the character of its intellectual and moral discipline and the effect of these on the child. Some of the critics of THE KINDEKGARTEH. 709 the kindergarten seem to tliink that the result of kindergarten methods is a kind of moral degeneration, and that kindergarten children are noted for “ the weakness of their intellectual processes.'’ The conclusion drawn is that the end of kinder¬ garten education is amusement and its method is allurement. The kindergarten has likewise been held to account for all sorts of misapplica¬ tions of its methods in the school and outside of it by x^ersons v>dio have neither studied nor comprehended its principles and methods, and who have therefore misunderstood and caricatured both the nature and significance of some of its aspects. For all such misapplications and misconceptions the kindergarten dis¬ claims any degree of resTionsibility, and in any statements of its shortcomings it expects that just and dispassionate criticism which places responsibility where it belongs. It is quite true, nevertheless, that kindergarten practice is in many cases very faulty, and that the indnciple of “ follow the child ” has been so distorted as to produce a travesty of the real thing. The theory of the right of the individual to his freedom and unhindered development, jore vailing se largely in the modern home and akecting so seriously all social conditions and relations, has not left educational practice untouched, but has run riot here as well, and instead of legiti¬ mate self-control and responsibility something akin to anarchy has iiiAmded the educational realm and has entered even into this so-called “ paradise of child¬ hood.” There are, unfortunately, kindergartners who seem to believe that the child should do only what it wishes to do, and that the only constraint permitted must x3ro3eed from the subtle charm of the action x)roposed. Teeir practice vrould seem to imply that all the exercises of the kindergarten must be determined by the accidental whim of the child, coupled with the momentary inspiration of the teacher, and they forget that there may be fifty conflicting whims and no inspira¬ tion. For all this the early and widesx>read misconception of what Froebel meant by the divine nature of the child ” is responsible. The false notion that Froebel taught that in every child the divine finds its realization led to many serious mis¬ takes and much confusion, and gave rise to the statement in various forms that all that early education requires is that the child be given untrammeled oppor¬ tunity for the sweet unfolding of inherent perfect tendencies. Those favorite lines from Wordsworth’s great ode, “ Trailing clouds of glory do we come from God, who is our home,” were quoted to x)rove the fact of the child’s perfection. This idea, coupled with emphasis upon the determining influence of heredity and insistence ux)on the value of crude spontaneity in teacher and child, resulted in that following “the line of least resistance,” which merits all the condemnation it receives. Opposed to this view and practice are the utterances of Froebel, Vv^ho insists that the individual child is ta,v removed from its ideal; that the ideal of each indi¬ vidual is revealed in coiqDorate humanity, and that the goal of education, which is the realization of this ideal, must determine its method. Furthermore, that rational freedom is not a present possession of the young child, but a far-off possi¬ bility, and that it does not consist in a crude spontaneity which says “ do as you please,” but in a real spontaneity vdiich x^leases to do as one ought. In practice, therefore, the Froebelian kindergartner holds the child to definite ideals and modes of conduct, which, she claims, it must learn to accept, and conformity to which the kindergarten must begin to exact. She believes that it is better to do the right gladly than to do it grudgingly. She endeavors and hoi)es to bring the child to find joy in doing the things it ought, but affirms that even a little child “must learn to want to do the things it does not want to do,” because the devel¬ opment of a righteous will is the end and aim of ail education. It is, therefore, a mistake to supx^ose that the moral imperative has no xdace in the kindergarten. Where the subtly dangerous doctrine of the allurement of the ideal has been misapplied it has doubtless worked great harm. But real allure- 710 EDUCATION EEPORT, 1903. inent implies that heart and will are wedded to the good, and this in turn testi¬ fies to a struggle out of contradictions and a conquest of antagonisms. What Froebel endeavors to do is, first, to define to us the legitimate ideals of childhood, and next to so present these ideals to the child that they will stir their latent image in its soul into active response. He hopes thus to lessen the contradictions which so easily grow into habits of opposition, and to reduce the inevitable struggle, which, however, is often made unnecessarily long and weary by inju¬ dicious excitement of antagonism. He does not teach that effort will be unneces¬ sary or banished, or that self-control will be discarded. He warns all against confusion of the ideal with the actual child, and against distortions of the ideal, or comT)romises in its ]3resentation to the child. He reiterates that the child must learn to discriminate good from evil, right from wrong, and must through “ the return of his deed'' — demonstrated in the judgment and attitude of x^arents and teachers and by a prompt revelation of the nature of its conduct through its effects and consequences — gradually define the laws of life and character and bring its own life into accord with them. Closely allied to the subject of the training of the will is that other, pertaining to the methods governing the intellectual development of the child. Attention, interest, diversion, their ifface and value, are questions which the kindergartner has to answer. There are kindergartners who seem to think that play, defined as “ effortless occupation,’’ is the exclusive form of childish activity, and that its sole function and purpose is entertainment. Believing this, the object of all their doing is to provide xffeasuro for the child, and because the child is young they imagine that the only way to give it pleasure is to make all things easy. As easy doing is but one step removed from not doing, they readily fall into the pernicious i^ractice of making diversion their aim and method. All sorts of devices are introduced to make exercises attractive, and the kindergartner learns through doing while the children look on. Mere passive diversion as an end in education is nowhere upheld by Froebel; and “ joy in doing,” which is the essence of play, is very different from making pleasure the end of life. I believe that this dangerous theory and this x^ractice gro^v out of a failure to understand the nature and significance of x^l^-Y ^ confusion of the character of diversion and interest. Diversion is, primarily, the result of another's effort or activity. Its incitement comes from Vvuthout, and it is accomxmnied by a quiescent attitude of mind which renders it responsive to external suggestion. In being diverted the mind lets go its grix) on ideas with which it would otherwise occiq'ty itself and is xdayed ux^on or led along by outside influences which, in the main, act agreeably on it. The mind dependent upon diversion craves constant change and variety, and is increasingly restless and decreasingly vigorous and active. Real interest involves mental activity. Its condition is glad particix^ation of the mind in the thought or subject x^resented. The primary source of the resultant Xfleasure is the degree of self -activity enlisted. It is this kind of interest that turns vtork into x^l^-y s-^d. makes children willing to work at their play, because it transforms the burden of a self or externally iinx^osed task into the delight of self- directed energy. With it come increasing joy in effort and in the exercise of mental and x^hj^sical x^ower, and therefore also that hope and courage conducive to the conquest of dimculties. The kindergarten maintains that to stimulate the child's interest by arousing activity does not enfeeble its intellect. But neither diversion nor interest are in themselves ends in education. Indeed, the former is legitimate only when mental relaxation is necessary or where the individual needs it as a means of regaining self-control and poise. The criticism that kindergarten children are deficient in the i^ower of conscious attention might be made more general. It is true of all young children. If wo TPIE KUS'DERGAETEIN'. 711 are right in believing- that conscious attention is an intellectual process of a high order and involves considerable will power, it follows, of course, that young chil¬ dren between 4 and 6 years of age will possess this power to a very slight degree and that they wull need to be carefully guided in its exercise and growth. Grant¬ ing that little children are not sx)ecially capable of exercising inhibition and self- restraint, it would seem to follow that only short periods of conscious attention to apxjointed tasks can be safely exacted of them. And the wise teacher is careful to avoid in her pupils an attitude that simulates attention because of the fear of the consequences of inattention, and which begets tlie habit of vacuity of thought and inertia of the will. In every x)roperly conducted kindergarten the daily exercises call for and. form habits of exact observation, correct statement, careful construction, x3roiTix)t obedience, orderly behavior, self-subordination, cooperation, and inventiveness or originality. Hence, while its prevailing method is the positive method, which endeavors to establish right doing and thinking, it recognizes the necessity of curbing the wayward will and flitting thought by means of conscious attention and self-control. In the training of the v/ill and of the intellect the kindergarten stands, not for the easy thing nor for the pleasant thing, but for difliculties ijto- portionate to the child’s power and for effort that shall bring forth strength, courage, real self -activity, and therefore joy. And yet comes the ever-recurrent question, Is it not merely play? Certainly not the current idea of play, and ecjiially certainly a gradual lessening of play as the child's powers increase. Now, any careful observer of childish play will see that it is far from being effortless, and that instead of being merely a diversion from the serious business of life, to the child it is the business of life. Play is to the child what work should be to the man. The child does not enter into play because it is easy; it works very hard at its play. It endures many things, expends energy and effort that are often exhausting, manifests a will to achieve, an earnestness of purpose, and absorbed interest that are closely akin to conditions productive of great results where they 'prevail in adult life. In play, furthermore, the child unconsciously acquires many valuable “points of view ’’ and learns facts and truths that are of vast importance. If we understand the place of the kindergarten in the general educational system, we shall recognize that Froebel saw in it a transition from the home to the school, and claimed for its methods a transitional character from play to work. To fit the child for v/ork vras his aim, to lead to work the T)uri)Ose and character of his method. Where the kindergarten fails to do this it fails to real¬ ize itself and falls short of its high puiq^ose. THE KINDERGARTEN TRAINING SCHOOL. The i'ntroduction of the kindergarten necessitated 'the special school for the training of kindergartners. The first private training school was opened in Bos¬ ton by Madame Kriege in 1870. During this same year Miss Elizabeth Peabody wms invited by Doctor Hunter, president of the Normal College of New York City, to explain the kindergarten system to the senior class of the college, and shortly after Doctor Douai was engaged to conduct model exercises, illustrating the use of the kindergarten material in the “ model school.” The first thoroughly organized kindergarten training school was that established by Miss Blow, in St. Louis, in 1873. Wisconsm v/as the first State to establish a Irindergarten in connection v/ith a State normal school (in 1880) , and Minnesota established in 1880 the first kindergarten and kindergarten training department in the State normal school at Ylinona. At present 24 States report 54 public training classes in con¬ nection with State a'nd city normal schools. The private training classes re 'porting number 137, of which all but about 20 are purely individual ventures, supported by tuition fees. 712 EDUCATION REPORT, 1903. Entrance reriuireuients at nearly all ijrivate training schools are an academic preparation equivalent to that obtained in a good high school, or, preferably, a diploma shovnng that candidates for admission have successfully completed a high school course. Public normal schools require either a diploma from a local high school having a four years* course or an entrance examination. At the Teachers* College of Columbia University, New York, candidates for admission must (a) be graduates of an approved normal school or kindergarten training school, or (b) give emdence of having comT)leted the sophomore year in the collegiate course of Teachers* College or an equivalent course in an institu¬ tion of equal academic rank. The College of Education of the University of Chicago requires that candidates for admission shall have had two years' scholastic work over and above a high school course of at least four years. This two years* work may be done either in colleges or training schools for teachers. When the Teachers* College in 1898 became a department of Columbia University the head of the kindergarten department became a member of the college faculty. The work in this, as in the other departments, was now placed on a college basis requiring tlie four years’ course after the high school. In recognition of this the degree of B. S. has since 1900 been given to those who complete the requirements for it. And in the kindergarten department, as in all others, a bachelor’s diploma is given at the conclusion of the regular course, while a master’s diploma is open to those who complete suificient work in graduate study after this. At the University of Chicago similar conditions prevail. Students taking the course for kindergartners and fulfilling the requirements receive the degree of Ed. B.. and also a bachelor's diploma in education. Course of stud y. — When the kindergarten training school was first established the course of study was exceedingly meager and limited. Practically it com¬ prised the study of Froebel's Gifts and Occupations and practice in kindergarten songs and games, and the entire course extended over but one year. At iDresent all training schools in good standing iDrescribe a two years* course. Some do not confer the full diploma until the end of three years of study, one of which is also spent in teaching, and, as stated above, Columbia and the University of Chicago require a four years’ course. The curriculum, so far as it deals vrith kindergarten specialties, is much the same everywhere. It varies not so much in subjects studied as in their presenta¬ tion and the amount of time given to each. On the other hand, there are great differences in the courses of study where these deal with general subjects bearing upon the general education of the students and upon educational courses as such. The following subjects constitute the main part of the course of study pre¬ scribed in all independent private training schools, whether conducted by indi¬ viduals or kindergarten associations. They also constitute a part of the course of study in public normal schools and large private institutions, such as the Teachers* College and the College of Education. K'ndergarten specialties. — FroebeTs Mother-Play, theory and practice of Froebel's gifts, theory and practice of Froebel's occupations, kindergarten songs and games, the Education of Man, stories and story telling, xtrograinme making, observation in kindergartens, iiraotice teaching in kindergartens. General subjects. — Psychology, history of education, nature study, music, draw¬ ing, brush work, gymnastics. Some private training schools offer also courses in one or more of the following subjects: Art, literature, philosophy of education, educational methods (especially in primary school work) , and hygiene. THE KIHDEEGAKTEN, 713 Tlie marked differences in tlie course of study as prescribed in private and public training scliools will be found in the general subjects iirescribed. In the private training school the kindergartner is preeminently — indeed, almost exclu¬ sively — a kindergartner, and her x^rovince is the kindergarten. In the public normal school, or the kindergarten department of a training school for teachers, the kindergartner is first a teacher and then a kindergarten specialist, and the kindergarten is considered in its relation to the entire system of education, as well as in its special province. For purposes of compa,rison, three representative courses of study are given- first, that of a xirivate training school; second, that of a xmblic normal school, and, third, that of a kindergarten department in a large xmblic institution. I. — Course of stud i/ of cm inclependent private training school. JUNIOIl YEAR. Observation in kindergartens, 1 morning weekly, 25 weeks. Mother-Play, 1 hour weekly, 29 weeks. Gifts, 2 hours weekly, 25 weeks. Occupations, 2 hours weekly, 25 weeks. Singing, 1 hour weekly, 25 weel^s. Drawing, 1 hour weekly, 25 weeks. Games, 1 hour weekly, 13 weeks. Physical culture, 1 hour weekly, 12 weeks. Stories, 1 hour Vv^eekly, 10 weeks. Natural science, 1 hour weekly, 5^weeks. Hygiene, 1 hour weekly, 5 weeks. , SENIOR YEAR. Mother-Play, 1 hour weekly, 11 weeks. Gifts, 1 hour weekly, 11 weeks. Games, 1 hour weekly, 12 weeks. Psychology, 1 hour weekly, 10 weeks. Sociology, 1 hour weekly, 8 weeks. Natural science, 1 hour weekly, 5 weeks. Hygiene, 1 hour weekly, 5 weeks. Programme, 1 hour weekly, 25 weeks. Practice teaching, 3 hours daily throughout the year Ten lectures on subjects pertaining to education. II. — Course of study of the kindergarten department of a public normal school. JUNIOR YEAR. All the students in the school take the same course during this year, whether or not they are preparing to be kindergarlners. Psychology, 5 hours weekly first half yeou’; 4 hours weeklv second half year English, 4 hours weekly entire year. Drawing, form, and color, 2 hours weekly entire year. Vocal music, 1 hour weekly entire year. Gymnastics, theory, 1 hour weekly entire j^ear. Gymnastics, practice, 12 minutes daily entire year. Geography, 3 hours weekly first half year. Arithmetic, 3 hours weekly second half year. Elementary science, 4 hours weekly second half year. Physiology and hygiene, 4 hours weekly first half year. Theory of kindergarten, 1 hour weeklv second half year. Ten talks on picture study. Ten talks on general deportment. Lectures by prominent workers on other lines. Observation and practice in primary schools, 2 weeks. Observation a,nd practice in grammar schools, 2 weeks. Observation in kindergartens, 2 days. 714 EDUCATION REPOKT, 1903 SENIOR YEAR. Special course in kindergarten. Science and history of education, 3 hours vi^eekly. Vocal music, 1 hour weekly. Drawing, 1 hour weekly, 15 weeks. School laws, 15 lectures. Oi’ul reading, 1 hour weekly, 10 weeks. Mother-Play, 2 hours weekly entire year. Gifts, 2 hours weekly entire year. Programme, 2 hours vceekly entire year. Occupations, 11 hours weekly entire year. Symbolic education, 1 hour weekly entire year. Games, 1 hour weekly entire year. Stories, 1 hour weekly, 20 weeks. Observation and practice in primary schools, 4 weeks. Observation and practice in kindergartens, 24 weeks. In all subjects taught in the primary and grannmar schools emphasis is placed upon methods of teaching. III. — Course of stud u of the L'indergartcii dej'jartment of a private institution, .lUNIOR YEAR. Gifts and occup?.,tion3 (with observation assigned by teacherl, 3 hours weekly. Mother-play, theory (2 hours'), songs and games (1 hour), 3 hours weekly. Stories, including mythology, research and analysis, practical work, 2 hours weeklj'. Psychology, elements (first half year!, educational (second half year), 3 hours weekly. Child study, 2 hours weekly. Two to 4 hours weekly in electives, either in a,rt, music, gymnastics, science, or literature. SENIOR YEAR. Theory and xu’actice of kindergarten, gifts, principles, programme, 3 hours weekly. History and principles of education, 3 hours v/eekly. Modern educational theory (Froebel as basis), 2 hours weekly. Observation through the year, and practice one-half year or according to previous experience of the student, with criticism. Electives, 4 or 5 hours weekly, subjects same as the junior year with the addition of “-primary and kinderga,rten methods” or “supervision,” if the student has had experience. In some of tlie hranches taught in the public normal schools part of the ■'vork is academic in character, although the greater part deals with methods of teaching. It is becoming increasingly customary to acquaint all the students vcith kindergar¬ ten principles and methods, and to iireiiare all kindergartners for primary-grade teaching. This custom helps all teachers to ar)preciate each others’ work and increases 5’ery perceptibly the primary teacher’s knowledge of and interest in the kindergarten and also the kindergartner’s interest in and sense of relation to the primary school. It has made marked, difference in the readiness 5vith which chil¬ dren going from the kindergarten adapt themselves to the conditions of the primary school, and has likewise helped the primary teacher in adapting her con¬ ditions to tlie legitimate needs of jmung children. It is obviously a great advantage to any training school to stand in close relation to a system of kindergartens, in which students can observe and practice the art of teaching. With the many advantages which the independent private training school has for specialization and the excellent vrork vrhich many of these schools are doing, they still must of necessity suffer somewhat from their isolation a.nd from the isolation of the kindergarten training as given and seen without due emphasis upon its relation to other teaching and other grades in the school system. They unquestionably fill a very important place, and it would seem to be that their specific mission is to preserve the integrity of the kindergarten as a specialty. But even this can be done only where a corxis of specialists versed in general edu- THE KINHEKGARTKJ^. 715 cational principles, aims, and metliods supplements tlie work of kindergarten spe¬ cialists and makes of the kindergarten training school a well-rounded v/hole. Healthy contact with a large number of teachers wlio value their work as the kindergarten training teacher values hers is a wholesome influence which every large institution for the training of teachers exercises. And constant criticism and questioning but help to make the kindergarten training teacher understand her specialty better, and to justify its methods to herself as well as to her critics. In this way does she avoid the danger of being swamped by the pressure that always exists where many individuals work together, and finds therein her oppor¬ tunity for overcoming obstacles and exerting an active influence unon the large organisation of which she is a part. THE OUTLOOK. It is a little over thirty years since the first kindergarten was established in America and just thirty years since the opening of the first permanent public kindergarten. A comparison of statistics will help us to realise the recent growth of the kindergarten and especially of the public kindergarten, which has been greater than the growth of the private kindergarten. In 1898 the number of kindergartens reporting to the Bureau of Education was 2,884, and the number of pupils was 143,720. Of these 1,365 were public, with 95,867 pupils; 1,519 were private kindergartens, with 47,853 pupils. The number of cities reporting public kindergartens was 189. In 1902 there were 3,244 kindergartens, vhth 205,432 pupils. The number of cities of over 4,000 inhabitants supporting i)ublic kindergartens had increased to 289, the number of iuiblic kindergartens to 2,202, and the num¬ ber of pupils in these kindergartens to 151,552. Year. Total kindergar¬ tens. Public kindergartens. Private kinder¬ gartens. Number. Pupils. Number. Pupils. Cities. Number. Pupils. 1S9S 2,884 3,244 143,720 205,432 1,365 2,202 95,867 151,552 189 289 1,519 1,042 47,8.53 53, 880 1902 . There are 1,022 private kindergartens known to be in existence that have fedled to report any information. Their estimated strength, assuming the average num¬ ber of ijupils, is 52,052 pupils. Since June, 1902, the increase in the number of public kindergartens in New York City has been from 152 in 1902 to 362 in 1903. In Chicago the number has increased from 89 in 1902 to 113 in 1903. In Philadelphia the number has increased from 143 in 1902 to 197 in 1903. This makes a total increase in one year in these three largest cities of 288 public kindergartens. With an average of 50 children to a kindergarten in Chicago and Philadelphia and 40 in New York, the increase in the number of pupils in these cities would be 12,300. It would seem safe to assume that there are at present 300,000 children attending kindergartens in this country, and that from the standpoint of numerical increase the outlook may be called satisfactory. It does not seem likely that the kinder¬ garten will not continue to exist, or that its pla,ce in our system of public educa¬ tion is insecure. The question whether the kindergarten is growing in favor among persons engaged in the work of education is not so easily settled. The criticisms already referred to indicate that there are a great many persons who do not, at least wholly, approve of the kindergarten. The optimistic kindergartner sees in these objec¬ tions reasons for hope and takes courage from them. It must be granted that EDUCATION EEPORT, 1903. TIC) many objectors fail to discriminate between the faulty practice of individual Idn- dergartners and the system they misrepresent. But the more and the louder the complaint against faulty kindergarten practice the better for the kindergarten, and the heartiest welcome to such criticism should be thal given it by the best Idndergartners cverywliervc. The kindergarten in America is still young and growing, and has attained only one-tenth of the age Froebel set for its realization of his idea. On the other hand the kindergarten has the right to expect of all its critics Vvdio si)oak with tlio assumption of authority that they know whereof they speak, and that their study of the practice and the princix)''es which they condemn is suffi¬ ciently broad and comprehensive to clothe them with the authority they assume. The iiindergarten is struggling for the realization of a large and high ideal. How far short of realization it still fails, all earnest Idndergartners deeply feel. Their ovrn dissatisfaction is the pledge of improvement. They are everywhere study¬ ing to increase their power and to grow more enlightened, and they are increas¬ ingly in touch v/ith modern conceptions of educational aims and methods, aed vrith present practice in teaching as it prevails in th 3 elemental^ school. Primary teachers are increasingly in favor of the ]5:indergarten, and apprecia¬ tive of its results. They recognize more and more the value of its preparation for the v/ork they have to do. A monograph written by Miss S. E. Blow for the Paris Exposition of 1900 gives valuable information on this subject. Likewise the testi¬ mony of Supt. H. D. Ilervey, recently of Pawtucket, R. I., now of Malden, Mass., who states that in a recent inquiry made for the purpose of ascertaining vdiether kindergarten children made better progress in the hrst grade than did children of similar age who had not received’ kindergarten training, lie discovered that “ 60 per cent of the children entering school under 5 years and 3 months without kindergarten training failed of promotion at the end of the year, v/hile only 35 Xier cent of the children entering at the same age with kindergarten training failed of jiromotion. Thirty-nine cent of the children entering between the ages of 5 years and 3 months and G years without kindergarten training failed, vrhileonly 16 x>er cent of the children entering at the same age with kindergarten training failed of x^romotion. Twenty-one x^er cent of children 6 years and over without kindergarten training failed of promotion, vvdiile only 10 x^er cent of children of coiTesx>onding a,ge with kindergarten training failed.” Superintendent Hervey concludes that these figures X-irove tv70 things: ” First, that kindergarten training does ijreiiare for the work of the first grade; and, second, that the average child under 6 years is not yet ready to enter uxion the work of the x)rimary school and to pursue the vrork to advantage.” If kindergarten training can reduce the x^er- centage of failure in the first-grade x>i’imary from 60 i^er cent at 5 years and 3 mmnths to 10 xicr cent at 6 years and over, who will contend that it is a failure? There are other asx^ects to this question of the outlook. Is the influence of the kindergarten extending beyond its sxiecific realm? Has it effected improvements in other grades of the school system? Has it stimulated nev/ forms of social activity and development? The greatest authorities on education and educa¬ tional x'‘i’ogress in the land x^ay tribute to the kindergarten from the standpoint of its contributions to higher grades of x'ublic instruction. It was a proud day for the kindergartner, one that will always make her work glad.v7lieu the great x^^’^sident of our oldest university told vdiat he believed Frootiel and the kindergarten helped to achieve in modern education. A system whoso methods and xirinciiiles have won the recognition of President Eliot must, in x^roportion r.s those wdio reiiresent it work faithfully and well, ultimately com¬ mand and xiermanently secure the resxiect and favor of the educational world. If rexiorts from social vrorkers speak true, the kindergarten has exercised influ¬ ence in the xhayground, the social settlement, the vacation school. It has also THE KINDEEGAETEN. 717 found a beneficent sphere of activity in schools for the blind, the deaf, the crip¬ pled, and the defective, as well as in many hospitals and homes where convales¬ cent children are helped by it through many a weary hour of pain and suffering-. The kindergarten has a twofold purpose. It is designed to minister to the edu¬ cation of young children and young women. In this latter aspect, except in pre¬ paring young women to be kindergartiiers, it has not yet achieved that widespread influence which is called “ success.’’ It is well known that Froebel believed that the smictity of the fmiiily is the safeguard of our social order, and that the making of the home is the preeminent privilege of woman. To him the highest education of women was that which prepares them for the supreme duties of intelligent and consecrated motherhood, and to be the helpmates and, in the highest sense, the companions of men was more — necessitated more — than to be the rivals of men. In his view no education of Vv-oman v^as complete that ignored these her highest powers, her loftiest ideals, her unique province, in which she could most fully realize herself, and so contribute to man's world what men can not contribute and what must be lost in the world's economy except as she with her special gift and unique genius provides it. As a factor in the higher education of women the kindergarten has had singu¬ larly little influence. It can not be said that it is looked upon with favor by the women's colleges, either as a necessary part of the training of teachers or as an element in the general education of women. The explanation may lie in the avowed x)urpose for which women's colleges exist. Whatever the reason for it may be, the kindergarten is not expanding its limits so as to include the college in its present accepted form, nor is the college expanding to the extent of including the kindergarten either as a special department or school, or as a part of its regu¬ lar course. There are a few colleges in which it has partial representation. Rad- cliff e College offers a half course (voluntary) on the i3rinciples and methods of the kindergarten, and at the University of Uew York Miss Caroline I. Haven, princi¬ pal of the Kindergarten Department of the Ethical Culture School, has been appointed to a lectureship in the School of Pedagogy. This is only a very small beginning of the realization of Froebel's hope and purpose, that all women as well as all children should come under the influence of his educational ideal. Nevertheless the signs of our time seem to point in the direction of that ideal; For the world Vv as built in order. And the atoms march in tune, and deep-rooted in her nature is what we call the “ maternal element ” in woman. In it all her activities find their explanation, and in its exercise lies her com- pletest satisfaction. Her special function, her deepest need, still seems to be to comfort the sorrowing, to heal the sick, to lift the lowly, to support the weak, to enlighten the ignorant; to love, to encourage, to cooperate with and so to strengthen the strong. To this, that divine charity which the poets celebrate in their worship of the Ev/ig-weibiiche,” the kindergarten's “ideal of nurture” appeals, promising woman large opportunity for the exercise of originality and power in the fields that are ever hers. It believes that the ideal woman of the future v/ill be the ideal woman of the past come into her own, conscious of her deep¬ est, truest self, and equipped with all the instrumentalities necessary to its realiza¬ tion, and that in the making of this woman, forever new and yet forever old, the kindergarten will have its part. With a passion for the highest development of each individual, with faith in the infinite value of the human soul in all its stages and phases, with endless patience born of a lofty iDurpose, and unceasing effort springing from boundless hope, the kindergarten v/orks and waits, sure that in due time it, too, will come into its own. 718 EDUCATIOIf REPORT, 1903. THE KINDERGARTEN PROGRAMME. The daily programme in many kindergartens consists of the following order of exercises, varying in length according to local needs and conditions. 9 to 9.20. — Oiiening exercises: Morning prayer and hymn, morning greeting, songs (generally with gestures), conversation. 9.20 to 9.30. — Marching and other physical exercises, e. g., running, skipping, rhythmical movements. 9.30 to 10. — Gift or occupation. 10 to 10.30. — Circle games. 10.30 to 10.45.— Free play. 10.45 to 11. — Lunch. 11 to 11.15. — Talk or story. 11.15 to 11.45. — Gift or occupation. The songs of the kindergarten are usually either those suggested in Froehel’s Mother-Play or such as deal with similar subjects covering the actual experi¬ ences of childhood. Like the games, they center upon familiar facts of nature and of human life. The marked differences between the songs and games consist in the degree and kinds of movement, the latter being very active and designed to provide physical exercise and training. In the songs all the children are expected to take part, while in the games the singing falls upon those only who are not i)hysically active. The morning conversation usually turns upon subjects naturally suggested by what the children have observed on their way to kindergarten, by the songs chosen, or by some special experience or aspect of the day. The gift exercises given daily comprise during the first year the use of the first, second, third, and sometimes the fourth gift, square and circular tablets, large splints used in place of sticks, and rings. During the second year, or in the more advanced class, these same gifts are used for more advanced and complex exer¬ cises; in addition, triangular tablets, sticks, half rings, the hfth gift and some¬ times the sixth gift are also introduced. The occupations introduced the first year are: Sand, clay, brush work, prelimi¬ nary sewing Vvdth heavy cord on cards x^iinched with large holes, or winding worsted on cardboard; p)reliminary vreaving with striiis of cloth through frames of various kinds or slats woven through heavy cardboard and enamel cloth or linen mats, nature work, sorting exercises, springing exercises, pasting, cutting, and some sim|de folding. During the second year the same occupations are con¬ tinued in more advanced forms; xireliminary weaving and sewing are followed., by the regular occupations of this nature; more emphasis is iilaced upon clay model¬ ing, less on sand; folding and paper modeling are introduced; systematic brush work and linear drawing are taken uj), and likewise pajier cutting, slat work, and Xieas work. The methods goveniing the use of the gifts are made akin to with the younger children, and more akin to work with the older children. With the younger children active and constructive use of the objects in exercises demon¬ strating their (xualities is in the main the characteristic method. With the older children the objects are used actively and constructively, but the observa¬ tion of form, color, size, number, arrangement, dimension, direction, position, etc., in the objects used is emxdiasized, and these same qualities are likewise observed in and illustrated by means of other objects as well. The children are also exx)ected to state in adequate language what they do and see; to construct more carefully and more difficult forms; they are trained in habits of greater self-control and voluntary attention, and the work begins to xu'epare more defi¬ nitely for that reixuircd in the elementary schools. THE KTHHEEGAETEH. 719 In the occupations the following kinds of exercises are given: Sand: Filling and emptying; forms cut in sand; sand building and molding; drawing in sand with fingers or sticks; impressions on sand with leaves, shells, molds of various shapes, and with sq[uares and circles leading to original arrange¬ ment and designs. Clay: Free modeling of objects seen; objects developed from type forms; objects of nature copied; symmetrical arrangements of balls into borders and designs; sphere, cube, cylinder, cone; and impression vrork like that in sand. Nature work: Stringing seeds, berries, shells into chains; mounting in-essed leaves, grasses, flowers gathered on walks; arrangement into borders and figures of shells, large seeds, berries, acorn cups, pressed leaves, etc. ; sorting seeds, grains, leaves, seed pods, shells, pebbles, and the like. Pasting: Large circles and squares, small circles, squares, triangles in borders, figures, and other arrangements. Cutting: Free cutting, free-hand cutting illustrating stories, talks, songs, and things seen on excursions; strips, snii)ping edges, fringes, cutting around forms on broad lines previously drawn, catting out pictures, folding p>apers, and cutting on lines to recombine pieces into designs arranged and pasted. Brush Yfork: SimxDle all-over wash on flat forms, squares, circles, etc. Free drawing with the brush, coloring designs of natural forms previously drawn and cut (fruits, leaves, flowers, vegetables, and simple animals); coloring within out¬ lines drawn; designing, and stroke work leading to representation of leaves, grasses, and flowers. Drawing: Simple lines, arrangement, design, free drawing, blackboard drawing. Folding: Simijle flat folding forms of life, of symmetry, and mathematical forms; paper modeling of solid forms, cube, cylinder, cone, and objects from these. Slat work: Interlacing, producing flat forms mainly mathemiatical. Peas work: Peas and sticks, constructing fiat forms and the skeleton forms of solids, representing objects and mathematical figures. Besides the talk or story connecting with the subject of the songs or games introduced and grovving out of the subject of the Mother-Play picture or some other fact emphasized,' the kindergarten makes much of excursions or walks. The children are taken to see whatever lies within their immediate environment that has value for them, and to observe such facts of nature as interest them. They go to the park, the x)ublic or private garden — if possible into the fields to gather things — to the baker, carpenter, wheelwright, blacksmith, the market, the toy shop; to i3ublic monuments, library, and statehouse. Every new song, game, picture, and talk should be introduced by a,ctual experience of the subject with which it deals, and these walks and excursions are for that purpose and have that object in view. In addition to this pictures illustrating these experiences are collected by kin- dergartner and children, and the beginnings of the appreciation of true art are cultivated. Within the last ten years much attention has been given to such modifications of kindergarten materials as have seemed wise. The enlarged gifts are used somewhat, all the occupation materials are coarser and larger than those pre¬ viously used, and the exercises with them have been simplified and are at the same time increasingly artistic. Rhythmic movements, simple large gestures, and simxder dramatic games pre¬ vail in songs and games. The tendency is away from meaningless and trivial representation. The planting of seeds, the care of plants, and the “visiting animals" are likewise aspects of the kindergarten increasingly frequent in xiractice and of unquestioned importance. f CHAPTER XVII. ON PHYSICAL TRAINING. By Edward Mussey Hartwell, Ph. D., M. D., LL, D., Late director of pitysical training in the piiblic schools of Boston and sometime associate in p>hysiccd training in the Johns Hopkins University. The object of the following pages is to characterize the distinctive features and dominant tendencies of physical training as it exists in the United States, in order to determine their significance and value. The meaning, nature, and effects of physical training and its relation to other educational agencies dem^and our first consideration. Physical training may be defined in this connection as the regulated practice of muscular exercises ” under conditions that tend to promote the health of the organism and to develop and discipline its motor powers. The terms of this defi¬ nition are so general as to include the higher animals, as well as man, within its scope. The forms of exercise included within the domain of physical training are very numerous and vary greatly as regards their comx)lexity and the pur^joses for which they are adapted. But the nature and effects of exercise are essentially alike, whether it be employed for recreative, hygienic, educative, or remedial ends, since all forms of jiliysical exercise, when reduced to their simplest terms, consist of muscular contractions. Modern science bases its doctrine of the human body upon two fundamental con¬ ceptions: (1) That the organism is a structure which, by reason of the arrangement of its parts and the endowments of the living substances composing those parts, is capable of transforming and utilizing energy — in other words, it is a living machine for doing work; its smooth working we call health, its disordered work¬ ing disease, and its stoppage death; (3) that the adult body is the product of organic evolution , to v/hose outworking it owes its rank among organisms and its efficiency as an individual organism. The body, then, is a machine for the transformation of potential energy into free or active energy, which transformation is effected in and by the protoplasmic cells which make up the constituent tissues of the several organs. The tissues trans¬ form the potential energy of the food stuffs, which they derive from the blood, into active energy which is capable of being expended in one or another form of internal or external work. The most striking form of exterior work, which results from the liberation of potential energy within the body, manifests itself as mechanical work in the lifting or propulsion of some mass of matter against tlm force of gravity. At every stage, from birth to death, the body is a highly complicated machine, comparable to an army or a city rather than to such machines as windmills, clocks, or looms. It may be termed a communal mechanism or a, federal union of organs, some of which — e. g.,the digestive organs — subserve the welfare of the body as a whole, while others — e. g., the hands and vocal organs — subserve quite particular purposes-. The first class may be designated general or somatic and the second subsidiary or special. ED 1903 - T6 721 722 EDUCATION EEPORT, 1903. Two vital necessities are met by the somatic meclianisms. In the first place, the body requires a constant supply of energy-yielding material for its upbuilding and maintenance — i. e., it must have food. The whole congeries of activities con¬ cerned in blood making, blood distributing, and blood cleansing have their seat in somatic organs, and for convenience may be called circulatory. Secondly, all the organs, whether minor or leading, somatic or special, need to be regulated as to the way in vrhich they expend their active energy. Therefore the circulation and control of active energy is provided for by a somatic mechanism having both transmissive and regulatiA’e functions, Avhich we term the nervous system. The body has been likened to an army. Of this army," says Huxley, “ each cell is a soldier, an organ a brigade, the central nervous system the headquarters and field telegraph, the alimentary and circulatory systems the commissariat.” Complicated though the body be, bewildering as is the variety of its comx)onent mechanisms, we may reduce its multifarious activities to a few leading kinds, if we classify its tissues according to their dominant functions. Thus, we have the nervous and muscular tissues, which constitute the essential parts of the machin- erj^ by whose action the Ijody is brought into relation with objects external to it. These have been well characterized as the “master tissues.” All other tissues (omitting the indifferent a id supportive tissues and the reproductive tissues) may be classed under “tissues of digestion ” or “ tissues of excretion,” v.diich terms are used by Sir Michael Foster, the English physiologist, who points out that “ the whole of the rest of the body is engaged (1) in so preparing the raw food and so bringing it to the nervous and muscular tissues that they may build it up into their own substance with the least trouble, and (2) in receiving the waste mat¬ ters which arise in muscular and nervous tissue, and preparing them for rapid and easy ejection from the body.” In other wmrds, the controlling and executive neuro-muscular system has two sets of servants that play the part of ‘ • purveyors ’ ’ and “ scavengers,” respectively. On the adequate bala,nced working of those serv¬ ants the health or smooth working of the organism largely depends. What may be termed the gross income of the bodily community is derived chiefly from the activity of its purveyor and scavenger members, though the master tis¬ sues contribute materially to the accumulation of the gross-income fund. How¬ ever, it is preeminently the office of the master tissues to turn the net income of the body to the fullest and best account, the net income being what remains after the fixed charges for construction, maintenance, and repair have been met. Lest net income be ill spent in confused, blundering, or excessive muscular move¬ ments, it is clearly needful that the neuro-muscular mechanism should form proper habits of action. The development of such habits through training and practice is the main end of physical training. All of our voluntary xuirposive movements, whether they are novel or habitual, simjde or conqdex, instantaneous or prolonged, awAward or skillful, have their seat in one or more of the groups of skeletal muscles whicli constitute the executive wmrking machinery of the body. But it should never be forgotten that no skeletal muscle is a single independent organ. Every skeletal muscle consists of twm closely associated mechanisms, a terminal executive mechanism, the muscle proper, made up of irritable, contractile fibers, and a stimulating, regulative mechanism consisting of irritable conductive nerve fibers and cells, the nerve cells being situated in some part of the central nervous system. The bonds between these conjoined mechanisms are so intimate and abiding that so far as our volun¬ tary movements are concerned the separate disjoined action of either is hardly conceivable. Muscles wfithout exciting nerves become paralyzed and inert, and nerves deprived of muscles to do their bidding are impotent. The lorimary element wdiich is common to all forms of xdiysical training is neuro¬ muscular exercise. The effects of exercise uj^/on a single muscle are chiefly two. OIT PHYSICAL TRAINING. 723 On the one hand there results a general condition, based xi-pon improved nutrition, of heightened health in the neuro-inuscular machine, which state of health is sig¬ nalized by the presence of a normal degree of size, strength, and working power ill its structural parts; and on the other hand there results a more complex and special effect, viz, the acquisition or organization by its neural parts of advan¬ tageous habits in respect to the origination, transmission, and modification of stimuli. The effects of exercise upon the various divisions of the muscular system and upon the musculature as a whole differ mainly in degree from its effects ux)on a single muscle. Exercise involving many muscles or large groups of them (leaving actual move¬ ments out of consideration) results in the increased circulation and ventilation of the blood. The effect of muscular exercise upon the processes of digestion, assimi¬ lation, and excretion, though important, is an indirect one, those processes being modified, so far as muscular activity is concerned, by the changes wrought by it in the volume, distribution, and quality of the general blood stream. The nutrition and growth of all the tissues are promoted by muscular exercise, though its most obmous and direct effects are exhibited by the master tissues themselves. Bodily movements result from the combination or coordination of the actions of various muscles or groups of muscles. Our habitual movements are said to be represented in or by the central masses of nervous tissue, through whose stimu¬ lative action the related groups of muscles concerned are animated or innervated. Thus the movements of the right hand are represented in a particular region of the left hemisphere of the brain. The normal growth and develox)ment of the motor areas of the brain are conditioned in large measure on the normal exercise of the muscles whose movements ate represented by them. It is not putting the case too strongly to say that the development of the neural mechanisms which represent our bodily movements is the most im]3ortant of the special effects of ‘ “ muscular exercise. ’ ’ Growth and development are too frequently used as if they were equivalent or interchangeable terms. The processes which pertain to growth are chiefiy quan¬ titative. Boclily growth manifests itself by increase in the number, size, or wulght of the parts compcsing the body. DeveloT)mental processes are distinctively quali¬ tative in their nature and give rise to heightened and imj)roved functional powers or faculty. Development presupposes growth and is primarily conditioned by it. Organisms or organs, to be capable of complete development, must be full grown. Measures which promote grov/th are mainly of the hygienic sort, while those which induce development are disciplinary or educative. The principal ends of phj^sical training are deducible from the effects of muscular exercise. Briefly stated, they are (1) hygienic and (2) educational. It matters not whether the object of the training is a single group of muscles or a s^'^stem of organs, e. g., the organs of speech, a single boy or an athletic team, a regiment or an army, the aims and ends of the training are alike in kind, ho'wever they may differ in degree, and can be attained only through a wise admixture of hygienic and educative measures. The degree of intelligence exercised in selecting, com¬ bining, and directing the exercises designed for persons subjected to physical training is measured by the extent to which the exercises are adapted to the sex, age, health, and mental capability of the persons to be trained. The difficulty and complexity inherent in the problems of physical training are enhanced a hundred fold by the fact that the body is a changing, grov/ing, and increasingly complicated structure throughout the entire period in Vvdiich training is most influential for good or evil, viz, the period of immaturity. So great and manifold are the changes which the organism undergoes in respect to the growth and differentiation of its parts and the development and specialization of its func¬ tions that, on the average, it takes nearly twenty-five years, from birth till 724 EDUCATION REPORT, 1903. maturity is fully reached, to perfect it as a working mechanism. The efficiency of the adult body, x^rovided its parts are coinxdete in number and size and capable of performing their functions to the full, depends upon the character and extent of the education of its master tissues, and particularly upon the education of the more masterful organs — the central nervous system. The nerve center of man [says Waller] is a collection of nerve centers with more or less sx)ecial offices under their control, communicating each with the other upon occasion, yet separately active upon other occasions, variously organized through past excitations, yet still variously organizable by excitations to come. To-day the state and dis'positioii of organs and the organism are the product of the x^ast, immediate amd remote, individual and ancestral. To-morrow and in the distant future they will become what they may be made to become by education and by new conditions of life. It has been well said that ‘‘the study of movements is the only means by 'which we can gain any insight whatever into the working of the nervous system.” Tlierefore the student of nervous disorders regards most carefully the peculiari¬ ties of his x:)atients' movements. It is likewise necessary that the practical teacher should ax^preliend the significance and influence of the several classes of muscular movements, not only that he may arrange his course of instruction intelligently, but also in order that he may measure accurately and readily the results of his advice and instruction. Movements may be variously classified, e. g. , according to the character of the movement or according to the part of the body concerned in it. They are classi¬ fied as central or x^ei’iphei’al, according to their regional relations, by Mercier, from whose Nervous System amd the Mind the following is ta-ken in condensed form: Generally speaking, a central movement is a movement of the trunk, and a X^eripheral movement is a movement of the fingers, mouth, or eyes, the remaining parts of the body being classed as intermediate, ax^pmoximating to the central or peripheral, respectively, according to the size of the x^arts moved and the size and individuality of the muscle concerned in the movement. Central movements are continuous in duration, vague in limitation, few in number, same in character, and form a general or ‘‘coarse adjustment” of the body. Progress toward the perix^ihery discloses movements that are more intermittent in duration, more pre¬ cisely defined, more numerous and diversified, and more specially adapted to par¬ ticular ends, and when at the eyes, the articulatory ai)X)aratus. and the fingers we reach the extreme x^eriphery, all these characters attain their highest degree of develoT^inent. The trunk, and especially the great muscles of the back, may be regarded as the starting point of each physiological series of movements, e. g., leg movements in vcalking and rowing and hand and finger movements in drawing, Avriting, and pdaying upon the i3iano. Peripheral movements XJi’esupjpose inter¬ mediate and central movements. The combination or coordination of serial movements is effectuated by the neural portions of the mechanisms concerned. There are twm principal kinds of coordination, auz, coordination in simultaneity, Avhich a.ffects central movements first and most, and coordination in succession, which invoh/es p^eripheral movements most. Of successive movements beginning centrally, those concerned in vocal utter¬ ance may serve as an exampfle. Vocal utterance is the resultant efiiect (upon the expviratory stream of air) of the coordinative action of the organs of breathing, voice x)roduction. and articuLation , vfliich are situated, respectively, in the chest, throat, and mouth. Breathing niOA^ements a.re central, vocal movements are in¬ termediate, and articulatory movements are i^eripheral. The movements of this series X)resent two x:)hases, auz, inspnration and expiration. In each phase the moA^ements of abdominal AAmll, midriff, ribs, and glottis start simultaneously, Imb the enunciation of Avords, composed of vowel and consonant sounds, results from rapnd successive movements of the vocal cords and of the tongue and lips — results, that is to say, from intermediate a,nd perix)heral moA^ements coordinated in succession. The nervous mechanisms which innervate and represent the moA’ements of the l)ody have been divided according to their situation, by some writers, into low, higher, and highest level centers. Speaking broadly, the coarser, more central ON PHYSICAL TKAINTNG. 725 movements are represented in low-level centers, i. e., in the basal region of the brain and spinal cord; centers representing intermediate movements occupy higher seats in the hierarchy, while the highest level centers, in the cortex of the brain, represent the most special, precise, elaborate, and varied of i)3ripheral movements. In the evolution of the race and of the individual the more general organs and functions are formed and developed earlier than the more special ones. This law 'obtains in the growth and development of the nervous system, both in its massive and microscopic parts. The nervous mechanisms concerned in central movements are at once older, more generalized, and more lowly placed than the mechanisms concerned in peripheral or intermediate movements. To those parts of the ner¬ vous system in man which are formed first and are practically completed and fully organized at birth the name “ fundamental” has been given; while those parts which are rudimentary at birth, and comparatively late in their growth and development are termed ” accessory.” By way of recapitulation it may be said that central movements are represented by low-level fundamental centers, and peripheral movements in high-level accessory centers. x\ccessory centers, being the latest formed and most highly specialized, are less stable in their constitution, and, therefore, more liable than the fundamental cen¬ ters to become disordered and diseased. As is well known, in cases of progressive paralysis the accessory centers yield first and most readily, e. g., disordered speech i3re:edes disordered breathing or disorderly locomotion. A drunken man can stick to the back of his horse long after he has lost the power to control him by v7ord of mouth or sleight of hand. If, as has been intimated, the nervous system is the held of education, educa¬ tion, whether mental or physical, to be natural, safe, and effectual, should be con¬ ceived and ordered so as to conform with the laws which determine the normal growth and development of the nervous system. The law of the evolution of the nervous system seems to me a serviceable criterion of the worth and propriety of educational procedure of every kind, since it ahords a means of comparing our conventional methods of educating individuals with nature's method of educating , the race. By that law the value or success of any scheme or system of physical training may be judged. Any system that does not provide hrst of all and continuously for the exercise and training of the coarse adjustment of the body — i. e., the fun¬ damental and central neuro-muscular mechanisms — must fail to secure normal growth of the body or natural and orrlerly development of its motor powers; and any system which substitutes training of the accessory and peripheral mechan¬ isms for that of the fundamental mechanisms, or which exacts excessive work from undeveloped accessory centers or subjects them to strenuous discipline out of the natural order of their ripening, is bound to work mischief to both brain and muscles. It is unfortunate, to say the least, that the ardent advocates and pro¬ moters of special and incomplete forms of motor education so often fail to appre¬ ciate the necessity of conforming their measures and methods to the laws of nature. The health of the organism, expressed quantitatively, is the aggregate sum of the health of its parts, in the last analysis of the total health of its cellular elements. The health of a working cell — be it nervous, glandular, or muscular — is conditioned on three principal factors: (1) A regular and sufucient supply of blood— i. e., foodstuifs in solution and oxygen; (2) effectual drainage or excre¬ tion of V7aste products; (3) alternating periods of exercise and rest. Influences which affect the character, volume, and distribution of the blood are of para¬ mount importance to all tissues. Among such influences the movements of the central groups of muscles have a prominent x)lace. Since they Poffect the general blood stream as the fine, precise, specialized movements of the peripheral muscles EDUCATION REPORT, 1903. 726 do not, the effects of exercise of the peripheral moYements are local. 'Winldng the eyelids, wiggling the fingers, and the relatively fine movements which prepon¬ derate in the technique of many handicrafts and in most sedentary occupations can not exert a large or potent influence upon the general blood stream, and are therefore incapable of securing or maintaining the health of the organism at any stage of its development. Exercises which appeal to the muscles of the trunk and limbs, because they do exert a direct influence upon the heart, lungs, and skin, and* upon the fundamental i:)ortions of the nervous system, constitute the core, or, rather, the bulk of every rational and well-approved system of physical training. Our first movements, even in utero, are instinctively of the generalized central sort. Creeping, walking, running, jumping, and dancing are compounded in varying degree of movements which are mainly central and appeal to the circu¬ latory and respiratory organs, and so exert an influence on the bellows move¬ ments of the chest, which are typically central in character. All of these move¬ ments minister to general ends; First, of the hygienic sort, by reason of their influence upon nutrition and growth, and, second, to developmental ends, since they serve as the basis or starting point of more complicated movements, involv¬ ing intermediate and peripheral movements that can not be performed with ease, efficiency, or skill, without practice or drill; e. g., catching, throwing, climbing, and bowling. Even the most frequent and typical of central movements — those of breathing — are capable of discipline, as is attested by the assiduous care with which the trainers of runners, pugilists, and oarsmen, as well as of singers, actors, and elocutionists, strive to teach their pupils to acquire special forms of control over their breathing organs. Stuttering is a spastic nervous disorder whose most obvious symptoms are minor convulsions in the articulatory apparatus, but the initial fault is in the execution of the breathing movements. If the ordinary teachers of reading (who are respon¬ sible for so much of school-produced stuttering) understood their business as fully as the coach of a boat's crew usually knows his, they v/ould recognize the beginnings of stuttering and prevent its development by teaching the child then and there to acquire proper control over his central breathing movements. Many a clerk or copyist might have been saved scrivener's palsy had his writing teacher taught him to use his arm and forearm in coordination with his hand and fingers in plying his pen, and the skill with which a violinist handles his bow depends quite as much on his ability to control the muscles of his shoulder as to control those of his fingers. To illustrate the practical bearing of the principles of physical training Vvhich we have deduced from our study of the nature and effects of muscular exercise, the views and experience of certain authorities in the treatment of stutterers and the education of idiots may be adduced. Doctor Kussmaul, an eminent German neurologist, in his Die Storungen der Sprache, which deals with the treatment as well as the nature and cause of disturbances of speech, characterizes stuttering as “ a spastic neurosis of coordination which hinders the utterance of syllables by convulsive contractions at the stop points for vowels or consonants in the articu¬ lation tube.” He goes on to say: If we examine more closely the condition that prevents the proper joining of sjdlables we find that the three forms of muscular activity involved — viz, the ex¬ piratory, vocalic, and consonantal — are not coordinated. The regulating mechan¬ ism of the nerve centers which brings about the harmonious interplay of these muscles in uttering the sounds which make up syllables, or, as Merkel puts it, in vocalizing sounds, are thrown into disorder by insignificant peripheral excitations, and still more frequently by excitations of central origin. The three muscular actions mentioned which cooperate in the articulation of every syllable are not coordinated either as to the force or order of their contractions. On the one hand the action of the breathing muscles concerned in speech is at fault, and on the other the action of the vocalic and consonantal muscles is convulsive. The con- ON PHYSICAL TRAINING. 727 traction of these mnscles, instead of proceeding quietly at normal intervals, takes on the form of tonic or clonic spasms. * * * Stutterers always lack that con¬ trol of the breath which is requisite for. speech. They inhale too little air for their purpose, are not sufficiently economical of it, and sometimes are obliged to draw breath in the middle of a word. The experience of Kussmaul, who was originally a stutterer himself, and many others, has shown abundantly that, imless the central breatliing muscles are first set right, efforts directed toward restoring the coordinated action of the throat and mouth muscles are largely thrown away. It is a most significant fact that those who are most successful in the treatment of stuttering have taken the law of the nervous system as their guide. As a rule they begin their treatment with gymnastic exercises of the trunk and breathing muscles and later on direct their attention to developing normal habits of action, nrst in the muscles of phonation and then in those of articulation. In other words, their training of the accessory neuro-muscular mechanisms is based on the preliminary development of the nor¬ mal i30wers of the fundamental and intermediate mechanisms of the series. Stuttering is recognized as a “ school disease,'’ and there is good reason for the belief that in a large proportion of stutterers the habit is loroduced by unnatural and inverted methods of teaching reading, which is begun in the primary school before the children have acquired adequate control over their organs of speech. It is quite as desirable that the teacher of reading should apply the essential principles of physical training, so as not to iDrodiice or intensify stuttering, as for the vocal trainer to apply those principles in curing it. The natural develop¬ ment of the vocal organs involves so much exercise which is primarily of the gymnastic sort that I am led to hold that if the motor education of the younger children in the public schools were rightly organized in the departments of free play and elementary gymnastics a considerable amount of stuttering would be prevented. But so long as teachers in the kindergarten and the primary schools are not enabled or obliged to follov/ the most rational and natural methods of teaching speech and reading the schools will continue to deserve the appellation of nurseries of stuttering,” which was long ago bestov/ed upon them by Prof. A. Melville Bell, the well-known inventor of visible speech. There is no mystery involved in stuttering or its cure beyond the plain princir)les of johysiological physical training. One need not v.mste time on excursions into the thin inane of Delsartean or elocutionary philosophy in studying the physiology and pathology of speech production. I have instanced stuttering and its treatment simply for the sake of emphasizing the fact that the principles of physical education are of neces¬ sity involved in the most ordinary educational procedures and have a practical value for distinctively disciplinary purposes. The late Dr. E. Seguin, the elder, of New York, was an ardent advocate of mus¬ cular exercise as a factor in what he denominated “ xdiysiological education.” Seguin was among the first to show that the education of the feeble-minded was practicable, and his work on Idiocy ” contains a circumstantial and convincing account of the manner in which gymnastic exercises were employed to av/aken and strengthen intelligence fifty years ago in the Institution for Idiots at Syra¬ cuse, N. Y. The nature of Seguin 's theoretical views is indicated in the following extract from his report on Physiological Education made to the United States Commis¬ sioner of Education in 1876: At the bottom of success in all the arts and of all artisans is precision of touch, which is a guide to our natural or mechanical instruments of execution. Since the muscles of the life of relation obey the nervous impulses, results of impres¬ sions, either actual or previously recorded, the richer the store of sensory impres¬ sions the more true and effective will be the work done by the skillful play of the muscular contractions. * * * But in that touch there is more than sensitive tact; there is also a force proniioted by a muscular lever. 728 EDUCATION REPORT, 1903. Gymnastics and sports are instituted to develop this power, many schools have them. All should have a gymnasium, but, strange enough, hardly anyone suspects its raison d'etre. To grov/ immense packs of muscles? No; but to develop i^arts of the body weakened or ill nourished; to harmonize the several organic and all the motor and local functions, to put the essential apparatus — as lungs, heart, skin — in working order, and to discipline every muscle of the life of relation to obey tlie dictates of the intellect from the brain, of the will from the sympathetic and the spinal cord. This should supersede the gymnastics, boating, racing, etc., instituted to make muscle for the sake of muscle. Seguin's article entitled ‘‘ Psycho-physiological training of an idiotic hand,” in the Archives of Medicine (New A^ork), October, 1879, shows how he applied his theories in the case of a boy 8 years old, rendered idiotic by infantile convulsions. The boy had been under the training detailed by Seguin for one year: The hand of R. was small, the nails short and brittle, fingers as if unfinished; no power, no skill, only automatic movements mainly from the wrist. To make R.’s hand act on command was at first out of the question. He could not put it or the fingers in any given attitude. He could obey the movements of elevation and abduction of the arm, but not always, nor with anything like precision. Therefore his teacher had to begin the training of the hand from the shouldei by movements which, starting from the elevators of the arms, would involve necessarily the muscles of the arm and hand. Thus, by a siries of operations whose willed or obedient starting point descended gradually from the spine, the child became capable of moving his hand and fingers by imitation at first, and proprio motu for simple willed operations later. The movements commanded to P.,. were those commencing nearer the spine, the trainer gradually extending the operations of the will to the groups of muscles approaching the extremities. Thus the limb in training not only became capable of a few willed movements of totality, later applicable to a great number of operations and convertible into smaller movements of the farther extremities, but the mind, being drilled to be carried over regions jireviously ruled by automatism alone, extended its dominion and circulated, as if at home, from the great centers to the most delicate groups of sensitive and contractile tissues at the periphery. To illustrate the difference of ability of the hand during these forms of training according to the origin of the impulse, I notice the freedom of the hand of R. when driving nails in a board with a hammer — a movement of the arm and wrist— as against the sliding of a pin he holds with the intention of piercing holes in a paper, wuth but rare success, a movement confined to the last phalanges of two fingers. Has he learned to read, write, and the sequel? No; his hand has learned to help himself, to amuse himself, to not bite itself, nor to slap his friends, though it is sometimes subject to its automatic agitations. His tact has been cultivated to the point of being conscious of the ordinary variations of the temperature, of water, food, etc., and of recognizing and naming (without the help of sight) about fifty things by their shape and quite as many by their texture. His eye, after his touch, has been drilled to appreciate the typical forms in substance at first, and later painted, delineated, and lastly indicated; then to cut the same out of paper. The following year much attention was given to training R.'s eyes in correlation with his hands, and as a result of the training begun by the training of his hand, detailed above, R. was enabled finally to enter a school for ordinary children and to do fairly well at his lessons. To illustrate further the practical value of systematized muscular exercise as a means to quickening and imi)roving mental faculty the exi^erience of the State Reformatory at Elmira, N. Y., may be cited. The reformatory is distinctively a school, and scarcely to be counted among prisons as prisons go. In many respects it is one of the most original and successful schools in the country. Its pupils are male felons between IG and 30 years of age serving a first sentence. All sentences to Elmira are indeterminate — that is to say, a prisoner may be held for the maxi¬ mum time provided by law for the crime of which he has been convicted, but it is possible for any prisoner to secure an absolute release in less than two years. To accomplish this is not an easy thing, for the conditions of release (which is on ON PHYSICAL TRAINING. 729 parole for at least six months in the first instance), are: That the prisoner shall earn perfect marks for twelve consecutive months in “ccndiict,” “labor,” and “school;” that he must gain the confidence of the general superintendent and managers, and that upon his release “ some definite, permanent, suitable employ¬ ment” shall be found for him either by his friends or the management of the reformatory. If a parole 1 prisoner gives satisfaction to his employer and the authorities of the reformatory throughout the term of his parole, he becomes entitled to an absolute release and the restoration of citizenship. Nine is a per¬ fect mark for a month. Failure to earn a 3 in either conduct, labor, or school work entails a new start, as no one who has not 9 twelve times consecutively to his credit is admitted to parole. In June, 1886, at the suggestion of the superintendent, Mr. Z. R. Brockway, Dr. H. D. Wey, the physician of the reformatory, formed an “experimental class in physical culture.” The class vras composed of dullards who for a year or more had made no appreciable progress in their school work and were likewise behind¬ hand in shop work. The object of the formation of the class v/as “ to ascertain if physical culture, as comi^rised in frequent baths, massage, and daily calisthenics, would not result in a jpartial awakening and stimulation of dormant mental power. Increased mental activity rather than muscular development was to be the gauge of the success or failure of the experiment,” Eleven men, ranging from 19 to 29 years of age, were subjected to the treatment. They were released from shop work; but were given careful instruction in school. The class was required each day to practice two hours or a little more in “ setting-up ” exercises and in dumb¬ bell drill, and each man Vv^as given three baths a week, followed by bath massa.ge. The members of the class were not sickly, ill-nourished specimens, nor could they be classed with those who are technically termed “weak-minded; ” they were sim¬ ply coarse, stupid, insensitive, unambitious dullards imprisoned for felony. The experiment continued for five months and proved a striking success. The men improved in mental x)Ov^er and self-control as well as in physique and car¬ riage. The average marking of the class, according to the school register, was, for the five months in question, 74.16 on the scale of 100, whereas the correspond¬ ing mark for the five months imnnediately preceding the experiment had been 45.25. Comparison of the record of the class for the six months preceding the five months of physical training with its record for the six months succeeding that period showed that the improvement was not of a transitory character. In the first six months the general average on the scale of 100 was 46 and 76 in the second, while the average mark in school work, on the scale of 3, rose from lo^ in the first period to 2/o in the second. Owing to the satisfactory results obtained with the experimental and subse¬ quent classes, the New York legislature appropriated funds sufficient to provide the Elmira Reformatory with a suitable gymnasium and bath house in 1890. The gymnasium “ became, for certain classes of defectives, a place of preparation for the schools of trades and letters and an auxiliary to the hospital.” Since 1890 facilities for the physical training of defectives, including the insane, blind, and feeble-minded, have been notably increased and improved in various parts of the country. If the child is simply left to himself or to imitate his fellows in learning to run, jump, throw, etc., the chances are that he will have much to unlearn, as well as much to learn anew, when the time comes for him to learn a craft or military drill or an athletic specialty. On every account the child’s physical training should begin earlier than is commonly the case. In order that the child may be healthy, vigorous, and capable in youth and strong, enduring, and skillful in the prime of life, his plays and occupations should be intelligently selected and super¬ vised from, the time he can talk and walk. The mental and moral characteristics 730 EDUCATION REPORT, 1903. of the individual, be lie youth or man, are shaped and colored by the number and kind of actions he can do easily and well. If the education of the individual is wisely managed, his repertory both of useful, necessary neuro-museular actions and of desirable forms of action that minister more to recreation than to his daily business will undergo gradual and natural enlargement from childhood to man¬ hood, It is convenient to divide education, in thought, into moral, mental, and Xdiysical education. But human education is really one, though now one, now another of its elements may proiierly receive more attention than the others from teachers and tliose vdio control educational policy. The principles of physical training arc apxilicable throughout the whole stage of elementary education in all subjects in which the pupil has to learn to will and to do. All the x)rocesses by which he learns to express himself present a large physical element, v.diich in many cases is highly accentuated in the learner's consciousness. In short, phys¬ ical education lies at the basis of what we call mental and moral education and _ is necessarily and closely interlocked with each of them. “Man,’' it has been well said, “ is adapted to . self-improvement by means of exercise. It makes his muscles stronger and more enduring; his skin becomes fortified against all injury; through exercise his limbs become more flexible, his glands, more productive; it fits his central nervous system for the most complicated functions; it sharpens his senses, and by it his mind, reacting ux)on itself, is enabled to augment its ovvm elasticity and versatility. ’ ’ A large proportion of men earn their livelihood or conduct their affairs through the oft-repeated performance of more or less skilled movements, and the value of their services, measured by the amount of work they can accomT)lish, depends upon the ease, rapidity, and certainty v.dth which they are performed. Ease and certainty in habitual movements result from a relatively high degree of organiza¬ tion (through exercise) of the mechanisms by means of which the movements are effectuated, and are incompatible vvdth strained attention or an extreme sense of effort such as most jjersons manifest when acquiring or putting into x)ractice nev7 habits of action. Physical training, whereby a novice becomes habituated to a new series of movements, be the novice a wrestler or an artist, a swordsman or a surgeon, a singer or a clerk, is the x>rincipal means of securing a reasonable or maximum degree of j)erfoimance without a wasteful expenditure of nervous and mental energy. In other words, an important result of phj'Sical training is the economy of thought and exertion which characterizes the work of the well-trained laborer, artisan, and professional man. In this connection the following extract from the writings of Mercier seems worthy of consideration: An act is habitual when it occurs with perfect facility, but yet requires guidance and direction of higher centers for its x^erformance. An act is automatic when it has become so far organized that the mechanism which actuates it is complete in itself, and given the necessary imxiression, the action occurs without any guid¬ ance or regulation from hi.gher centers. Such are the acts of walking, the finger¬ ing of musical instruments, the manipulation in many handicrafts, the movement of the lix)S and tongue in sx^eaking. All these movements occur with a celerity and an accuracy which indicate thorough organization; all of them can be x^er- formed without direct guidance from the higher centers, or vv^hile the higher centers are otherwise emxdoyed — while, as we say, we are “ thinking of something else’’ — and any direct interference of the higher centers, any undue attention to the movements, tends to sx^oil their facility and accuracy. Lastly, when organi¬ zation is comx^lete movements become reflex — that is to say, not only do they occur on the occurrence of their apxjrox^riate stimulus, but they occur necessarily. A nerve channel is so comxfletely formed in itself and the neighboring currents are so built out that when once the x^i'ocess is started it goes on to completion as a matter of necessity, and no action of the higher centers can interfere to prevent or alter it. Such movements are those of blinking, of swallowing, of coughing, and the like. * * * The law is that a new nervous process is attended by the most vivid mental state, and the more unlike the nervous process is to previous ON PHrSICAL TRAINING. 731 processes tlie more vivid is tlie mental state tliat accompanies it. With nervous processes we have seen that continual repetition brings about complete orgaiiiza- tion. We have seen hov/ new acts become habitual, habitual acts become auto¬ matic, and automatic acts reflex. We have now to notice that as the nervous mechanism subsides through these several stages from the nascent to the complete stage of organization, so the mental accompaniment, at first vivid, becomes fainter and fainter until, when the latter stages are reached, it altogether dis¬ appears. As has been remarked, growth and development characterize the stage of immaturity; but, since development waits upon growth, the two vary in amount and rate in different parts of the stage, considering the body as a vdiole. Nor should it be forgotten that the several somatic and general mechanisms of the body differ in respect to the order and rate of their growth and development. Unless the significance of that order and rate is recognized and heeded, the educa¬ tion of children and youth can not be thoroughlj^ natural and rational. The period of evolution or immaturity is of x)aramouiit importance in education, since the formal education of the great majority of the school poi)ulation ceases before maturity is reached. The period may be divided for convenience into three equal periods of eight years. Growth and develoxnnent proceed during each period, but growth preponderates in the first and second and development in the third x^eriod. The salient features of each period may be gToujped as follows: First xjeriod, from birth to the end. of the eighth year. — There is rapid increase in height and weight in the earlier part of this period, particularly in the first twelvemonth, but what has been termed the ‘•immense” growth of the brain, which attains, within a few ounces, its full weight in the eighth year, signalizes this x^eriod most markedly. In rospect to development, the sensory organs lead and reach a high degree of x:>erf ection , though certain neuro-muscular mechanisms, by which movements concerned in balancing, locomotion, and vocal utterance are effectuated, also undergo rapid development. Sensory education may safely be more specially emphasized than motor education in this period. Strenuous and exacting drill, at least of the accessory mechanisms, is contra-indicated for the child. Simple games and elementary gymnastics, if not xoushed too far, best answer the ends of x^hysical training during this x^eriod. Second period, from the beginning of the ninth to the end of the sixteenth year. — ■ This is distinctively the x^eriod of accelerated growth in height and weight. The muscles xday the leading X3art in the increase of the weight of the body. Motor coordinations attain a higher degree of develox^ment than was possible during the preceding period, though they are not full}’- x^erfected till adolescence is fully established. The establishment of x^uberty exercises a x^rofound effect on the development of body, mind, and character. On the wdiole this ax3X3ears from the hygienic standpoint to be the most critical of the x^eidcds into which we have divided- immaturity. Exhamsting constitutional disease , excessive mental or bodily strain, underfeeding, undue dex^rivation of muscular exercise may readily lead to irremediable stunting or enfeeblement. If x^hysical education be neglected or mis¬ directed during this x^eriod, if it be mistakenly deferred to a more convenient season, it can not accomplish its x^erfect work, either ;.s regards the x^roniotion of health or the d-evelopment of the motor functions of the brain. The x)rincipal dex^artments of general physical education should be systematic¬ ally availed of, i. e., both gymnastic training and athletic pastimes should be given x^rominent x^laces in the school curriculum, and the forms of exercise adopted should be more varied, complicated, and difficult than those einx^loyed in the x^receding period. But the time for engaging in feats or contests that demand extraordinary strength, endurance, or skill is not yet. Third period, from the seventeenth to the close of the twenty-fourth year. — This, the period of established adolescence, is distinctively a x^eriod of develox^ment — of 732 E DUG ATIO^N- EEPORT, 1903. deyelopnient of character no less than of bodily and mental faculty. The life of the race begins to be reflected in the life of the individual, to v/hom a higher and wider range of interests and acti\itie3 is opened through the development and i:)erfecting of his higher fundamental and accessory neuro-muscular mechanisms. Emotion l)ecomes coordinated with self-chosen aims and ideals, and the indi¬ vidual is prepared by special kinds of technical training to enter upon his life work as an independent, adult member of the community. The muscles, which are to serve as the executive instrument of the brain, do not attain full grov/th till toward the end of the second period. Then, when both brain and muscles are fully grown, motor development enters ui^on its most active and important stage, i. e., in the third period. During each and all of the three periods hygienic and educative ends should be kept in view, but throughout the first and the first half of the second period hygienic forms of exercise should preponderate, v/hile during the latter half of the second and the whole of the third period educative forms of exercise should be assigned the leading role; pro¬ vided that practically normal growth and sound health have been secured to start with. Attempts at tours de force, trophy winning, and record breaking, which would be ill judged at an earlier stage, may now be profitably encouraged under reason¬ able restrictions. Valid objections there are to rampant athleticism. Neverthe¬ less the predilection of youth for athletic sports and contests may be justified as natural and worthy on pedagogical grounds, if we admit that the development of mind and character, as well as that of the brain amd muscles, is subject to the laws of evolution. The average collegian, if a healthy animal, is apter at express¬ ing himself fully in terms of muscularity than in terms of mentality. Intellectual maturity comes later, unless arrested development supervenes. It is hardly a misfortune that, in the heyday of youth, the sons of civilized men tend to exhibit in their games something of the hardihood, daring, and contentiousness which characterized the principal pursuits of their primitive, beast-hunting, war-making ancestors. Elementary education is naturally assigned to the first and second of our three periods. Secondary education usually begins in the second, and either terminates early in the third or merges into superior technical education. By far the larger part of the school population belong to the second period and are enrolled in the elementary schools, which are wisely organized for general and preparatory train¬ ing. In the domain of physical training, quite as much as in mental training, it is important not to confuse general with special or technical training. Reason and experience forbid the substitution of military drill, sloyd, manual or elocu¬ tionary training for gymnastic and athletic training, or vice versa. It is simply impossible to make any highly developed form of technical training meet the proper ends of bodily education either for children, youth, or adults. Technical training, since it api^eals to th? more i^eripheral mechanisms, should be grounded on general hygienic and educational training, should not be pushed at too early a stage, and should be left where it belongs, in the hands of special teachers. Cul¬ ture and technical training, properly speaking, signify much the same thing, since they presuppose highly developed and disciplined powers, which are precisely the X>owers which most pupils in elementary schools lack. It is, therefore, a mislead¬ ing use of language to ajoply the term “ physical culture” to school gymnastics and school sports of the usual kinds. Physical training, or Tdiysical education (which terms are interchangeable according to the best usage), iS’ v/hat the mass of American school children need, but have never had in proportion to their needs. Plenceforth in this jiaper physical culture and technical forms of phys¬ ical training will be left out of account for the most part, since in the most aioX)roved ancient and modern systems of physical training they have played a relatively insignificant role in comparison with gymnastic and athletic exercises. ON PHYSICAL TKAINING. 733 While it is well to emphasize the imi)ortance of the hygienic effects of miisciilar exercise, it should he clearly kept in mind that j^^hysical education and school hygiene are not synonymous. Physical training in a sense may be courddered a branch of school hygiene, but it is only one among many agencies for i^ronioting the health of the school population. Hygiene is a branch of medicine, but physi¬ cal training is a department of education . The problems of school hygiene are essentially different, as ^vell as more varied and intricate, from those with which the teachers of games and gymnastics have to deal. Beyond question it is desir¬ able that those whose business it is to give instruction or advice in any department of x)liysical training should be familiar with the fundamental laws of health and the precepts of personal hygiene, lest they prosecute their work under unhealth¬ ful conditions or by prejudicial methods. But one may be a competent gymnastic instructor or an insr)iring and successful athletic coach or trainer and yet be hardly more com.petent than the man in the street to pass judgment on such questions as the suitability of a school sits, the merits of a system of drainage or ventilation, the construction of a course of study, the prevention of eye strain or brain fag, etc. The dearth of school hygienists in America is to be deplored, but it is to the medical schools and institutes of hygiene that we should look to make good their lack rather than to summer and normal schools of gymnastics or schools of pedagogy. When they do appear tiiere is little likelihood that they will be called upon to supervise gymnastics, to teach swimming, or to coach sprinters or football teams. Meanwhile physical training should be accorded a more dignified and iniiuential place in the school curriculum because of its educa¬ tional values and relations. Given intelligent recognition and adequate support, and the development of physical training as a science and art should open the way and exercise a potent influence in ]3ringing about the establishment of a genu¬ ine system of school hygiene on a broad and scientific basis. At the present junc¬ ture the leaders in physical training had much better devote their energies to dispelling popular misconceptions as to the aims and nature of their distinctive work, and to convincing school boards, superintendents, and teachers that i)hysi- cal training, on account of its value as an agency for promoting bodily health and mental development, is entitled to recognition and support as a special though coordinate dei)artment of instruction, than attempt further to exercise jurisdiction in the domain of school hygiene. My plea is that, inasmuch as physical training lies at the basis of human edu¬ cation and enters of necessity into the mental and moral training of all children and youth, those who control educational policy and the conduct of educational affairs should see to it that mental training is not pursued to the neglect or detri¬ ment of bodily training; that each kind of training is given its proper idace in the required curriculum, and that physical training shall be given in appropriately fitted places, by thoroughly trained and wmll-qualified teachers, in accordance v/ith \v ell-approved, modern, and rational methods. No system of physical training is worthy to be pronounced sound or rational unless its procedures are purposely adapted to the peculiar and changing needs which arise in differences of sex, age, health, and mental capacity in the persons to be trained. The results of comprehensive and systematic physical training should be ease and gracefulness of carriage, whether in repose or action; square shoulders and a straight back; a deep and capacious chest, in vHiich the heart and lungs, developed to their normal size and strength, shall have free and full play; sym¬ metrically developed and firm muscles both of trunk and limbs; the pov/er to execute wuth ease, precision, and economy of force not only all necessary habitual movements, but also such as are involved in the simpler exercises of strength, speed, and skill, and in the performance of ordinary gymnastic and athletic feats; and, above all, that equanimity, patience and self-confidence, which disciplined self- knowledge and habitual self-control tend to produce in persons endowed with 734 EDUCATIO:^^ EErORT, 1903. normal gifts and propensities. Given a pupil y*'1io Las had the advantage of thorough and judicious i)liysical training in childhood and youth and thetechnfcal teacher is able to accomplish vastly more than he otherwise could, -whetlier his business be to turn out a skilled fencer or artillerist, an actor or an acrobat, a singer or a wood carver, a watchmaker or an elocutionist. A1 though physical training in its vnder sense includes manual training and those forms of exercise v.diich are requisite for the attainment of technique, as Vv’ell as outdoor games, athletic spoids, and gjnnnastic exercises, well-nigh all forms of exerci.se found in ancient or modern systems of i)hysical education may be properly ctlassed as ^^thletic or gymnastic, i. e., as recreative or educative. While athletics and gymnastics differ not a little in aims, methods, and value, it is well to recognize that they constitute coordinate departments of ph^’sical train¬ ing rather than self-coiitained and separate sj’stems. The central problem that confronts American educationists as regards physical education is this: How shall athletics and gymnastics be wisely and effectively combined in the nurture and upbuilding of children and youth of both sexes? The solution of the problem would be much nearer than it is, had either the leaders, the petty officers, or the rank and file of the educational armies of the United States given heed to the teachings of experience which are reflected in the history of the principal national systems of physical training. The most representative and typical systems of physical training are five in number, and may be styled (1) the Grecian, (2) the mediaeval or knightly, (3) the British, (4) the German, and (5) the Swedish. In comparison with these five types or systems of exercises all other systems or so-called systems seem to be either fragmentary, subsidiary, or insufficient. It will be convenient to use the terms agonistic, gymnastic, and athletic in con¬ sidering the most salient characteristics of our five types of idiysical training, those terms being derived from Greek usage. An dyebv originally meant an assembly, then an assembly to witness an exhibition or contest. Thus, the Olym- ihc games v'ere gymnic agones, because the contestants in them vrere naked. The victors in an dyebv received prizes called dOXa, and an athlete vras simply a winner or contestant in an agone; later, an athlete was a professional seeker of prizes. A gymnast was a teacher or trainer primarily, particularly after the agonistic games had become systematized and constituted a necessary part of the education of all freeborn youth. Greek physical training, then, was agonistic during its imriod of growth, when its main purposes were sportive or ritualistic; it Vv^as gymnastic during its best estate, about the time of Pericles, when its aims v.’-ere distinctly educational and ethical; and it became athletic, in the worse sense of the term, during the deca¬ dence of the Greeks, when a spirit of mercenary professionalism dominated both gymnasts and athletes. The martial games of the ancient Gauls and Teutons veere agonistic. From them Vv'ere developed the physical training of page and squire and the jousts and touriiaments to which the nobles as a class were so devoted in feudal times. That training and those contests were partly agonistic and xiartly athletic in their aims and nature. British sports may bo characterized in the same way. Originally agonistic, they have become mainly athletic, being almost devoid of pedagogical aims or methods, German trahiing has developed from popular games and knightly exercis'^s. It is somewhat agonistic in character, though it is mainly gymnastic in its aims and methods, and has been singularly devoid of tendencies to professional athleticism. The Swedism system of physical training is of the strictly gymnastic type. It has scarely enough of the athletic element in it, perhaps. It is beyond (question that Grecian gymnastics and athletics affected chiefly the fundamental nenro-muscnlar mechanisms, and the same is true of the martial ON PnYSIOAL TRAINING. 735 exercises of the ancient Ganls and Teutons and of the popular sports of their descendants. Wrestling, running-, leaping, casting the stone or hammer, tossing a beam or tree trunk, hurling the spear, cudgel and swordplay, together with ball games, are not only the most widespread, but also the most primitive and ancient of European popular sports. In many an out-of-the-wmy corner of Europe, particularly in remote islands and secluded mountain districts, one may find to-day one or another of the ancient pastimes still popular and played accord¬ ing to immemorial usage. They have undergone least change in such regions as the Scottish highlands, the lake countr^^ of England, outlying districts like Fries¬ land and Gothland, and the valleys of the Alps, Tyrol, and Pyrenees, Of popular spoids vre may say in general that they promote the more massive bodily virtues of strength, endurance, and speed, v/hile dexterity, address, and finesse require more specialized and complicated forms of exercise for their devel¬ opment. In other Vvmrds, athletic sports are insufficient for the jjurpose of giving adequate training to both the fundamental and accessory motor mechanisms, and should be supplemented by such forms of practice and drill as are afforded by the sj'stematic gymnastics of the Swedes and Germans. The most primitive forms of physical training are the idays of children, whose natural imimlses to run and shout soon prompt them to engage in the spontaneous, dramatic imitation of the pursuits of their elders, particularly in respect to hunt¬ ing and warfare, e. g.,tag, catch, chasing and throwing games, and playing wnth weapons. Such forms are still found among most children and savag-es, and occupj' a prominent place in the more primitive popular sports of hill folk and islanders. If we attempt to trace onr tyx^ical systems of physical tredning to their original forms, we find their beginnings either in childish plays or in gnmes closely akin to them. Greek g3minastics and athletics developed from such pastimes as Ulysses and Ajax engaged in around the funeral pyre of Patrocliis, which Achilles instituted in honor of his pla^miate and comrade. Jahn adopted sev¬ eral of the ancient German games in his training system, and Ling, as became a leader in the Gothic party, exalted the sports of the ancient Norsemen, though he gave them no very prominent place in his gymnastic system. British sports are the most hig-hlj’- developed modern expression of the plaj-- instinct. In the United States the most common and popular forms of xfiiysical training belong to the athletic species. The British and Grecian types of bodily education, though strikingl}- different from each other in most respects, are alike in being devoid of any considerable admixture of elements acquired through conscious imitation or borrowing. Brit¬ ish sports refiect more fnllj--, perhaps, than smy modern system of physical train¬ ing the national spirit of their devotees. They have been followed chieflj- for their own sake and have undergone but slight modification at the hands of educational reformers, in which respect they i^resent a, marked contrast to German, turning and Swedish gj-mnastics , which, though they bear the impress of national feeling, have been developed largely" of set purpose, either as a means of national regener¬ ation or as a r emedj- for overrefinenient and the deteriorating effects of sedentar\’ and urban life. Though teachers and governing boards are helpful and sym^oa- thetic as a rule, British athletics as an institution have been shaped mainly b\" successive generations of boys and “ old boj^s.” The British boy, who, according to continental standards, plays at his work and works at his play,” has forced his masters to give him time and space for his games, often at the expense of the course of stud3^ The scope of modern systems of physical training is wider and their aims more truly popular than -was the case with the mediaeval and ancient systems, since onlj- members of the x)rivileged classes were allov/ed to participate in the Grecian games or the mimic warfare of the tournaments mnd jousts of the middle ages. EDUCATION EEPORT, 1903. 736 Team matches and class exercises are distinctively modern inventions, the prizes in most forms of antemodern contests being offered for individual prowess. To be sure, there were among Grecian youth certain games in which “sides” contended with each other, and in the chivalric tournaments squadron charged squadron in the lists; but these, like the ancient football and hockey games, in which x)arish fought against parish or neighborhood against neighborhood, were rather mass than team contests, since the sides were at best very loosely organ¬ ized, there being little if any subdivision of labor among the contestants. Team athletics have reached their highest develoiDinent in cricket, baseball, football, and rowing, comj^ared with which the class exercises of the Swedes and Germans, though they often involve the simultaneous action of large numbers of persons, are relatively simple and unspecialized. The training of aspirants to the Grecian games was carefully regulated in respect to diet, bathing, hours of rest and practice, etc. Frequently it was severe and prolonged. Professional athletes, through their special training, finally became a class apart — imoverbial for their stupidity and brutality. Much less attention was given to jjreparatory exercises in the middle ages than among the Greeks and Romans, and training in the sense in which it is emx)loyed by those addicted to British sports is scarcely known in Germany or Scandinavia outside the ranks of i)rofessional acrobats and a few anglomaniacs. Though training usages of the present day, particularly in matters of diet, are, on the whole, less foolish than they were thirty years ago in this country, the x>repaia- tory training for match games among collegians is frequently carried to ridiculous extremes. The Greeks used but little apparatus, either in their preparatory exercises in the palestrae and gymnasia or in their championship games, which usually took place in the stadion or some other open place, and such apparatus as was used was of the simxdest sort. The spear, the discus, x^ossibly the vaulting x>ole, the halteres, and himantes (the prototypes, respectively, of the modern dumb-bells and boxing gloves) very nearly exhaust the list of Greek gymnastic machines. Machine or apparatus gymnastics are mostly of modern origin. Jahn invented the parallel bars and the horizontal bar. The stall bar, the swinging ladder, and the “ bom ” are Swedish devices. Most of the ropes, ladders, and poles used in climbing, though of ancient origin, have been modified and adapted to their pres¬ ent use in recent times, but they can not be classed as generically or distinctively German or Swedish. The x)liysical training of page and squire aimed chiefly at making him a good horseman and in rendering him skillful in the management of sword, lance, and maul when mounted. The aspirant to knighthood practiced with his sword at posts and the Saracen's head, and learned to use his lance by tilt¬ ing at the ring and the quintain. Beyond these he had little need for fixed appa¬ ratus. The gymnastic horse of wood, so generally found in modern gymnasia, was originally emidoyed as a substitute for the living horse in leaping exercises. Mention is made of it in sixteenth century writings. Indian clubs are said to have originated in Persia. As regards length of days, British sports jirobably stand next'to the Grecian games, whose history extended over a thou.sand years, i.e., from the Homeric age till the last Olympiad. At any rate, tennis, football, quoits, casting of the stone, and skittles were so popular in the last quarter of the fourteenth century that a law of Richard II bade “ servants and laborers to leave off jdaying them and other such importune games ” on “ Sundays and holydays and “ use bows and arrows” instead. The mediaeval jousts and tournaments lasted hardly four hundred years. Geiman turning took its rise in the last quarter of the eighteenth century, and Swedish gymnastics are hardly a hundred years old. Ling’s career as a teacher began in December, 1804, when he was appointed fencing master in the University of Lund. ON PHYSICAL TKAINING. 737 Athletics and gymnastics have never i)layed so dignified and prominent a part in the life and affairs of any nation as they did among the Greeks. We may not hope that any modern people will ever reproduce on a large scale the character¬ istic features of the Greek physical training, for the same reasons that forbid us to look for the rise of a new Sparta or a second Athens. Enthusiastic worshipers- of classical antiquity and writers upon education, especially at such times as the Renaissance, the Reformation, and the revolt of the realists against merely humanistic training in the eighteenth century, have been wont to laud and mag¬ nify the physical training of the Greeks; but no general or genuine revival of Greek ‘athletics or gymnastics has occurred within five hundred years. Modern attempts to revive the Olympic games have been nearly as futile as would be the attempt to restore the cult of the gods of Olympus. The history of the rise of jdiysical training as a department of education in modern Europe may be divided conveniently into five periods, viz: (1) from the beginning of the Renaissance to the founding of the Dessau philantliropinum in 1774, a period in \vhich theoretical advocacy of physical training, colored with admiration for antique models, is quite common in the writings of humanistic writers and educational reformers; (2) the period from 1774 to 1820, which was characterized by numerous innovations and experiments on the part of the phil¬ anthropists and their imitators; (3) a period of quiescence and languid interest in physical education, covered by the interval between 1820 and 1840; (4) the X)eriod 1840 to 1860, one of revival and expansion; (5) 1860 to the present time, a period of active growth and development. An interesting assortment of literary gems might easily be collected from humanistic writers like Montaigne, Melanchthon, Comenius, Milton, and others to show the generous sentiments entertained by eminent critics and reformers- of our first period toward bodily exercises and accomplishments; but it would be difficult to prove that their laudation of a sound mind in a sound body led to any enlarged and thoroughgoing attempt to realize their glowing ideals prior to the last quarter of the eighteenth centuiy. In 1774 Basedow, the first of the xffiilanthropists, was instrumental in founding the Dessau philanthropiniirn, for the purpose of giving effect to Rousseau’s “method of nature,” or, in other words, to conduct education “ so that the train¬ ing of the mind and body shall serve to assist each other.” In his scheme of edu¬ cation for the sons of the burgher class, Basedov/ strove to iiiarke use of certain traditional knightly exercises, such as riding, fencing, vaulting, dancing, and swimming, that were in vogue in the Ritterakademien, or schools set apart for the education of the sons of the German nobility. He also utilized certain forms of popular sports, as well as certain exercises adapted from ancient Greek gym¬ nastics. Thus arose the so-called Dessan pentathlon, consisting of contests in running, jumx3ing, climbing, balancing, amd carrying heavy weights. Basedow also experimented with manual training. Basedow’s influence is traceable in the leffer schemes for the promotion of physical education v/ith v/hich the na.mes of Salzmann, Guts Muths, and Jahn, in Germany; Pestalozzi and Fellenberg, in Sv/itzerland; Nachtegall, in Denmark, and Ling, in Sweden, are identified. Schnepfenthal, near Gotha, where Salzmann established a philantliropinum in 1784, has been termed “the cradle of German turning.” Salzmann, who had been an assistant of Basedow's at Dessau, in 1785 ]iut a youth named Guts Muths in charge of the physical training. Guts Muths remained at Schnepfenthal till his death in 1839. After seven years of experiment and study. Guts Muths pub¬ lished, in 1793, the first German manual of gymnastics, under the title of “ Gym- nastik fur die Jugend ” (Gymnastics for the Young). Three years later he published a work on jilays and games entitled ‘ ‘ Spiele zur Ubung und Erholung des Korpers und Geistes,” which reached its eighth edition in 1893 and is still a ED 1903 - 4:7 738 EDUCATIO^^' EEPOKT, 1903. classic, both on account of its exposition of the educational value of x>lay and by reason of its value as a collection of games. The writings and example of Guts Muths led to the introduction of gymnastics into manj- private and a few public schools. In 1T99 Nachtegall, a follower of Guts Muths, established a private gym¬ nastic institute in Copenhagen, in which Ling, while a university student, had his first lessons in gymnastics. NachtegalTs system of gymnastics was intro¬ duced into the Danish army and certain schools through the influence of one of NachtegalTs pu^nls. Prince Frederick of Denmark. The aim of Guts Muths was educational. Though he declared that “ a genuine theory of gymnastics should be based upon physiological principles,’’ Guts’ Muths did not attempt to elaborate such a theory. He deflned gymnastics as “ a system of exercises having bodily perfection as their aim,” and di^uded “pedagogical physical exercises” into (1) gymnastic exercises, (2) manual training, and (3) youthful plays. His distinctively gymnastic exercises were free and pole jump¬ ing, short and long distance running, wrestling, climbing, balancing movements, putting the stone, weight lifting, dancing, and marching movements. In 1804 Guts Muths’s advocacy of the introduction of physical education into the Prussian schools as a means of promoting military efficiency was favorably received by the Prussian ministry, but the war with Napoleon prevented any serious effort to give effect to the proposed reform. In 1803 the Government showed renewed interest in Guts Muths and expressed approval of his work at Schnepfenthal, but failed to go further. The first public gymnastic ground (turn- platz) was opened in the summer of 1809 in the Prussian town of Braunsberg through the efforts of a secret patriotic society, the Tiigendbund. Two years later Jahn’s first turnplatz was established in the Hasenheide, a pine forest to the south of Berlin. Friedrich Ludwig Jahn (born in 1778, died in 1852) is known as the father of German turning. Jahn, a man of much more aggressive nature than Guts Muths, though a teacher, was singularly adapted to popular agitation and leadership. Jahn was the son of a country clergyman in one of the Prussian provinces. Pie began his preparation for the university in 1791 and entered the University of Halle as a student of theology in 1796. He soon gave up theology, desultory reading in history and philology being more to his taste. Of a restless and tur¬ bulent disposition, he wandered from university to university, being usually at odds with his fellow-students as well as 'his teachers. He associated much with the common people, whose speech and customs strongly interested him. In 1800 his first i)amT3hlet on the Promotion of Patriotism in Prussia bore witness to his dominant sentiment. In 1803 he achieved some success as a tutor in a private family. Besides directing his puxnls’ studies he took an active part in their sports and exercises. In 1806, as a volunteer, he joined the Prussian army just before its overthrow by Napoleon. For the next three years he was a wanderer, consorting with men who vainly sought to rouse the jjeople to revolt against the French and working on his book on German Nationality, which appeared in 1810, wdien he was a private teacher of boys in Berlin. He had already become imbued w’ith the idea of making bodily training a factor in national regeneration and education. Beginning in the spring of 1810 with holiday excursions, lie led his pujiils into the woods near the city. His efforts to awaken interest in national sports attracted attention and brought him followers. In the spring of 1811 he opened his first turnplatz in the Hasenheide. In the interval between 1810 and 1816, the date of his Deutsche Turnkunst, Jahn accom¬ plished the main work of his life. His efforts to promote bodily education com¬ mended themselves to teachers and Government officials, as well as to the boys and young men wdio resorted to the turning ground, and interest in turning- spread throughout Germany. In 1812 the number of turners in Berlin rose to 500 01^ PHYSICAL TRAINING. 739 or nioro. From tlie first, vigorous games which aroused the emulation of the players were assigned a leading role. As a means to awahen community of inter¬ est and patriotic feeling a special costume wms adopted, ancient forms of Teutonic speech were cultivated, and special efforts were made to identify the revival of turning (which term was supposed to be akin to “tourney ") Vvuth the ancient Ger¬ man tournaments. Jahn vms also instrumental in establishing a ‘ ‘ German Union ’ ’ hostile to the French rulers of Prussia, and in infecting the students of several of the German universities with sentiments like his own. All the turners capable of bearing arms -took part in the war of liberation in 1813. Jahn and Friesen, who had been his chief assistant, were among the first to enlist in Lutzow’s famous Free Corps of Cavalry. Jahn recruited and com¬ manded a comi^any; but he was ill fitted for such a post, and after some months of active service retired from the corps, in which Friesen continued to act as adju¬ tant till he was killed, in March, 1814. Meanwhile Eiselen, a favorite pupil of Jahn’s, mamaged the turnplatz in the Hasenheide. After his return in 1814 the Government bestowed a pension on Jahn, who in 1815 devised a plan for bringing the turning institution into connection with the school system of Berlin. At last, in 1819, after much deliberation, the educational authorities perfected a scheme for establishing turning grounds throughout Prussia in connection with schools for boys. The King refused his sanction at the last moment because of the recent assassination of Kotzebue by Sand, who was a turner as well as a student. The societies of the students and the turners vrere viewed as dangerous and revolu¬ tionary. Jahn was arrested on the charge of being a revolutionist and would-be assassin. Finally, in 1825, he was acquitted and allowed to retain his r)ension on condition that he should not reside within 10 miles of Berlin or in any tov/n v/here there was a university or a gymnasium. He lived in Freiburg, in Saxony, till his death, in 1852. Jahn was" the father of volksturnen, which was under the ban of the Prussian Government from 1820, when some 90 turning grounds V7ere closed, for nearly a generation. Meanwhile the interest in gymnastics vfhich had spread throughout the German States led to the development of school gymnastics. German schiilturnen owes its distinctive iDeculiarities to the Hessian, Adolf Spiess (born in 1810, died in 1858) . As a boy he was trained in gymnastics, partly after the methods of Guts Muths and partly after those of Jahn. While a student in the University of Giessen Spiess organized a class of boys and made a beginning in teaching class or “ coni- mcn ” exercises in standing, v/alking, running, and leaping. From 1833 to 1848 Spiess v/as a teacher in Switzerland and became prominent by reason of his labors and v/ritings in the department of x)hysical education. He worked out a system of class gymnastics, i. e., Hie simultaneous iierforinance by a squad or class of pre¬ scribed exercises (with or without apparatus) at the word of ccmmand, and was the first to teach gymnastics to girls, for whom he invented appropriate forms of free movements, dumb-bell exercises, and exercises on the suspended ladder and the seesaw. The method j of Spiess, who was devoted to order and system, were much batter adapted to the conditions of school life than v/ere those of Jahn, whose classes were only loosely organized, so that their members might follow in succession the example of a leader or vorturner. In 1848 Spiess returned to Germany to accept a, high post in the deiiartment of education of the Grand Duchy of Hesse. Till his death, in 1858, he wms engaged in organizing and supervising school gymnastics throughout that State. Spiess strove to base his theory of bodily training on the laws of anatomy and physiology, and grouped and ordered his exercises in conformity with his understanding of those laws. He applied his principles of common exercises (Gemeinubungen) to the apparatus gymnastics of Jahn as v/ell as to free and concerted movements, 740 EDUCATION KEPORT, 1903. which were soinetiines accomiianied by innsic. His principal books, which had a wide infiuence. were Lehre der Tnrnknnst, 1840-1846. and Turnbuch fiir Schiilen, 1840-1 8.j1. His distinctive work was to render German gymnastics more orderly and scientific and to adapt them to educational purposes and methods. He exerted a wide and permanent influence upon both popular and school gymnastics throughout Germany and Switzerland. In 1830 the charge of overpressure was brought against the Prussian schools, more especially the gymnasien, by Doctor Lorinser, whose paper, published in a medical journal, aroused much discussion and ultimately gave rise to a renewed interest in school gymnastics. In 1842, six years before the return of Spiess to Hesse. King Frederick William IV of Prussia gave his assent to the recommenda¬ tion of two of his ministers that bodily exercises should be acknowledged form¬ ally as a necessary and indispensable integral part of male education and should be adopted in the education of the people.” The King authorized the establish¬ ment of “ gymnastic institutes” in connection with the “ gymnasien,” the higher middle schools, the training schools for teacliers, and the division and brigade schools in the army. On the basis of the royal cabinet order of 1842, step by step the generous auvd enlightened policy of the Prussian Government toward physical education lias been developed. In 1843 IMassinann, veho had been a turner in Berlin in the palmy days of 1811-1813. and was veedded to the methods of Jahn and Eiselen, was called to Berlin, by the Prussian minister of education, from Munich, wdiere he had taught gymnastics since 1827. Massmann was averse to the views and methods of Spiess, and not being able to adat^t volksturnen to school needs, his administration, which lasted until 1850, w^as a failure on the w^hole. The lack of comxDetent teachers constituted a serious obstacle to the successful introduction of gymnastic instruc¬ tion into the schools. Massmann in 1848-49 attempted in vain to esta-blish a train¬ ing school for teachers. In 1851, however, the Royal Prussian Central Gymnastic Institute was started in Berlin under the conjoint control of the ministers of war and education, and Rothstein, a captain in the army, who had studied Swedish gymnastics in Stockholm at the Central Institute (founded by Ling in 1813). was ■placed at its head. The Berlin Institute was destined to exercise x>owerful influ¬ ence u'pon the rise of military and school training in Prussia. In 1877 the mili¬ tary and civil sections of the institute were sex)arated, and have since been separately maintained by the ministers of war and education, respectively. Rothstein strove to shape the instruction in school g^nnnastics in accordance with the views of Ling, while the civilian teach' rs of the institute favored the Jahn-Eiselen system, or a comx)romise between it and that of Spiess. Rothstein banished the horizontal and x^arallel bars from the institute, thus exciting the umbrage of the turning societies, wdiich (having been xuirged of their political features) since 1800 had entered on a new era of i^rosi^erity and influence. An extraordinarily bitter controversy followed, with the result that in 1802 a com¬ mission comiiosed of the most eminent medical men in Prussia declared that “the bar exercises might be imxiroved, but ought not to be done away vrith.” This triumph of the “bar exercises” gave the quietus to the Ling-Rothstein system of school •turning in Germany, though the Rothstein tradition long con¬ tinued to color the methods of Prussian military gymnastics. In 1860 the gradual introduction of gymnastic instruction into the common schools for boys (volks- schulen) was ordained by the Prussian ministry of education, and two years later attendance rq^ton such instruction was made obligatory. Later on turning becamo general in girls' schools of all grades. Owing to the insistence of the present Emperor, in 1891 the time devoted to gymnastics in the Prussian higher schools for boys was increased from two to three hours weekly. As a rule, two hours weekly are devoted to the subject in the schools for girls and in the elementary ON PHYSICAL TRAINING. 741 schools. As a rule, too, at least in the cities, the schools are provided ■with an appropriately fitted and furnished gymnasium, and not infrequently with a turn- platz or a playground in addition. In some schools, more especially the secondary schools, class instruction is given by special teachers, or at least by teachers who, though cla-ss teachers, have had normal instruction in turning. In most cities special directors or inspectors of school turning are found. Since 1890 there has grown up a very widespread and active movement in Ger¬ many to supplement the customary instruction in school turning by means of out¬ door games and popular sports, which remind one of British athletics, and public playgrounds have increased'greatly in number in consequence, though the games do not replace the more formal gymnastics. They are usually regulated and directed by teachers of gymnastics, who in acquiring their professional training have taken “courses in games” (spielkurse). In .1898 it was my good fortune to witness the amnual gaine.s contest of the boys of the lower schools of Frankfort. Some oOO boys took part, while perhaps 50 of their teachers, all men, acted as judges and umpires. The prizes contended for were marks and honorable mention. Their award was determined by the total number of marks gained in ( 1 ) running 100 meters, (2) broad jumping, (3) throwing a light ball, and (4) throwing a heavy ball. The boys who participated in the competitions, which occupied a whole afternoon, had been selected as the result of preliminary trials at their respective schools. The German practice of placing competent and sympathetic teachers of gymnastics in charge of the public playgrounds is a wise one, even though “ regulated play” has a strange sound to British and American ears. Generically, in spite of minor specific differences, school turning in the other S fates of the German Empire is much the same as that in vogue in Prussia. Mil¬ itary drill, which is relegated to the army, has no place acccorded it either in school turning or the turning societies (turnvereine) . The spirit and intent of German gymnastics are well illustrated by the follow¬ ing extract from an official manual of gymnastic instruction for the Prussian coKLmon schools, published some years ago: School gymnastics should, by means of appropriately selected and well-ordered exercises, promote the bodily development of the children, confirm their health, habituate the body to a natural and pleasing carriage, increase the strength, endurance, and dexterity of the body in the use of its members, and secure the adoption of certain useful forms of skill, particularly with reference to future service in the army of the Fatherland. Throughout the entire course of instruc¬ tion, simultaneously with increase of health, strength, and control of the body, it is essential to secure as cooperative factors freshness of spirit, self-confidence, and resolution — discretion as well as courage — not only to arouse and strengthen these in the children, but also to accustom them to quick apprehension and the accurate execution of commands and to teach them ready subordination to the purposes of a greater whole. This can only be attained when instruction in gymnastics is so divided, in accordance with a definite plan of instruction and careful prepara¬ tion on the part of the teachers for each hour's instruction, that the material of instruction, through gradation and variety, shall insure the progress of all pupils. The main subjects of instruction are divided into order movements, free move¬ ments, exercises with hand and fixed apparatus, and gymnastic games. Under the head of ‘ ' The conduct of gymnastic instruction ' ’ we find the following remarks: Gymnastic instruction, properly so called, as a rule should be given with the completed eighth year of life. Nevertheless it is incumbent on the teacher to pay attention to the bodily carriage of the children in the earlier years of school life and to stimulate and guide them in their games. Besides simj^le running games, the so-called imitation x)lays have a place in the lower classes. Every gymnastic lesson should include order and free movements as well as apparatus exercises. Free movements in place should interchange with similar movements involving change of place. Care should be taken that during the period of exercise the trunk and the lov/er limbs are exercised. During the hour of instruction the single exercises should follow one another quickly and without 742 EDUCATIO^Sr EEPOET, 1903. delay. Explanations and criticisms by the teacher should be concise and conclu¬ sive. Free and order movements, as ^ell as exercises with hand apparatus, should always be made as common movements, i. e., simultaneously and in concert by all the pupils in the division at the command of the teacher. Physical training constitutes an organic part of the course of instruction in the German elementary and secondary schools and is not looked upon as a substitute for recess or free play, whose valid claims are otherwise provided for. Fortu¬ nately for the German schools, the notion of abolishing recess or replacing it by gymnastics has not led German teachers or educational authorities astray. Furthermore, the aims and interests of school hygiene and school gymnastics are not confounded in thought or muddled in practice. Turnlehrer are not expected to act as health inspectors or school hygienists or vice versa, consequently school gymnastics and school hygiene are better organized and more effective in Germany than is commonly the case in this countiw. Yolksturnen, which began to revive after 1842, constitutes a peculiar and important department in German physical education and has been a potent factor in the development of school turning. Owing to their radical aims and traditions the turning clubs (tumvereine) were viewed with more or less suspicion by the Government till after the revolutionary attenix)ts of 1848-1850 had spent their force. Much popular interest in turning was aroused by the first general gj^m- nastic festival, wdiich was held in 1860 to commemorate the dowmfall of Napoleon at Waterloo. In 1861 the leaders of the turners declared that the tumvereine should hold themselves aloof from questions of i^arty politics and make the normal training of the body and the promotion of sociability their principal concern. In 1859 the tumvereine numbered 241 ; five years later they had increased nearly ten¬ fold, with a membership of nearly 168,000. By 1896 the Deutsche Turnerschaft, embracing most of the gymnastic societies of Germany and Austria, had increased its membershiT) to over 550,000, of whom fully half were active turners. The turnerschaft has a strong hold ui)on the affections of the Grerman folk, in whose minds turning and the turning societies are associated with the part played by the common i^eoide in the struggle for freedom and unity. Jahn's instinct in appealing to the common p>eople was a true one, as events proved. The turnve- reine are in their way almost as distinctively centerpoints of the popular life of Germany as were the gymnasia centerpoints in Greek life, though it should be noted that the turnerschaft is largely recruited from such classes as vrere enslaved by the Greeks. Compared with German turning athletics in Great Britain and America are crude and primitive. Peter Henry Ling, the founder of Swedish gymnastics, like Jahn and Spiess, was a son of a pastor and for a time a student of theology. He was born in the south of Sweden in 1776 and died in 1839. Like Jahn, he wms a wandering stu¬ dent. ardently devoted to the study of the ancient literature and history of his country and keenly desirous to have his countrymen eschew imitation of foreign culture, particularly that of France. While a university student in Copenhagen, 1799-1804, Ling became enamored of fencing and gymnastics. In 1804 Ling was appointed fencing master in the Swedish University of Lund, where he remained eight years, engaged in teaching fencing and gymnastics and in lecturing on old Norse poetry and history. While at Lund he devoted much time to the study of anatomy and i^thj^siology for the purpose of securing a scientific basis for his instruction in gymnastics. In 1812 Ling was called to the post of teacher of gym¬ nastics at the Royal Military Academy of Karlberg, near Stockholm. He accepted the call the more gladly because he had formed a plan for establishing a central institute at Stockholm for the further development of gymnastics, more particu¬ larly through the training of gymnasts, who should be thoroughly grounded in the theory and practices of their art. At first the Government looked coldly on OIT PHYSICAL TEAIHING. 743 Ling's plan, but in 1813 it consented to tlie establishment of a Royal Central Gymnastic Institute and granted funds for its maintenance. In 1814 the institute was opened under the directorshii) of Ling, on the site which the institute has occupied ever since. In 1825 Ling retired from the military academy, but con¬ tinued as director of the central institute till his death. Ling was a voluminous poet. In his complete works, amounting to more than 2,500 pages, less than 400 pages are devoted to gjnnnastics. Ling held moS’t comprehensive views with regard to gymnastics, declaring that they were capable of being made useful and benehcial to the whole nation, and ought not to be regarded as appropriate for specially interested individuals or clubs simply. His principal works on gymnastics were: (1) Regulations for Gym¬ nastics to be Used in the Army, 1836; (2) Instructions in Gymmastics and Bayonet Exercises for Soldiers, 1838; and (3) The General Principles of Gymnastics, pub¬ lished by tv/o of his pupils in 1840, after Ling's death. The following extracts from the General Principles may serve to indicate Ling's point of view: By theory of gymnastics we mean the doctrine of bodily movements in conso¬ nance with the laws discernible in the organism. * '■ * The four divisions of gymnastics are: (1 ) Pedagogical gymnastics, by means of v^^hich one learns to bring his body under the control of his own will; (2) military gymnastics, in which one seeks by means of an external thing, e. g., a weapon, or by means of his own bodily power, to subject the will of another person to his own will; (3) medical gymnastics, by means of which one seeks, either by his own proper postures or with the help of another person and by helpful movements, to diminish or over¬ come an ailment which has arisen in his body through its abnormal relations; (4) gesthetic gymnastics, through which a person endeavors to give bodily expression to his inner being, thoughts, or impressions. Pedagogical gymnastics develop the innate endowments to unity among the parts of the organism. In military gymnastics unity is sought between the body and the weapon in relation to the expressions of an antagonist. By means of medical gymnastics one seeks to restore unity between the parts, which has been lost through their abnormal relations; and through sesthetic gymnastics the subject expresses the unity which exists between the mental and bodily being. Therefore all the principal divisions have a mutual interdependence; and gymnastics in which no regard is paid to the unity which should exist in and among the parts have no law^, but are simply based on whim or faction. Ling appears to have been a fair anatomist and to have understood the laws of animal mechanics so far as they relate to the functions of the joints and the move¬ ments of the limbs; but his physiological theories were highly speculative, and can not easily be translated into the scientific terms of to-day. The works relating to gymnastics which Ling himself gave to the world were so extremely practical in their nature that one may be i^ardoned for wondering how far the curiously abstract views contained in the General Principles were written by Ling. It is certain that Ling was a conscientious, inspiring, and successful teacher of gym¬ nastics, and that he was instrumental in winning warm and wide recognition of the educational and therapeutical value of systematized muscular exercise. His most considerable achievements were in military and medical gymnastics. School gymnastics, as a branch of public instruction in Sweden, do not appear to have become highly organized or generally adoi3ted till years after his death. They have developed along lines marked out by Ling and derive many of their dis¬ tinctive features from the peculiar conditions under which Ling vras placed as an instructor of military cadets. The preponderance of army and navy officers among instructors and directors of gymnastics in Sweden may account, in a meas¬ ure, for the comi^aratively slight development of popular gymnastics and ath¬ letics in that country, and for the rather limited vogue of Swedish gymnastics outside their fatherland. Ling laid great stress on positions as distinguished from movements, and also emphasized the necessity of making all movements with ease and precision at the 744 EDUCATION REPORT, 1903. word of comiiiaiid. He anticipated the common and class exercises of Spiess, and was the first to devise free movements as xireparatory exercises for exercises on gymnastic machines. He subordinated exercises to the needs and nature of the body. One of the most valuable and important of the rules laid down by Ling is that all movements .should be made so as to promote full, free, and deep breath¬ ing. Ling divided movements into head, trunk, arm, and leg movements. He arranged them in “tables*’ which were the prototype of the present Swedish “gymnastic day's order." His tables also exhibit “progression,” another dis¬ tinctive feature of Swedish gymnastics. As a teacher of military cadets and of officers in the army (who in turn were called upon to give instructions to their men), Ling was forced to eschew useless or random exercises, and to adopt a sys¬ tem of xu’ogression in the arrangement and succession of tables that would con¬ duce to definite results without undue expenditure of time or the employment of elaliorate or costly apparatus. Swedish gymnastics to this day bear witness to their semimilitary origin, and it is in military gymnastics that German and Swedish gymnastics most resemble each other. In the Swedish, as in the German, universities gymnastic clubs and associations of a voluntary nature exist, but the Swedes have never develox:)ed a system of pop¬ ular gymnastics, either at home or in foreign countries, v/hich can be compared with the Volksturnen of the Germans. The semimilitary character and labored rationalism of Swedish gymnastics render them ill adapted to excite the imagina¬ tion or win the affection of loosely organized clubs of boys and young men. But there is no system of gymnastics for securing the benefits of generalized physical training to the mass of the school population which .suri:)asses the Swedish in the directness of its aims and the certainty of its procedures and results. On the whole, the Swedes have succeeded better than others in apxhying the principles of sound teaching in the conduct of school gymnastics. The secret of their success is to be found in the superior education and status of their teachers of gymnastics. British and American schoolboys, desjute their larger opportunities for athletic sports, are rudely and poorly schooled in gymnastics in comiDarison with their Swedish and German coinj^jeers. So long as relatively low and antiquated pro¬ fessional standards prevail in the usual branches of secondary education in Great Britain and the Ltnited States one need not exj^ect to find the physical education of the British or American schoolboy consi)icuously sound in theory or eminently admirable in x^ractice. As has been intimated, the Swedes pay great regard to physiological considera¬ tions in the selection, management, and execution of gymnastic movements. Many forms of exercise which readily x^ass muster with others are rejected by the Swedes, who discard exercises that tend to constrict the chest, those that require holding of the breath, and those that i)roduce more than momentary pressure on the larger vascular and nerve trunks. One of their most stringent and salutary rules is that all movements should help and never hinder full, free, and regular breathing. Marked stress is laid on x^recisioii and correctness in the execution of movements, though regard for form is not lacking in most S3'stems of gymnastics Avorthy of the name. Swedish gymnastics surpass all others in the care taken in coordinating the exercises belonging to a single “day's order” (i. e., the group of movements x>i’sscribed for instruction or x^ractice in a gi\^en x^ei’iod of time) , not only with regard to each other, but also with regard to the “ day’s orders ” which have been learned and the “day’s orders” which are to follow. In the succession of day's orders the principle of “ progression ” is kei^t steadily in view for the x>nri:)0se of develox^ing x^ower and .skill, not merely or chiefly for the sake of orderly procedure or the economical use of time. By means of the “day’s order” or table of exercises and the apxdication of the x^rinciple of “gymnastic progression,” Avhich they have best AAmrked out, the Swedes are enabled to order their school gymnastics (and their military gymnastics as well) from day to day, OK PHYSICAL TRAIKIKG. 745 from month to month, and from year to year in accordance with a definite plan and determinate results. Thus continnity is secured in the instruction, and the pupils, whatever their age or condition, are advanced from simple, easy, and abso¬ lutely safe exercises to exercises that are complicated, difficult, and even com¬ paratively dangerous. All exercises, whether by a full class or a section, are executed at the command of the teacher or s:iuad leader. Exercises in concert, with a leader or memorized drills, have no place in the scheme. The Germans as well as the Swedes have out¬ grown the T)rlmitive practice, still somewhat common in England and the United States, of teaching gymnastics through memorized and musical drills. Indeed, it may be doubted if the x)rogress of Swedish or German teaching was ever hampered by such inept and ineffectual methods. Progressive and genuine gymnastic training can not be secured by mere imitation en masse of a leader or by executing memo¬ rized exercises ad nauseam, even when the dose is sweetened with music. Change, variety, and T)rogress must be had. The principle underlying ‘‘commanded gymnastics” is of fundamental importance in school gymnastics, although it can be carried to such an extreme as to reduce spontaneity amd emulation, which are the life of athletics and popular gymnastics, to lov/est terms. Even in free play and athletics the leader or captain is frequently if not usually given a place of more or less prominence for the purpose of direction or command. Of course a gymnastic instructor should be able to show his class how to perform the exercises he prescribes, else his directions and criticisms will have little worth; but his opportunity for giving genuine instruction will be diminished if he habit¬ ually does the exercises in concert with the members of his class or devotes him¬ self to counting time for them. .In class exercises, at the word of command the attention of the individual pupil is concentrated chiefiy on conforming his move¬ ment to an ideal movement revived in his memory by the descriptive part of the leader’s command. Incidentally he endeavors to time his movements vdth those of his fellows. But in concerted exercises he is apt to fix his gaze upon the lead¬ er’s movements and occupy his mind with keeping time and the run of the move¬ ments to follow. Musical drills and concerted exercises composed of memorized movements figure prettily enough in a parade or an exhibition ; but no scheme of gymnastics in which such forms of exercise are suffered to predominate is worthy at this day to be classed among effective and comprehensive systems of physical education. It is marvelous to what extent school directors and even college facul¬ ties have failed to perceive the absurdity of teaching an entering class a twenty or thirty minutes’ musical drill, to be repeated year after year until graduation. Until comparatively recently school gymnastics in Switzerland, Austria, Bel¬ gium, Denmark, Italy, England, and even in France, have followed or resembled German school gymnastics in the main; but latterly in France, Denmark, and England, as well as in some parts of the United States, a tendency to adopt or assimilate Swedish methods has been manifest. Both German turnen and Swedish gymnastik have their own peculiar excellencies and limitations which refiect the personal and national traits of their inventors and exponents. Each has under¬ gone modifications and improvements and is likely to be still further modified to suit new conditions. It niiisf be admitted that the leaders of German gymnastics have shown more aptitude than theic Swedish rivals in adapting themselves and their art to new demands and conditions. Besides the German and the Swedish there is no modern system of gymnastics entitled to be designated as national as regards its characteristics and proportions. The rise of physical education in the United States has been slow and fitful. Its history, which presents a general parallelism to the course of the development of physical education in Europe, may be divided into periods as follows: 1. The period from the war of the Revolution to 1825. The claims of physical training received favorable mention from several critics of existing education in 746 EDUCATION KEPOET, 1903. the earlier part of this period. Toward its close the imagination of educational reformers was actively stimulated by European experiments and examples. 2. The period from 1830 to 1830, which was marked by active discussion and enthusiastic but short-lived experiments in lines suggested by foreign experience. 3. The period from 1830 to 1800, a period of reaction and quiescence, for the most part, though a renewal of interest became manifest toward its close. 4. The period from 1860 to 1880. In this period the present widespread athletic movement had its beginning, and a revival of interest in gymnastics took place, particularly in colleges and preparatory schools. 5. The period from 1880 till the present time, which has been signalized by active growth and diversified expansion in all departments of physical training. More has been accomplished in this period than in all the preceding periods taken together toward securing a place for physical training in the curriculum of the elementary schools, and unexampled activit}" has been shown in the erection of club, school, and college gymnasia and the establishment of athletic fields and city playgrounds. One of the most characteristic and praiseworthy features of this period has been the establishment of schools and courses for the normal training of teachers of gymnastics. The prehistoric period of physical training in America, or the period in which writers and reformers were satisfied with recommending bodily exercises as worthy of a place in education, lasted into the first quarter of the nineteenth century. Even before 1809 influential and outspoken critics of whatAhen passed for liberal education arose. Foremost among them were Benjamin Franklin, Benjamin Rush, both of Philadelphia, and both signers of the Declaration of Inde¬ pendence; Thomas Jefferson, its author, and Noah Webster, the lexicographer. Doctor Franklin in 1743 drew up a scheme for the education of youth in Pennsyl¬ vania. Fie idanned for the establishment of an academy, *• if not in the town, not many miles from it; the situation high and dry, and, if it may be, not far from a river, having a garden, orchard, meadov/, and a field or two.'’ He recommended “that the boarding scholars diet together, plainly, temperately, and frugally,” and “that to keep them in health, and to strengthen and render active their bodies, they be frequently exercised in running, leaping, wrestling, and swfim- ming.” Thomas Jefferson in 1785, in a letter to a young man concerning his reading and studies, advised him to give two hours “every day to exercise, for health must not be sacrificed to learning; a strong body makes the mind strong.” He expressed a preference for gunning and walking. “ Games played with the ball and others of that nature are too violent for the body and stamp no character on the mind.'’ In 1818, in his draft of a plan for a university in Virginia, he says: “We have proposed no formal provision for the gymnastics of the school, although a proper object of attention for every institution for youth. * * * The manual exercises, military maneuvers, and tactics generally should be the frequent exercises of the students in their hours of recreation. •• * * Needing no regular incorporation with the institution, they may be left to accessory teachers, who will be paid by the individuals employing them, the university only providing proper apartments for their exercise.” Noah Webster seems to have been the first American of note to propose the institution of a college course of physical training. In an “Address to young gen¬ tlemen,” dated Hartford, January, 1790, he says it should be “the buzziness of yung persons to assist nature and strengthen the growing frame by athletic exer¬ cizes. - * * * When it is not the lot of a yung person to labor in agriculture or the mekanic arts, some laborious amusement should daily be i^ursued a-z a substi¬ tute, and none iz preferable to fencing. A fencing skool iz, perhaps, az necessary an institution in a college az a professorship of mathematics. ’ ’ He further rec- OIN- PHYSICAL TUAimNG. 747 omniends running, football, quoits, and dancing as suited to the needs of sedentary persons. Doctor Rusli, in an essay “ On the amusements and punishments proper for schools,” dated August, 1790, proposed that “the amusements of our youth shall consist of such exercises as 'will be most subser y-ient. to their future employments in life. ’ The amusements he favored were ‘ ‘ agricultural and mechanical employ¬ ments,” and he notes \vith approval that the Methodists in their college in Mary¬ land “ have wisely banished every species of play.” Quite naturally the most comprehensive schemes proposed for the physical edu¬ cation of American youth were of a military character. In January, 1790, Presi¬ dent Washington transmitted to the first Senate of the United States a report from General Knox, the Secretary of War, recommending the enrollment and military training of all men between the ages of 18 and 60. His plan, which failed of adoption, called for the formation of “annual camps of discipline ” in each State. In these camps “ the advanced corps,” composed of the “ youth of eighteen, nine¬ teen, and twenty years of age,” was to receive its schooling in the art of war. It was provided that ‘ ‘ no amusements should be admitted in camp but those which correspond with war.” Evidently the correspondence between football and war, wdiich in the eyes of certain of its modern admirers is one of its most laudable features, was not sufficiently clear in 1790 to elicit the commendation of General Knox, else he might naturally have approved it along w/ith “the swimming of men and horses, running, and wmescling ” as a means of rendering the bodies of his advanced corps “ flexible and vigorous.” Possibly he agreed with King James I of England, w’ho in his “ King's Book of Sports ” had in 1618* characterized foot¬ ball as “ meeter for lameing than making able;” but it is most likely that football “ scrimmages ” in 1790 pandook less of the tactics of dismounted cavalry than in our owm day. It is noteworthy that since the Boer wmr some Englishmen have openly doubted the validity of the alleged statement of the Duke of Wellington that the field of Waterloo wms won on the playing fields of Eton College. In 1817, in response to a suggestion from President Madison, a report was made to Congress upon the reorganization of the militia, in which it was recommended “ that a corps of military instructors should be formed to attend to the gymnastic and elementary part of instruction in every school in the United States, whilst the more scientific part of the art of war should be communicated by professors of tactics to be established in all the higher seminaries.” This scheme did not receive the sanction of law, either in 1817 or in 1819, when it was brought forward again. The credit for the first considerable successes in combining physical with mental training in America should be awarded to the United States Military Academy at West Point and to certain schools modeled on it while it was still young. Physical training at West Point has a continuous history of nearly ninety years, since the administration of Maj. Sylvanus Thayer as superintendent, to whose shaping influence the Y/est Point course of instruction owes its most salient characteristics, began in 1817. In 1818 Cant. Alden Partridge, Thayer's immediate predecessor at West Point, resigned from the United States Army, apparently for the purpose of attempting to reform the superior education of the country, whose defects, including an utter neglect of physical education, he vigorously criticised in his well-known “Lec¬ ture on Education.” In 1820 Captain Partridge opened the “American Literary, Scientific, and Military Academy ” at Norwich, Vt. In 1825, on the eve of his departure to Middletown, in Connecticut, where he started a similar seminary, he issued a card in which he claimed that at Norwich, his plan of “connecting mental improvement with a regular course of bodily exercises and the full devel¬ opment of the physical powers ’ ’ had succeeded beyond his most sanguine expectations. Captain Partridge was directly concerned in the establishment or 748 EDUCATION KEPOKT, 1903. rehal'ilitatioii of no less than six military academies, two of which were opened in 1813, the year of liis death. It does not appear that the example of the military academies had any appreciable effect upon the pnblic school system of instruction in any city or State of the Union. During the civil war military drill became popular as a means of r^hysical education for boys in private schools and high schools. Since then there have been several exacerbations of military ardor, which have led to futile attempts to induce Congress and various State legisla¬ tures to sanction schemes for x^roviding jjlaces in which ambitious veterans and militiamen should aid schoolboys to play at soldiers. Judging from the expe¬ rience of France, England, and Germany, if the introduction of military drill should become general in the public schools, the exiDeriment would most likely prove short-lived and disappointing. It is a most significant fact that in every first-class European army gymnastics, rather than the manual of arms, are emidoyed to strengthen, supjjle, and ‘‘ set u^) *’ the recruit. Jefferson and Rush commended the use of tools as a form of exercise. Rush also favored gardening and agriculture as means of directing and training the rising generation. In accordance with the prevalence of such notions several farm, manual labor, and Fellenberg schools were started in various j^arts of the country prior to 1825. In the early years of our second 'period a v/idesx)read interest in educational reform arose. In 1825 and 182G physical education became a matter of almost epidemic interest in New England. Boston in x:»articular was affected. The out¬ burst vras owing, in large measure, to contagion imi3orted from abroad by exiles seeking asylum and employment; by scholars returning from foreign universities; by teachers fresh from i^ilgrimages to the wonderworking shrines of the new edu¬ cational cult m Great Britain and on the Continent, Glovring accounts were multixJied by voice and pen of the revival of gymnastics in Europe, ijarticularly in Germany, Switzerland, France, and England. At the same time X3]iysical edu¬ cation was vaguely conceived by many writers and lecturers as including pretty much everything that pertains to personal hygiene from the cradle to the grave. Physical education fired the imagination of reformers for a time, but so did moni¬ torial instruction, manual training, vegetarianism, and phrenology. The Round Hill School, established at NorthamT)ton, Mass., in 1823, and the high school, founded in New York City in 1825 by Dr. Jclin Griscom, each intro¬ duced many features that were novelties in the education of American boys, but their most striking innovations were cox3ied from Lancastrian, Fellenbergian, or Pestalozzian schools in Europe. In both schools physical training wcs accorded a X3lacG in such v/iso as to fix the attention and stimulate imitation by a host of X3edagogical adventurers. Although a rude attempt at gymnastic instruction was made in the Monitorial School for Girls in Boston in the spring of 1825, the claim of Messrs. Cogswell and Bancroft, of Round Flill, that they were the first in the new continent to connect gymnastics with a x^’-^-^ely literary establishment ’’ ax3- pears to 1)3 a, valid one. The Round Hill gymnasium was ox)ened in 1825. It was a turn-platz or outdoor gymnasium, laid out, fitted, and managed in accordance with the Jahn sysfein of turning. Dr. Charles Beck, the ‘‘ instructor in Latin and gymnastics ■' at Round Hill, where gymnastics flourished for some years, had been a pupil of Jahn's, it is said. Harvard College started the first American college gymnasium in one of its dining; halls in March, 1S2G, and later in the same season a variety of gymnastic machines were i3ut ux) in the i3layground known as the “Delta. ’ ’ Doctor Follen, an instructor in German and a. German exile, who was familiar with the Jahn turn¬ ing, was the instructor and leader in gymnastics. The Boston Gymnasium, opened in the Washington Gardens October 3, 1826, vritli Doctor Follen as its principal instructor, seems to have been the first public gymnasium of any note in the ON PHYSICAL TEAINING. 749 United States. Dr. Francis Lieber, wlio was warmly recommended by Father Jahn, succeeded Doctor Follen in 1827, Jahn himself having declined the invita¬ tion from the managers to assume charge of it. The patrons of the gymnasium, about 200 in number at its opening, rose to 400 in the first twelve-month, but dwindled to 4 in the second, it is said. A contemporary observer dec-ared “no talent could keep the gymnasium alive after the novelty had ceased, and some of the gymnasts had been caricatured in the printshops.'’ G-ymnastic grounds were established at Yale in 1820, and at Amherst, Brown, and Williams in 1837, and fully a dozen schools, mostly in New England and New York, proffered to follow the example set by Round Hill and Harvard. Beck, Lieber, and Follen became college professors; the aims of gymnastics were not fully grasx^ed, competent instructors were lacking, no one knev/ how to produce them, and so the whole movement lapsed into neglect and forgetfulness within five years of its beginning. Between 1830 and 1860 there was no general or extensive revival of interest in gymnastics, a,nd athletic sports led a. feeble and inconspicuous existence; but a crusade for popularizing the doctrines of physiology and hygiene set in v/hich served to perpetuate the essential spirit of the period 1835-1830 and to prepare the way for the gymnastic revival that occurred just before the war broke out. This crusade, wdiich had its beginnings at least as early as 1825, was greatly stim¬ ulated by the books and lectures of the phrenologists Splirzlieim and George Combe, Avho aroused much interest among teachers, parents, and even medical men in the claims of their x3seudo-science as the foundation of a natural and health-giving system of education. Through the multiplication of popular man¬ uals of physiology, which usually contained much hortatory matter on physical education and sometimes set forth rules for gymnastic and “ calisthenic” exercise, the general public came to entertain the notion that serviceable and disciplined bodies were much to be desired and that some sort of school machinery ought to be provided for the purpose of securing them. Soon after the collapse of the gymnastic movement a considerable party, including many benevolent and influ¬ ential persons, arose which favored’ manual labor in preference to gymnastics. Between 1839 and 1835 very many enthusiastic attempts were made throughout the Atlantic evnd the then W estern States to 'provide college and seminary students with facilities for gaining health, amusement, and money by means of agricul¬ tural and mechanical labor. The movement did not lead to conspicuously encour¬ aging educational or i^sc'aniary results. This period w^as signalized by an unexampled interest in elementary education, wdiich resulted in the rapid multiplication of common schools in the newer parts of the countiy and in radical imTDrovemeiit, as resxiects their organization and ad'ministration, of the public schools of the Eastern and Middle States. The edu¬ cational literature of the time tee'ms wdth articles, resolutions, and reports of dis¬ cussions relating to physical education in the sense of personal and school hygiene — wdtness Barnard's Journal, the Proceedings of the American Institute of Instruction, the reports of Horace Mann, and a considerable list of text-books of physiology and memuals of calisthenics, etc. Both in the field of discussion and authorship, teachers as well as physicians played an active part. Hitherto the interest of teachers in physical education had been rather languid and vague. While discussion was still rife in the United States, Dr. E. Ryerson, chief superintendent of schools in Upper Canada, supr)lemented his recommendation of gymnastics (contained in his report of 1846) by issuing a semioflicial manual of free and apparatus gymnastics, and promised governmental aid toward the purchase of apparatus for use in the public schools. YJhen, in 1853, the new normal school for Upper Canada wms opened, a gymnasium, in charge of “a master of the art of gymmastics,” formed a part of its equipment. This v/as a year before the Boston school committee enacted the following rule: “ The mas- 750 EDUCATION EEPORT, 1903. ters, ushers, and teachers in the grani-nar and writing schools shall so arrange the daily course of exercises in their respective classes that every scholar shall have daily, in the forenoon and the afternoon, some kind of physical or gymnastic exercise.” Prohahly this rule was passed in deference to views expressed by Mr. Nathan Bishop, first superintendent of schools in Boston, in his first and sec¬ ond reports. In his second report, that of 18.j2, Mr. Bishop dec' ares that ‘'every plan of classification in which the children have not frequent oi'>portnnities for practicing physical exercises suited to their tender a.ges must be essentially defect¬ ive,” and he goes on to describe, in general terms, what he considered “ a well- arranged series of exercises to call the muscles of the chest and limbs into health¬ ful x)lay.” There is reason for thinking that Mr. Bishop had l)een instrumental in 1842 in promoting free gymnastics in the imblic schools of Providence, R. I., where he was tlien superintendent of schools. Mr. Bishop, it may be remarked in i>assing, was the first man in the country to be appointed a superintendent of schools. After the failure of the revolutionary attempts of 1848 in Germanj*, there was a large infiux of German Liberals into this country. "Wherever the German immigrants settled in numbers turnvereins quickly sprang up. Thus a new factor, destined in later years to exercise a large infiuence in the development of Ameri¬ can physical training, was introduced. In the North American Turnerbmid, which for over half a century has been the largest, most widespread, and efficient gymnastic association in the country, we have a genuine and vigorous offshoot from the German stock, but American educationists practically ignored its exist¬ ence for more than a generation. We have abundant evidenre that there was a new and increasing interest in gymnastic and athletic forms of exercise in the latter half of the decade ending in 1860. Such evidence is to l)e found in efforts to raise funds for the building of school and college gymnasia, in the increased addiction of collegians and others to rowing and ball matches, in the instant i^opularity accorded the Tom Brown books, and in the prominence given to topics relating to pho^sica,! education in general and school gymnastics in particular by speakers at teachers’ conventions, by the conductors of educational journals, and by superintendents of public schools. The time was ripe for a new movement, and in 1860 it broke out. Diocletian Lewis, usually called ‘‘ Dr. Dio Lewis,*’ is popularly considered a sort of gymnas- tical Peter the Hermit, to whose i^reachings and teachings the crusade of the hev7 gymnastics was chiefly due. Most certainly he was an extremely active, fluent, and consiucuous evangelist; but his main service, as regards gymnastics, lay in the assiduity and shrewdness with which he raked together the embers and fanned the flames that had been kindled by others. It is evident that the gjminastic revival of 1860 grew out of the movement for disseminating knowledge of the laws of health and the consequent desire to have them effectually applied in the management of the public schools. Tlie gymnastic revival may be said to date from the meeting of the American Institute of Instruction in Boston in August, 1860, at which Dio Lewis, who had recently established a gymnasium in the city, won a signal triumph for his “new gymnastics,” which were unanimously pro¬ nounced ‘ ‘ eminently worthy of general introduction into all our schools and into general use.” Dio Lewis was singularly adapted, by reason of his energy and enthusiasm and his gifts as a lecturer and writer, to command popular attention and create a following. F or some years before his advent in Boston he had traveled extensively in the Southern and Western States as a week-day lecturer on physiology and hygiene and as a Sunday orator on temperance. Moreover, he had acquired some famil¬ iarity with German gymnastics and had unbounded confidence in himself as an OK PHYSICAL TRAIKIKG. 751 adapter of old and an inventor of new forms of exercise. His doctrines and methods, -which were novelties and seemed original to most of his followers and imitators, spread rapidly over the country, and, if certain eulogists of his system are to be credited, even into Europe, Asia, and Africa.'’ Teachers and school managers, par-fcicularly in Hew England, showed unprecedented interest for a time in the “ new gymnas'tics,” which seemed destined soon to form a part of the curriculum of the public schools of the more progressive cities of the country, as well as in a multitude of private institutions. For instance, the school board of Cincinnati in 1861 and that of Boston in 1861 formally adopted schemes looking to the general introduction of instruction in gymnastics into their ijublic schools; but these schemes, and most others like them, soon proved illusory and •impracti¬ cable owing to a variety of reasons that it would be tedious to recount here. In Boston, where a special committee of the school board in 1860 recommended the adoiDtion of the “Ling free gymnastics,” vocal culture and military drill obtained the upper hand. Dio Lewis achieved praiseworthy results by convincing the public of the utility of “light gymnastics; ” i. e., exercises Avith hand apparatus and by popularizing school and home gymnastics for children of both sexes. Possibly his most con¬ siderable contribution to the cause of X3hysical education Avas the establishment in 1861 of the Boston Normal Institute for Physical Education, AV’-hich he “pre¬ sumed to be the first ever established to educate guides in physical culture. ’ ’ That was a i)resumptuous statement, inasmuch as the Prussian G-overnment had main- 'tained a normal school of gymnastics in Berlin since 1851, the Poyal Saxon Nor¬ mal School for Teachers of Gymnastics, in Dresden, had existed since 1850, and the Royal Central Gymnastic Institute,, of Stockholm, dated from 1814. The Boston Normal Institute had two terms a year, of ten weeks each, and in the 'seA^en years of its continuance 431 persons were graduated from it. The civil war checked educational reform, and the interest excited by the gym¬ nastic revival soon spent its force or AA^as transferred to military forms of drill and exercise. In the year 1830 the colleges of Haiward, Yale, and Amherst erected gymnasium buildings, but their example aroused but little emulation in other colleges until after the close of the Avar. Amherst College, in 1860, estab¬ lished a department of hygiene and x^hysical education. Dr. EdAvard Hitch¬ cock, sr.,has served continuously as professorial head of the department since 1861. He introduced a system of periodical physical measurements Avhich served to excite the interest of the students and as a criterion of their xjrogress in growth. The main feature of the Amherst system of physical'education AAms, and is still, a memorized musical drill with light dumb-bells and. marching exercises. Prior to 1880 Amherst's example in making gymnastics a comx)ulsory part of college Avork had but little effect upon the other colleges of the country. The building of college gymnasia was resumed after the close of the war, when a large contingent of young men who had been subjected to strenuous physical training in the Army entered the preparatory schools and colleges. The influence exerted by this contingent in reviving and deA^eloping an interest in physical train¬ ing Avas far more potent in the department of athletics than in that of gymnastics. Baseball and rowing, followed by football, developed rapidly and led to the mul¬ tiplication of intercollegiate contests. The inadequacy of the facilities afforded by the older gymnasia for the indoor training of crews, teams, and indiAudual aspirants for athletic honors had much to do with inaugurating a new era of gymnasium building and Avith improAung the organization and conduct of the departments of “physical culture” in the leading colleges for both sexes, and indirectly aroused an imitative spirit in some x)rer>aratory schools. This era opened in 1879-80 with the completion of the Hemeiiway Gymnasium at Harvard University. This gymnasium, for whose erection and equipment Mr. Augustus 752 EDUCATION REPORT, 1903. Heinenway, of Boston, a graduate of Harvard in 1876, had given the sum of $1 IT), 000, surpassed in size, magnificence, and convenience any of the gymnasia then to he found in the country. Since 1880 millions of dollars have been spent on new gymnasia, most of which have been modeled more or less closely upon the Hemenway Gymnasium. To Dr. D. A. Sargent, the director of the Hemenway Gymnasium since its opening, we owe the invention of the system of “ developing gymnastics” which bears his name, and has been adopted very generally in the gymnasia of the colleges, the Young Men's Christian Associations, and the athletic clubs of the country. • The Sargent gymnastic machines, numbering nearly sixty, employ the so-called “ pii^-ley weights," in variously modified combinations, so as to call cer¬ tain groups of muscles into action in a special way. By the use of these machines one can exercise the muscles of his back, loins, thigh, forearm, or hand as his owm taste or the advice of his instructor may dictate. The director of every gymna¬ sium conducted in conformity with the Sargent system habitually and repeat¬ edly makes a careful physical examination of each person under his charge, on which he bases his prescription of such exercises as will tend to remedy defects and promote symmetrical muscular growth. In many respects the Sargent devel¬ oping gymnastics resemble the system of ‘‘mechanical-medical gymnastics” devised by Doctor Zander, of Stockholm, in the early seventies. Like the Zander gymnastics (whose vogue is chiefly European) , the Sargent gymnastics are dietetic rather than essentially educative in their aims, and most of the Sargent machines are not adapted to meet the requirements of class gymnastics; therefore most well-equipped gymnasia nowadays are furnished with heavy apparatus of the very kind that Dio Lewis professed to have driven from the held. The idea of scientifically directing and controlling gymnastics and athletic training is admira¬ ble and practicable: but the effect of using the Sargent apparatus stops short of muscular development in its higher sense, since by means of “ pulley/ weights ” it is x)Ossil)le only to enlarge and strengthen the muscles without teaching skill and discrimination to the nerve centers which animate the muscles. The innovations and improvements associated with Doctor Sargent’s name and the growth of the custom of giving the direction of college gymnasia to medically trained men have done much toward securing a quasi recognition of physical education and its representatives from the exr)onents and devotees of ‘‘liberal studies.” The completion of the Hemenway Gymnasium and the induction of Doctor Sargent as its director in 1879 gave a great impetus to the improvement of existing gymnasia and to the erection of new ones, while the rapid spread of the Sargent system of developing exercises led to a general reform in the organization and management of the department of physical education in very many colleges and fitting schools for both sexes and in those belonging to the Young Men's Christian Associations. The organization of athletic clubs, having elaborate and costly buildings and extensive playing fields, soon became the fashion. At present ath¬ letic fields are considered quite as essential as gymnasia in the collegiate and scho¬ lastic world. The growing demand for municipal playgrounds, bath houses, and gymnasia is a characteristic and hopeful sign of the times. As a class the colleges are not likely to revert to their primitive and ill-advised custom of installing retired pugilists or broken-down athletes as directors of phys¬ ical training. At the same time their advance has been but slow and .halting beyond the methods of instruction adopted at Amherst a third of a century ago, and the Sargent idea of eniidoying i)hysical diagnosis and anthropometrical obser¬ vations in connection with the use of developing api^liances in the oversight and guidance of the physical training of students. Nevertheless gratifying progress has been made, more particularly in the last decade, in expanding and strength¬ ening the teaching of gymnastics in the colleges. ON PHYSICAL TKAIHING. 753 In this connection honorable mention should be made of Amherst, Bowdoin, Brown, Colnmbia, Harvard, Ilaverford, Oberlin, Rutgers, and Yale. Certain col¬ leges for women have adopted Swedish iiedagogical gymnastics, notably the Woman’s College, of Baltimore; Smith College, at Northampton, Mass. ; Eadcliffe College, at Cambridge, Mas?;. , and the Drexel Institute, at Philadelphia, but Swedish gymnastics as such have had but meager success in effecting an entrance into colleges for men. This is not suri)rising, as comparatively few men have availed themselves of the courses offered by the normal schools, which profess to follow Swedish doctrines and traditions. In normal and private schools for girls, however, teachers of Swedish gymnastics are in fair demand. For the most part Ameri¬ can gymnasia, excepting those belonging to the Turnerbund and those organized in conformity with Swedish principles, still fall short of consihcuous excellence as schools of physical training. This may be partly owing to the fact that the value of physical training as a pedagogical discipline has been overshadowed in the minds of school and college authorities by the obvious, but in many respects less important, hygienic effects of muscular exercise. At all events, the fact remains, v/itli some notable exceptions, that our colleges and secondary schools have exhib¬ ited more skill and energy in the acquisition of appliances than they have in developing the science and art of physical education. Apparently, those who determine the policy in superior and secondary education have yet to learn that physical education has a history and is capable of being organized as a genuine department of instruction. The best interests of rational and effectual physical training have suffered, much in this country and still suffer from the disproportionate influence exercised by athletic ideals upon scholastic and collegiate youth, from the undue prominence accorded athletic contests and contestants by an uncritical imblic and an injudi¬ cious press, and from the feeble and unintelligent policy of the responsible leaders in educational affairs. Quite naturally, athletics constitute the most popular and obtrusive branch of physical training, and the athletic movement possesses greater power and volume than any of the allied movements which have been revived or originated since 1860. The American gymnasium is a semioriginal creation that has bsen devised by the American architect to meet the expressed or fancied needs of the American athlete. All things considered, the athletic clubs, whose rapid increase in num¬ bers has been one of the most notable features of the recent history of physical training, constitute the consummate and peculiar product of the athletic move¬ ment. There is nothing quite like them outside of America. They have done much toward developing the insensate spirit of rivalry, bordering on professional¬ ism, which has wrought such mischief in school and college athletics but com¬ paratively little toward developing the educational side of physical training. It is not my purpose to disparage athletic sports, which, when wisely regulated, afford invaluable means of mental, moral, and physical training for boys and young men, but the element of display and competition is so inseparable from athletic aims and methods and proficiency in athletic specialties demands so much time a.nd thought and requires such costly appliances as to preclude the general adoption of athletic sports as the principal means of securing the hygienic and educational ends of physical training for the mass of the school population, espe¬ cially in urban districts. Gymnastics, if rationally ordered and properly taught during the early years of school life, afford the best preparation that an aspirant for athletic honors can have. Aside from the question of ex^jense, there is no good reason for prolonging purely gymnastic drill to the exclusion of the higher forms of gymnastics and of outdoor sports after a pupil reaches the age of 15 years. When the managers of our high and preparatory schools shall have learned their business as regards ED 1903 - 18 75-1 EDUCATIOIS' REPOllT, 1903. boilily training, they will, I believe, institute courses of instruction in gymnastics analogous to their elementary courses in languages and mathematics, so that their pupils shall be prejiared to clioose their athletic and gj^mnastic electives in quite the same way that they now choose their elective studies when the opportunity offers. When the schools do their duty in the premises, the colleges can give up the kindergarten and grammar school styles of physical education, and it ^vill then be easier for them to solve the athletic problem. That question can not be solved satisfactorily till it is taken out of the hands of growing boys and profes¬ sional or semiprofessional trainers and coaches. Neither the colleges nor the athletic clubs of the country have earned the right to decide the question of Vvdiat constitutes a well-ordered and impracticable system of physical education for elementary and secondary schools. The more or less successful introduction of school gj’mnastics since 1884 by the cities of Chicago, Kansas City. Cleveland, Detroit, Denver, Indianapolis, St. Louis, Milwaukee, Cin¬ cinnati, St. Paul, Baltimore, San Francisco, Providence, Washington, New York, and Boston, through the action of their respective school boards, has been chiefly owing to the zeal and insistence of the advocates of the German and Swedish sys¬ tems of gymnastics, who were prepared to speak with knowledge and to act with intelligence. In most of the cities mentioned German free and ‘'light gymnas¬ tics ” have been adopted in the lovrer grades, and a large number of the directors having charge of the work have been graduates of the seminary or normal school of the N. A. Turiierbund. Latterly, as new buildings have been constructed, a tendency to i^rovide high schools and even grammar schools with specially fitted gymnasia has declared itself. In Boston, Worcester, Gloucester, Brookline, Cambridge, and a fair number of other cities in Massachusetts and New Eng¬ land Swedish gymnastics have been introduced, more or less completely, into the public schools. In Washington, New York, and. Providence, and in other cities too numerous to mention, “ mixed or “ eclectic systems ” are in vogue. All this is indicative of progress of a sort, though school boards and superintendents have not yet reached a clear consensus of opinion as to the essential aims of school games and gymnastics and the best methods of securing their ends. The promotion of school gymnastics has ever been one of the leading aims of the North American Turnerbund. whose seminar or normal school is the oldest in the country, but its efforts in that direction met vritli but slight success prior to 1884, at about which time the bund authorized the use of the English language in the training of its teachers. During the last generation the turnerbund has built up a flourishing system of gymnastic schools for the children of its members, and the experience thus gained — these schools should not be confounded with the turnvereiiic for men, by which they have been maintained — has at last been turned to some account by the school authorities of several cities where the voting strength of the German-Americans is great. Knlike their Teutonic kindred, the Scandinavians of the country have made no general or effective propaganda for their nationa.1 gymnastics. The rise of Swedish pedagogical gymnastics since 1888 has been due chiefly to private Ameri¬ can initiative and support. While, as has been intimated in preceding pages, Swedish gymnastics have not attained wide popularity or general adoption, they have exerted a powerful and salutary, though often unacknowledged, influence upon the development of school gymnastics. The gymnasium of the Woman's College of Baltimore, which was opened in 1888-89, was equipped with Swedish apparatus at the outset and has always been managed in accordance with Swedish principles. This was the hrst successful experiment in the adoi)tion of Swedish methods on a large scale in the physical education of American youth. But Boston is rightly considered the most influ¬ ential center in tlie country of the movement for promoting Swedish educational PHYSICAL TEAIHIHG. 755 gymnastics. This result, largely brongiit about in ttie year.. 1888-1891, is pri¬ marily due to the Yvdsdom, generosity, and public spirit of the late Mrs. Mary Hemenway, of Boston, and secondarily to the adoption of the Ling gymnastics . for the public schools by the Boston school board in June, 1890. Swedish free movements form a x>art of the daily instruction by the class teachers throughout the primary and grammar grades, and instruction in Swedish apparatus gymnas¬ tics is given regularly by special teachers in most of the Boston high schools for girls. The T)hysical training of the high school boys of Boston is relatively unde¬ veloped, owing to the preference shown to military drill. Swedish free movements, since they can be practiced in the aisles of an ordi¬ nary schoolroom and do not require apparatus of any hind, ajopeal rather strongly to many school boards that are loam to adopt the relatively expensive policy of providing gymnasia and gymnastic appliances. Accordingly a considerable list of cities and towns might bo compiled in which Swedish school gymnastics have gained a foothold — e. g. , Cambridge, Worcester, Brookline, and Gloucester, in Massachusetts. It is doubtful if any large city in America has adopted Swedish school gymnastics in their entirety; that is to say, has actually iirovided adequate physical facilitie's in the form of gymnasia and apparatus for the gymnastic train¬ ing of all classes of its school population in accordance vAtli Swedish i:)rinciples. It may also be s.aid that in comxDarativelj^ few cities and towns that have pro¬ fessedly adopted German or eclectic gymnastics is complete and adequate pro¬ vision of gymnasia and apparatus to be found. This condition of things bears emphatic witness to the fact that in most cities of the country the physical train¬ ing has not emerged from the experimental stage. Becently, however, school boards have shown a tendency to provide new schoolhouses with gymnasia. This is a distinctly encouraging sign. :| The establishment in 1888, by Mrs. Hemenway, of the Boston Normal School of Gymnastics, which stands in the forefront among similar schools in the country, was an event of cajcltal importance in the history of physical training in America, and takes rank alongside the gift of the Hemenway Gymnasium to Harvard Uni¬ versity by her son, Mr. Augustus Hemenway. The course of study and traimng in this school has been widely influential in raising the standard of fitness for teaching school gymnastics. The nnniber of iirivate adventure schools devoted to the normal training of teachers of gymnastics has not largely increased since 1890, but the curriculum of most of them has been considerably expanded and strengthened, as is also the case v/ith the riublic normal schools. { One of the most significant characteristics of the present movement for ]cromot- ing xihysical training is found in the growth of the conviction, born of experience as well as of reflection, that teachers and directors of jihysical education need care¬ ful and thorough preparation for their work, and the measure of success attained, by some of the norm.al and training schools devoted to the special teaching of the pnnciples and practice of gymnastics that have been started or re-formed since 1880 affords ground for hope that the x)rofessiona.l training of teachers of gym¬ nastics will be more effectively organized in the future. In this connection special mention should be made of the Turnlehrer Seminar, maintained by the North American Turnerbund in Milwaukee; the physical department of the Y. M. C. A. Training School at Springfield, Mass.; Doctor Sargent’s Normal School, at Cam¬ bridge, Mass.; Doctor Arnold's Normal School, at New Haven, Conn.; the Boston Normal School of Gymna.stic and the Posse Normal School in Boston. Summer schools and courses, 'some of which are maintained by colleges, also abound, but as a rule the colleges and universities have done but little directly toward raising the standard of professional training for teachers of gymnastics and athletics. "Women preponderate among the pupils and graduates of the existing schools for training teachers of gymnastics. How to redress the balance and render the field 75G EDUCATION" EEPORT, 1903. attractive to a sufficient number of competent and well-educated men is a problem as difficult as it is important. Although the attempts of the responsible leaders in education have been less vigorous and successful than could be desired, it should be remembered that they have been confronted by an unusual number of puzzling and novel problems. While educational authori-^ies are still groping their way toward clearer views and better methods of organization and adminis¬ tration in respect to physical training, there can be no cpiestion that substantial and gratifying jn-ogress has been made in the department of school gymnastics since 1880. We may confidently expect even greater progress in the next twenty- five years. On the whole, the advancement of xdiysical education in America has been greater in the past twenty-five years than in any other period of its history. Obviously the most striking and rapid exi^ansion has been in the department of athletics. Strenuous and contentious sports appeal directly and forcibly to the instinctive yearning of growing youth for x^ublicity and ax^plause. The recrudescence of barbarism which has manifested itself in manifold ways in this country in recent years, notably in the influence attained by the sensational j^ress, has served to stimulate the spread of athletics and render them one of the most obtrusive and l)rofitable forms of poimlar amusement. The growing addiction of all classes to out¬ door exercise and recreation has also tended to enhance the interest of old and young in games and sports, and has proved an influential factor in a widespread move¬ ment to lu'ovide the children and youth of congested urban districts with play¬ grounds, gjminasia, and bath houses. The passionate asceticism exemplified by the elite of the athletic world when "'in training” has unquestionably had a laudable effect ux3on the imagination of the mass of scholastic youth who can not aspire to athletic prominence, and contributed to the dissemination among them of more sensible views and practices as respects regimen and exercise. As a result, student morals and hygiene have improved. For the most part the athletic movement owes its characteristic features to its devotees and the public. Faculties and boards of trust have done comparatively little — and much of that little ill — toward shaping and guiding the movement. Hence the best interests of rational and effectual jihysical training have suffered much in this country, and suffer still, from the disproportionate influence of athletic ideals and customs upon schoolboys and collegians. Latterly, criticism of the evils of raniTDant athleticism has increased in force and volume. In certain quarters governing boards and ‘‘athletic committees” have shown courage and wisdom in their efforts to abate extravagance and x^rofessionalism. Should their example j^rove contagious, it is probable that a new a,nd devoutly to be desired era of well-regulated athletics will set in and that the educational value of clean siDort will be much more generally ax)xn‘chended and effectively availed of than has hitherto been the case. Vv'hen that daj^ conies, gymnastics and athletics will reenforce and aid each other as they should and a long step forvcard be taken in the development of physical training. The movement for the advancement of school gymna.stics has slowly and fitfully but surely gained in force and volume with everj^ nevv wave of interest in popular education. The extraordinary interest in the welfare of the ijublic schools wdiich swex)t over the country in the early nineties (which led to the introduction of many needed reforms and floated a variety of educational novelties into promi¬ nence), seeins to have iiassed its flood, leaving many iiromising schemes to sur¬ vive or x^erish as best they may. Physical training has had to compete for favor and funds with the kindergarten, manual training, nature study, a.nd other less laudable objects. Owing to that comx^etition and the conflicting views and divided counsels of the x)rofessed advocates and exx^onents of all sorts of systems of school gymnastics, as well as to the inadequate supply of competent teachers, ON PHYSICAL TRAINING. 757 tlie general adoption of sound and T)ractical gymnastic instruction in all grades of the public schools has not been attained. Still much has been gained in the field of discussion and of experiment. Not only more people, but more kinds of people, feel that no hopeful means of combating the untoward effects of school life upon the normal growth and development of the rising generation should be neglected. Consequently both the general and the educational i}ublic are dis¬ posed, as never before, to consider and even to admit the claims of physical train¬ ing to a larger and more influential i)lace in the public school system. Thus the way is being opened for clearer ideas as to the value and capabilities of the various forms of physical training, the character of the measures requisite to effectuate their ends, and the obstacles in the way of such measures. Although discussion is less general and lively than it was ten years ago, it has improved in tone and become more intelligent, discriminating, and i3rofitable — theories and practical measures are subjected to more patient and sea-rching criti¬ cism than at any previous time. Then, too, experimentation in this field is more general and better directed than heretofore, and a greater readiness to ascertain and apply the teachings of experience is apparent both among school ofiiciais and teachers of gymnastics. Discussion and experiment are proceeding so soberly, patiently, and fruitfully that (though there has been little of startling or dra¬ matic iDrogress in the field of pedagogical gymnastics recently) there is no ground for aiDprehension lest there should be a reversion to the condition which was gen¬ erally prevalent prior to 1885. The problems of the education of the city school child and the problems of physical training are inextricably connected and inter¬ related, and must be met. The penalties of avoidance and inactivity are so sure and speedy that hereafter complete or long-continued neglect of physical training in the leading cities of America may be looked on as an improbable event. When V7e consider the progress made since 1880 and the characteristics of the present time, there seems a fair jirospect that when the next tide of keen and general interest in popular education begins to flood the cause of sound physical training in both of its principal departments v\^ill be so quickened and advanced as to enter upon the stage of constructive development. CHAPTER XVIII. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES. References to preceding Reports of the United States Bureau of Education, in which this subject has been treated: In Annual Report, 1870, pp. 1, 542; 1871, pp. 068-677; 1872, pp. liii-lvii, 820-887; 1873, pp.lxxxviii-xciv, 729-763; 1874, pp. Ixxxvii-xcii, 753-793; 1875, pp. civ-cvii, 797-883; 1876, pp. cxxiii-cxxv, 777-779; 1877, pp. cxxxi-cxlii, 583-585; 1878, pp. cxxii, 599-000; 1879, pp. clvii-clviii, 618-619; 1880, pp. clxvi-clxvii, 738-741; 1881, pp. cci-cciv, 668-671; 1882-83, pp. clxxxv-clxxxviii, 694-899; 1883-84, pp. clxxxiii-clxxxiv, 7:24-737; 1884-85, pp. ccxxix-ccxxx, 691-782; 1885-86, iip. 716-719; 1886-87, pp. 901-972; 1887-88, pp. 10:31-1039; 1892-93, pp. 575-583, 691-1014; 1893-94, pp. 1503- 1504; 1895-96, pp. 3:39-599; 1897-98, pp. 673-892; 1899-1900, pp. 663-719, 9,2:3-1165. In special reports and circulars of information: 1876, Public Libraries in the United States of America, their history, condition, and management. Part I, edited by S.R. Warren and S.N. Clark, lip. XXXV, 1187; Rules for a printed Dictionary Catalogue, Part II, by C. A. Cutter, pp. 89; Circular of Information No. 1,1880, College Libraries as Aids to Instruction, by Justin Winsor and Otis H. Robinson, pp. 27. Circular of Information No. 1, 1881, Construction of “T^ibrary Buildings, by William Poole, pp. 26; 1881, Library Aids, by Samuel Green, pp. 10; ‘ 1886, Statistics of Public Libraries in the United States, pp. 98, reprinted from 1884-85 Annual Report; 1886, Special Report New Orleans Exposition 18.84-85, pp. 650-655; 18'91, Cutter’s Rules for a Dictionary Catalogue, pp. 140; third edition, with coriections and additions, reprinted from the 1876 special report; Circular of Information No. 7, 1893, Statistics of Public Libraries in the United States and Canada (in 1891), pp. 213; 1893, Catalogue of A. L. A. Library of 5,000 volumes, fora popular library, pp. 592; 1896, Papers prepared for the World’s Library Congress, held at the Columbian Exposition, pp. 691-1014, reprinted from Annu.al Report, 1892-93; 1897, Statistics of Public, Society, and School Libraries in the United States, and Library Legislation in the United States, being chapter .s viii and ix reprinted from the Commission' r’s Report for 18^5-96; ‘1901, Public, Society, and School Libraries, reprint of chapter xvii. Report for 1899-1900; 1903, Public, Society, and School Libraries, and Library Legislation, being reprint of chapter xvii, Report for 1899-1900, and chapter ix. Report for 1895-98. STATISTICS FOR 1903. Statistics collected by this Bureau in the latter part of the year 1903 shovv’- that there are in the United States 6,869 public, society, and school libraries having each 1,000 volumes or over. This is an increase of 1,486 in the number of libraries since 1900. The 6,869 libraries have an aggregate of 54,419,002 volumes, an increase of 9,827,151, or 22 per cent, since 1900. The statistics of the 6,869 libraries 'will be found siiinmarized in Ta.bles 1 to 9 in the beginning of this chapter. Table 10 is a summary of the returns from 2,242 libraries of less than 1,000 but more than 300 volumes each, the aggregate number of volumes in these small libraries being 1,215.695. Tables 11, 12, 13, and 14 are historical, showing the growth of public, society, and school libraries since 1875. Public libraries are supported wdiolly or partly by public funds and are gener¬ ally free to the public. Society libraries are maintained by societies, corpora¬ tions, or associations, and derive their support from membership fees and dues, booh rents, and donations. School libraries include all connected with public or private schools and colleges. These are variously supported, as may be seen by reference to the general list. Libraries owned by individuals and strictly private, not being in any w’^ay accessible to the public, are not iiiclnded in the list. Libra¬ ries of private schools are generally free to the public for reference. Table 1 gives by States and geograiihical divisions the number of libraries of 1,000 volumes and over reporting to this office in 1903, also the number of bound volumes and unbound pamphlets. The last three columns show the increase since 1900 in the number of libraries and the iiumher of volumes and the iier cent of increase in the number of imlumes in each State. 759 EDUCATION REPORT, 1903. 760 The North Atlantic division has 3,006 of the 6,869 public, society, and school libraries of the United States and 27,805,930 of the 54,414,003 bound volumes, also 5.281,714 of the 9.814,943 unbound pamphlets reported. New York alone has 924 libraries, with 9,079,863 volumes; Massachusetts 624 libraries, with 7,616,994 volumes, and Pennsylvania 491 libraries, with 4,580,312 volumes. These three States have nearly 30 per cent of the number of libraries and almost 40 per cent of the whole number of volumes reported by the whole United States. The North Central division has 2,284 libraries, with 14,542,460 volumes. Illinois has 395 libraries, with 3,170,933 volumes, and Ohio 354 libraries, with 2,841,401 volumes. The South Atlantic division has 548 libraries, with 6,025,022 volumes. The 90 libraries of the District of Columbia have 3,713,693 volumes. Maryland has 89 libraries, with 1,303.964 volumes, and Virginia 85 libraries, vnth 533,811 volumes. The South Central division has 484 libraries, with an aggregate of 2,524,283 volumes. Kentucky has 85 libraries, with 582,018 volumes; Tennessee 86 libraries, with 454,762 volumes, and Texas 104 libraries, with 420,517 volumes. The Western division has 547 libraries, with an aggregate of 3,531,257 volumes, California alone having 297 of these libraries, with 3,143,867 volumes. Colorado has 77 libraries, with 468,741 volumes. The largest per cent of increase in the number of volumes since 1900 is shown for the South Central division, although the actual number of accessions was smaller than for any other division. The percentage of gain for this division was nearly 34, for the North Central nearly 30, for the Vfestern division nearly 27, for the North Atlantic almost 19, and for the South Atlantic nearly 14. Table 3 shows the number of libraries having reading rooms supplied with periodicals, the number of volumes reported as added during the year preceding the closing of this r?i:)ort, and the number of books issued. It is seen that 3,248 of the 6.869 libraries in the United States are supplied with an aggregate of 186,880 periodicals. The number of bound volumes added during the year by 4,464 libra¬ ries was 3,563,550. Only 2,988 libraries reported the number of books issued for home use. This number aggregated 59,188,407 for the year. In 836 libraries 11,663,438 books were issued for use in the library. As shown in Table 3, only 1,376 libraries own the buildings they occupy, 744 are ill rented buildings, while 4,749 occupy buildings or rooms furnished free. These latter are nearly all libraries connected with schools, colleges, and other institu¬ tions. The number of libraries supported by public taxation or appropriations is 3,148. Corporations, including iirivate schools and societies, sustain 3,078 libraries; 227 are supported by donations, and 416 receive their support from various sources. There are 3,875 libraries reported as free to the public, 2,953 are free for refer¬ ence, and 1,042 are subscription libraries. The number of circulating libraries is given as 477, those for reference only as 1,485. Libraries vdiicli are both circulating and reference number 4,907. Table 4 attempts to give a general classification of the 6,869 libraries reporting. The classification is not entirely satisfactory, as most school and college libraries should also be classed as general. Some Government and State libraries are gen¬ eral and others are scientific. Many libraries supported by societies are also gen¬ eral. For practical x^rirposes an inspection of the list printed in this chapter will prove more satisfactory than a general statement or summary. Table 5 is a classification according to size. There are only 4 libraries in the United States having over half a million volumes each, 5 more have over 300,000 each, and 50 others have over 100,000 each. Between 50,000 and 100,000 volumes PUBLIC, SOCIETY, AND SCHOOL LIBRARIES. 761 there are IIG, and 211 more above 25,000. There are 049 libraries having between 10,000 and 25,000 volumes, and between 5,000 and 10,000 there are 1 ,024 more. The number having 1,000 and over but less than 5,000 volumes is 4,810. Of the 0,869 libraries only 2,059 have 5,000 volumes or over. Table 6 classifies the sources of income of 3,726 libraries. The amount received by 959 libraries from direct taxation for libraries was $2,071,023. The largest source of income was State, county, and city appropriations, the aggregate of $3,651,404 having been received for 1903 by 1,622 libraries. From endowment funds 707 libraries received $1,196,057, from membership fees and dues 1,022 libraries realized $396,077, from book rents 301 libraries received $54,371, and from donations 899 libraries received $692,168. The aggregate income of 3,726 libraries was $10,059,858. Of this sum $1,397,553 came from sources not stated. Library expenditures are exhibited in Table 7. Books and pamphlets were pur¬ chased by 3,034 libraries at a cost of $2,304,554; periodicals were supplied at a cost of $305,197 to 1,980 libraries: 2,167 libraries paid $3,603,572 for salaries, and 526 libraries paid rents amounting to $255,881. The total expenditure of 3,630 libra¬ ries was $8, 630, '265. Of this aggregate the sum of $2,167,031 was for purposes not indicated. Table 8 exhibits the value of property and endowment of all the libraries from which these items could be obtained. The aggregate money value of endowments reported by 729 libraries is $31,077,728; the value of books and pamphlets owned by 3,060 libraries is estimated at $39,470,084; the value of equipment, furniture, etc., of 2,180 libraries is $3,370,328, while 866 libraries have buildings of their own aggregating in value $39,303,952. The Census Office estimates that the population of the United States in 1903 was 79,900,389. Table 9 will show that there are 11,632 people per library and that there are 68 books per iOO people, based upon total i^opulation, total number of libraries, and aggregate number of volumes. In the North Atlantic division there are 126 books to each 100 people. Massa¬ chusetts has 256, New York 119, and Pennsjdvania 69 books to each 100 people. The South Atlantic division has 55 books to the 100 people, the largest propor¬ tion being in the District of Columbia, where there are 925 books per 100 people. Maryland has 105 books per 100, -while Florida and West 'Virginia have 15 volumes per 100 population. The South Central division has 17 books per 100 people, the lowest being 2 to the 100 in Indian Territory and the highest 26 to the 100 in Kentucky and Louisiana. In the North Central division the number of books per 100 population is 53^ North Dakota having the lowest, 19, and Ohio the highest, 66. The Western division has 80 volumes per 100 population, the lowest being New Mexico with 22 and the highest California v/ith 137 books to every 100 people. Only the District of Columbia, Massachusetts, New Hampshire, Connecticut, Rhode Island, and Vermont have a greater number of volumes in proportion to population than has California. No special effort was made to secure returns from libraries having less than 1,000 volumes. Reports were received from several thousand of these small but useful libraries, and the returns from those having 300 volumes and over were tabulated. Table 10 is a summary of these reports. There are 2,242 libraries, "vuth an aggregate of 1,215,695 volumes. Of these libraries, 864 are free, 1,216 free for reference, and 162 subscription. There are in this list 1,697 school libraries, 56 college libraries, 323 general libraries, all others numbering 160. Statistics of libraries were collected by this Bureau in 1875, 1885, 1891, 1896, 1900, and 1903. Table 11 is historical, showing the number of libraries and the number of people per library for each of the years mentioned. In 1875 each library sup- 7G2 EDUCATION REPORT, 1903. j)liecT an average of 21,433 people, while in 1903 there was a library to every 11,633 I)eople, showing that the number of libraries had increased twice as rapidly as the poi^ulation. Table 13 is also historical, showing the aggregate number of volumes and the number to each 100 i)eople in the years mentioned. The increase in volumes in twenty-eight years has been at even a greater rate than the increase in number of libraries. In 1875 the libraries had 11,487,778 volumes, or 26 to the 100 popula¬ tion, while in 1903 there were 54,419,002 volumes, or 68 to the 100 peoide. While the population increased 83 per cent in twentj-eiglit years, the number of books accessible to the people increased 374 per cent. Table 13 shows that from 1875 to 1885 there was an increase of nearly 69 per cent in the number of volumes in the libraries; in the six years from 1885 to 1891 the increase was nearly 34 per cent; in the five years from 1891 to 1896 the increase was a little more than 27 per cent; in the four years from 1896 to 1900 the increase was almost 85 per cent, while the last three years, from 1900 to 1903, show an Increase of 32 i)er cent. The large per cent of increase from 1896 to 1900 (aver¬ aging nearly 9 per cent a year) was due to the stimulus given to library develop¬ ment by the benefactions to libraries of Andrew Carnegie. Dividing the- twenty-eight years into three periods, Table 14 shows that the increase in the ten years from 1875 to 1885 was nearly 69 per cent in the number of volumes; in the eleven years from 1885 to 1898 the increase was over 70 per cent, and in the seven years from 1896 to 1903 the increase was nearly 65 per cent. The statistics in detail of the 6,869 public, society, and school libraries of 1,000 volumes and over will be found following the 14 tables of summarized statistics in this chapter. To obtain the information here given it v\"as necessary to send out more than 20,000 blank forms of inquiry. The Office had a trial list of over 13,4)00 libraries, and returns were received from about 10,000 of these. After selecting the 6,869 having 1,000 volumes and over there were found 3,243 having over 300 but less than 1,000 each, while those remaining had less than 300 each. To several thousand libraries it was necessary to send a second request, and more than 1,000 reports were delayed until after the third reciuest for information. Most of the libraries from which no information could be secured are undoubt¬ edly very small. Several hundred important libraries which were reported to this Office in 1900, but not heard from in 1903, are retained in the list for this year. Information relating to college and school libraries has appeared in every Annual Report of this Bureau since 1867, and periodically the detailed statistics of public, society, and school libraries have been published. The Annual Report for 1870 contained a list of 161 principal libraries, not including college libraries. The report for 1873 had a list of 1,080 libraries of 1,000 or more volumes. In 1875 a special effort was made to obtain the statistics of all libraries having 300 volumes and over. The list as printed in the Commissioner's report for that year included 3,648 libraries, and of these 2,039 had 1,000 volumes or more. This list was also printed in the large special report on libraries published by this Bureau in 1876, a volume of about 1,200 pages, under the title ‘‘ Public Libraries in the United States of America: Their History, Condition, and Management.” Ill the Annual Report for 1884-85 was xirinted a list of 5,338 libraries having 300 volumes and over. Of these 2.988 had 1,000 volumes or more. This list was reprinted in a pamphlet of about 100 pages. A chapter of about 70 pages appeared in the 1886-87 report, devoted to “ Libraries in the United States,” including the statistics of 1,779 libraries. In 1893 this Office published 20,000 copies of a circular of information of 313 pages, giving statistics of 3,503 libraries in the United States haAung 1,000 volumes and over. The information for this publication was collected in 1891. This Office published in 1893, 20,000 copies of Catalogue of ‘A. L. A.’ Library, PUBLIC, SOCIETY, AISTD SCHOOL LIBEAPvIES. 763 5,000 Volumes for a Public Librarj^ Selected by the American Library Association and Shown at the World's Columbian Exposition.” Several subsequent editions of this GOO-page report were printed. ' The papers x>repared for the American Library Association for its annual meet¬ ing held at Chicago in 1893, and read before the WorkPs Library Congress at the Columbian Ex]3osition, were i;)rinted in the Annual Report of the Commissioner of Education for 189.2-93. Cutter's Rules for a Dictionary Catalog was published by this Bureau in 1876 as Part II of the special library rej^ort for that year. Several revised editions have been printed since that date. . In the Report of this Bureau for 1895-96 were printed two important chapters on libraries. One contained the statistics of 4,026 public, society, and school libraries, and the other showel what library legislation had been enacted in the various States up to that time. A reprint of these two chapters was published in a separate pamphlet. In the Report of the Bureau for 1899-1900 was published the statistics of public, society, and school libraries for the latter year, the list comprising 5,383 libraries of 1,000 volumes and over. This chapter was also separately x^rinted, and in 1903 another edition of the same matter was published, together with the chapter on library legislation from the 1895-96 Report. The report of the committee of the National Educational Assocdation on the relation of public libraries to public schools was also printed in the Annual Report of this Bureau for 1899-1900. 7G4 EDUCATIOI^ REPORT, 1903, Table 1. — Suvimari/ of statistics of public, society, and school libraries of 1,000 volumes and over in 1903. NUMBER OF LIBRARIES AND NUMBER OF VOLUMES. Increase since 1900. State or Territory. Libra¬ ries re¬ porting. Volumes. Pamphlets. Libra¬ ries. V olumes. Per cent in num¬ ber of volumes. 1 o 3 4 5 G 7 United States _ 6,869 54,419,002 9, 314, 943 1,486 9,827,151 22.04 Nortli Atlantic division _ 3,606 27,805,980 5,281,714 533 4,395,40:3 18.78 South Atlantic division .... 548 6,025,022 1,378, 9,85 127 721,785 13.61 South Central division _ 484 2, .524, 283 402,. 584 110 637,552 33.79 North Central division . 2,284 14,,542,4f«) 1,734,813 556 3,630,750 29.71 W estern division . . 547 3,521,257 516, 847 160 743, 661 26.75 North Atlantic division: Maine _ _ 167 921, a53 104,161) 56 219,871 31.32 New Hamxjshire _ 169 900,296 i 145, .3:32 26 176, 736 24.43 Vermont . . . 119 566, 275 49, 001 23 84,724 17.59 Massachusetts . 624 7,616,994 1,390,982 53 983, 709 14. 83 Rhode Island . . 89 a51,394 1,37, 0.54 7 150,722 21.51 Connecticut _ _ 223 1,82^1,442 244, 720 26 276,775 17. 88 New York. . . 924 9,079,863 i 2, .373, 429 206 1,583,354 21.12 New Jersey _ 200 1,464, ,551 216, .523 46 313,777 27.27 Pennsylvania . _ _ 491 4,580,312 6:30,513 90 605, 735 15.24 South Atlantic division: 1 1 Delaware . . 17 1.33,755 27,;300 4 7,108 ! 5.61 Ma,rvland 89 1.30:3,964 2,712,693 174,522 978,418 9 128,711 10.95 District of Columbia.... 90 16 207,910 8.30 Virg:inia . . 85 ,532, 811 40, 266 21 43, 165 8.82 West Virginia _ _ 37 152,893 1.3, 700 14 52,401 52. 14 North Carolina _ 84 374, 778 60,124 27 89,5:37 31.39 South Carolina . 54 362,653 50, 375 15 106,082 41.65 Georgia _ _ 66 364,196 29,105 11 67,341 22.68 Florida _ 26 87,279 5,175 10 19,540 28.85 South Central division: Kentucky . . . 85 582,018 48,908 9 156,289 36. 71 Tennessee . . . 86 454, 762 76,496 9 62,541 15.95 Alabama _ 58 240, .591 65,490 15 44,070 22.43 Mississippi . . 46 196,400 15. ,562 16 35,667 22. 19 Louisiana _ _ 54 380,984 1 5:3. .500 14 127,910 50.54 Texas. . . . 104 420,517 1 74, 190 65 173, 636 70.33 Arkansas . . . 35 189,529 I 45,600 7 7,645 4.20 Oklahoma . _ 11 50,282 :30. 640 3 25, .576 103. .52 Indian Territory _ 5 9,200 3,200 2 4,218 84. 66 North Central division: Ohio - - - 354 2, 841,401 357,039 88 785,812 38.23 Indiana . . . 197 1,175,945 74, 181 33 183, 756 18.52 Illinois . . 395 3,170,9:32 464,827 86 698,222 28.24 Michigan . . . 234 1,5.86,709 58, 704 41 288,001 22. 18 Wisconsin _ _ 229 1,2.57,747 220,168 64 :370,018 27.34 Minnesota . 170 940, 688 65, 2.50 47 248, 795 35.96 Iowa. . . - . . 233 1,100,011 111,393 63 2.55,640 30.28 Missouri _ _ 18:3 1,194,247 1.57, .563 42 250,138 27.85 N orth Dakota . . . 25 69,193 7,078 9 20, .562 4:1.28 Soiith Dakota . 37 109,0.87 23,218 11 36, 117 49.50 Nebraska _ 82 417,295 ,55, 799 31 119,604 40. 18 Kansas _ _ 145 679, 205 139, 6:33 I 41 164,087 31.85 Western division: 84.25 Montana . . . . 31 208,210 ; 42, 489 17 94,291 Wyoming. _ 9 .57,315 15, 050 1 14,066 32.52 Colorado ... _ 77 468, 7;41 75. 404 23 104,875 28. 83 Naw lVTAvif*f> 11 45,361 :31,197 7,708 2.3,640 17,629 63.57 Arizona . . . . . . 8 3 3,78.3 13.80 Utah . . . 24 109,210 85,484 11 40,403 58. 72 Nevada . 5 35,644 100 a 1 «:30,940 a 46. 47 Idaho . . . . 14 41,.S:8.5 3,650 5 18,479 80.85 Washington. . 40 2.3:3,1,52 49,576 9 96,838 71.04 Oregon . . 31 152,225 :32,:340 7 23,228 18.01 California . 297 2,14:3,867 2.30,806 85 361,009 20. 26 « Decrease. PUBLIC, SOCIETY, AND SCHOOL LIBKAKIES, 765 Table 2. — Summary of statistics of public, society, and school libraries of 1,000 volumes and over in 1903. NUMBER OF PERIODICALS, VOLUMES ADDED, AND BOOKS ISSUED. State or Territory. Periodicals. Volumes added during the year. Books issued for home use. Books issued for use in library. Libra¬ ries re¬ port¬ ing. Number. Libra¬ ries re¬ port¬ ing. Number. Libra¬ ries re¬ port¬ ing. N limber. Libra¬ ries re¬ port¬ ing. Number. 1 O 4 5 G 7 8 9 United States _ 3,248 186,880 4,464 2,563,550 2,988 59,188,407 836 11,663,438 North Atlantic division _ 1,420 78,8?29 2, 104 1,228,041 1,625 31,403,232 410 4,424,825 South Atlantic division _ 236 23, 966 275 242,356 119 2,000,592 45 761,008 South Central division _ 175 6,241 218 88, 666 104 973,814 43 139, 240 North Central division _ 1,146 59,789 1,.501 795,894 914 19,736,027 260 4, 981,. 564 W estern division . . 271 18,055 366 208,593 226 5, 074, 742 78 1,356,801 North Atlantic division: Maine.. . . . 77 2,496 118 37, 015 87 938,214 14 45,991 Nev7 Hampshire ... ... 67 1,823 126 37,570 108 941,636 9 76, 173 Vermont _ _ _ 50 1,739 90 28, 134 72 556,294 6 24, 351 Massachusetts . . 338 17, 662 470 271, 121 370 9,028,463 56 3:37, 043 Rhode Island.. . . 44 2,612 68 35,525 62 601 , 266 6 79, 757 Connecticut... _ ... 119 5,379 151 89. 889 117 2,176,256 15 80,963 New York . . . 399 24,512 (i51 446, 509 518 11, 863, 604 215 2, 240, 989 New Jersey... . . 93 4,537 135 102, 535 103 2,318,414 26 159,509 Pennsylvania _ 233 18,069 295 179,743 188 2, 979, 08-5 63 1,380,049 South Atlantic division : Delaware . _ ... 7 324 14 9,660 6 236,274 3 1,128 Maryland _ _ 39 3, 509 38 25,514 14 775, 326 8 254,576 District of Columbia . . . 47 14,.701 55 132,867 17 361,541 10 398,716 Virginia _ 39 1,624 42 11,756 18 116,382 9 9, 453 West Virginia _ _ 17 663 20 7,363 8 90, 279 5 70,585 North Carolina . _ 29 1,201 32 22,843 16 121,608 2 3, 700 South Carolina _ 18 647 29 10, 897 14 86, 170 1 275 Georgia . . . 31 981 35 15,914 23 209, 769 6 22,075 Florida . . . . 9 316 10 5, 542 3 3,243 1 500 South Central division: Kentucky. . . . 30 809 37 11,610 21 253, 456 9 14, 723 Tennessee _ 29 1,187 35 14,580 15 215, 457 6 4,3.32 Alabama _ _ 18 665 21 4,721 10 40,900 3 3, .500 Mississippi _ _ 20 446 18 3,940 9 21,512 4 3, 721 Louisiana . _ . . . 20 1,079 28 10,175 12 119,585 7 76, 806 Texas . . . . 38 1,269 52 29,776 24 245, 368 8 14,918 Arkansas _ _ _ 10 317 18 6, 312 8 2-Z, 260 4 3,280 Oklahoma. _ .. ... 7 399 7 7,322 5 55, 276 2 17, 960 Indian Teiu'itory . . 3 70 2 230 North Central division: Ohio . _ _ 171 8.862 213 151,408 129 4,059,300 40 582,8.36 Indiana . . 101 4,228 111 52,937 81 1,553,163 28 444,730 Illinois - _ _ 189 15,483 346 157,538 150 4,165,966 49 1,386,263 Michigan . . ^ . . 118 5,430 153 71,183 105 2,138,891 38 1,479,664 Wisconsin _ _ 139 5,201 157 84,014 110 2, .337, 803 18 52, 854 Minnesota. _ 90 3,468 108 52,379 71 1,. 347, 407 23 562, 402 Iowa . . 130 5,254 154 89,098 117 1,476,803 15 77,742 Missouri . . . . . 67 4,003 83 65,933 51 1,527,075 21 .271, 670 North Dakota. . 13 324 17 4,621 6 32,837 2 1,900 South Dakota . . . 14 632 26 9,723 14 63, 162 4 6, 080 Nebraska . . . . 37 1,937 46 22,300 29 536, 454 9 59,:341 Kansas . . 77 4,967 87 34,760 51 497, 166 15 56,102 Western division: Montana . . . 21 1,695 22 18, 351 16 345,702 4 .33, 721 Vfyoming _ _ 4 194 7 2,708 5 72, .547 3 12, 327 Colorado . . . . 39 2,608 53 37,216 31 695,406 5 224,759 New Mexico . 9 371 7 1, 706 3 2l,9(X) Arizona . . . 4 199 4 1,720 3 20, 818 2 12,121 Utah _ _ _ _ 11 589 16 8, 055 8 121,4.51 6 84,380 Nevada . . . 2 101 2 1,227 o 9,000 Idaho . . . 8 302 9 3,305 4 26,284 3 6,635 Washington _ 20 1,075 24 24,434 15 371 , 4.50 7 59,569 Oregon . . 16 967 18 7,324 11 145, 169 4 5, 680 California . . _ _ 137 9,954 204 102,547 128 3,245,009 44 917,609 76G EDUCATION EEPOKT, 1903. Table 3. — Sinnmcn'fj of statistics of public, society, and school libraries of 1,000 volumes and over in 1003. SOURCES OF SUPPORT-CLASSIFICATION. State o:* Territory. Own. rent, or building fur¬ nished free. Soxirces of support, j 1 Free or sub¬ scription. Circulating or reference. Own. S « o a5 ? By taxation. By corpora¬ tion. By donation. s ! .1, V p 1 ^ 1 6 p Free for ref¬ erence. Stxbscription. Circulating. Reference. Both. 1 o o 4 5 j (J 7 8 1 9 10 1 12 13 14 United States _ i,3ro 744 4,749 3,148 3,078 227 416 2,875 2,952 1,042 i 477 i [ 1,485 4,907 North Atlantic division 7(53 38) 1,863 1.221 1 1,3:36 i 129 320 1,519 1,068 419 264 1 529 2,213 South Atlantic division S3 40 426 164 3,64 j 12 8 89 354 105 I 29 173 346 South Central division . 46 31 407 139 14 113 267 104 1 130 343 North Central division. 403 229 1,646 l.:292 871 i 6t) 61 931 1,014 339 ! 144 509 1,631 Western division . 76 64 407 332 190 ! 12 13 223 249 75 29 1 144 374 N. Atlantic division: Maine _ 49 33 85 53 71 12 31 80 52 a5 26 29 112 New Hampshire _ i56 27 8G 108 46 7 8 i:38 1 22 9 36 16 117 Vermont _ _ 40 29 50 48 53 1 17 76 23 20 20 13 86 MassachxTsetts _ 207 67 350 276 220 26 102 384 199 41 64 104 456 Rhode Island _ 25 16 48 46 27 1 15 59 18 12 13 12 64 Connecticut- 78 22 123 80 117 13 13 111 75 37 29 45 149 New Yorh _ .. 17,2 101 417 379 22 106 447 364 113 50 161 713 New Jersey _ 55 31 114 62 111 10 17 87 Ci8 4.5 15 37 148 Pennsylvania _ 81 54 356 131 CO 37 11 137 247 i 107 11 112 3o8 S. Atlantic division: 1 Delaware . G 3 8 7 ' 9 1 5 ! 3 9 1 7- 9 Marvland _ 13 6 70 i 15 ! 71 2 1 13 58 18 9 27 53 Dist. of Columhia... 4 15 71 1 46 i 1 16 1 69 5 3 52 :i5 Yirjjinia . . . 13 3 69 ' 16 64 3 2 12 ! 53 20 4 23 58 West Virginia, 2 * o 38 i 23 14 11 22 4 6 31 North Carolina _ 19 o 63 :20 62 2 10 62 12 2 20 62 South Carolina _ 10 3 41 14 37 2 1 1 35 12 3 13 38 Georgia . . . 12 4 50 15 48 2 1 11 ! 34 21 6 17 43 Florida _ ... 3 2 1 21 ; 8 16 1 1 4 i 18 4 1 8 17 South Central division: 1 Kentucky _ 8 4 73 1 22 61 1 1 15 53 17 2 20 63 Tennessee 8 4 74 12 70 1 g 14 55 17 20 66 Alabama . 4 47 ! 13 42 3 9 29 20 2 19 37 Mississippi _ 4 35 j 18 28 13 27 6 2 21 23 Louisiana 5 2 i 47 1 12 34 5 1 3 22 26 6 19 35 Texas _ 8 G 90 38 57 1 1 23 56 25 5 19 80 Arkansas 3 o ! so 12 21 2 9 14 12 9 I 26 Olvlahoina 8 1 I 7 10 1 6 5 1 10 Indian Territory _ 1 ’ 4 •J 3 2 1 2 1 2 i 3 North Central division: I 1 Ohio _ 65 30 259 160 161 21 I 1^ 125 170 59 16 87 251 Indiana _ . _ 1 44 9 144 123 64 5 5 92 84 21 15 49 133 Illinois _ _ ! 71 49 275 .207 172 10 137 195 63 24 102 269 Michigan _ ! “A 38 145 150 76 3 5 123 72 39 26 44 164 Wisconsin . . .. 43 25 161 176 45 O 5 130 91 8 11 27 191 Minnesota . 19 11 140 liG 49 1 4 81 70 19 12 26 132 Iowa _ 47 35 151 134 85 8 6 95 95 43 12 50 171 Missouri _ 25 11 147 63 107 1 12 41 106 36 8 58 117 North Dakota 3 2 20 18 T 12 8 5 2 5 18 Soutli Dakota 33 2.5 12 i 10 22 5 1 9 27 Nebraska _ _ 15 4 (.3 46 30 3 3 35 36 11 1 27 54 Kansas _ •JO 15 108 74 63 5 3 50 65 30 16 104 Western division:. Montana _ _ 11 2 18 22 5 1 3 19 10 2 2 6 23 Wyoming. . . 2 2 .5 8 1 7 2 1 2 7 (Colorado _ 11 9 57 46 26 2 3 22 40 15 5 21 51 New Mexico 2 9 7 1 4 5 2 1 5 5 Arizona. . 2 6 1 3 5 2 2 4 Utah _ _ 2 2 20 11 12 1 15 2 1 5 18 Nevada 2 3 3 2 1 2 2 1 4 Idaho _ 1 1 1 12 9 3 2 4 9 1 2 6 6 Washington _ ... 1 ^ 5 31 22 16 2 17 20 3 i 7 32 Oregon.. . . I 4 23 9 21 1 10 11 10 2 7 22 California _ 1 37 223 188 99 8 2 129 130 38 12 83 202 PUBLIC, SOCIETY, AXD SCHOOL LIBEAEIES 767 Table 4. — Sumviaru of statistics of public, society, and school libraries of 1,000 volumes and over in 1003, GENERAL CLASSIFICATION OF LIBRARIES. State or Terri¬ tory. General. School. j College. College society. Theological. Medical. Government. 6 c3 C/} Asylum, etc. Young Men’s Chris¬ tian Association. n 1 Masonic. 1 Independent Order 1 of Odd Fellows. 1 other society. Scientific. Historical. Garrison. Mercantile. j 1 O O J o 0 7 8 0 10 11 IS 13 14 15 16 17 IS 19 United States 2,233 2,600 642 55 207 158 96 47 65 177 103 19 22 197 89 73 15 20 N. Atlantic div... 1,352 915 121 21 89 67 45 3 15 69 62 3 4 120 51 49 5 15 S. Atlantic div . . . 70 201 118 8 23 16 11 37 7 18 9 4 3 11 3 8 1 S. Central div _ GO 225 120 9 10 7 6 1 9 12 <) 4 1 8 1 2 N. Central div _ CGI 1,003 233 17 57 55 28 6 26 70 21 5 (> 50 24 Is 3 "'3 i^Western div _ 140 258 50 28 11 6 ---- 8 8 5 3 5 8 10 3 4 2 N. Atlantic div.: j 100 25 T 16 2 1 1 1 3 6 1 3 1 140 20 3 2 1 1 1 1 22 18 3 2 1 2 1 MassacliiTsetts 359 120 17 4 15 16 12 3 15 7 1 2 19 'ic' 15 1 2 Rhode Island... 58 13 2 1 2 1 ■ 3 3 2 2 1 1 126 53 6 1 3 6 2 2 5 5 6 "4' 4 New York. . 257 422 36 2 29 20 16 "i'- 2 23 23 1 60 17 9 2 4 86 77 6 2 3 2 ' 4 6 5 1 2 1 Pennsvlvania .. 134 167 41 12 22 16 12 1 2 14 17 1 2 19 12 12 7 [S. Atlantic div.: ^ Delaware . 7 2 1 1 2 1 1 1 1 Maryland 13 30 17 1 4 7 5 1 6 1 1 2 1 Dist. Columbia . 3 22 8 1 5 1 o '36' 2 2 1 4 "2' 1 Virginia _ 8 32 23 1 5 o 1 "i" 1 "4' i 1 i 3 1 West Virginia. . 4 24 4 2 2 1 North Carolina.' 8 38 26 " i' 3 .... .... 2 3 1 South Carolina. 9 18 16 1 1 4 1 1 2 1 2 Georgia 13 25 16 2 3 1 3 1 1 / Florida 5 12 .... 1 1 S. Central div.: Kentuckv . 9 45 16 2 1 2 2 2 1 1 3 1 Tennessee _ . - 8 36 27 1 1 3 1 1 1 2 1 0 Alabama . _ 10 28 10 2 1 1 3 2 1 MississipiDi 3 22 13 3 1 1 2 1 Louisiana _ 7 24 15 1 4 1 1 1 |Texas . . . 17 48 26 i' 1 1 2 3 1 1 Arkansas. 3 17 8 1 .... 1 1 2 1 Oklahoma _ 2 4 1 1 Ind. Territory.. 1 1 2 1 'N. Centi’al div.: ' Ohio . . 93 143 43 4 n 12 9 2 2 11 3 9 7 4 1 Indiana . 58 94 14 i 4 10 2 1 1 2 6 3 1.... 2 Illinois . 1,24 144 38 6 12 15 10 1 3 13 4 2 15 6 0 'Michigan.. . 79 107 13 1 6 2 3 1 11 2 8 1 Wiscmisin _ 89 108 9 4 5 .... 1 5 1 1 1 3 1 Minnesota. _ 34 105 10 2 6 "s' 3 4 1 1 1 Iowa. . . 86 86 28 3 3 5 1 0 4 4 3 1 Missouri _ 18 93 32 .... 5 1 1 4 3 2 10 3 1 1 1 North Dakota.. 6 12 4 .... 2 .... South Dakota.. 20 1 Nebraska . 24 84 10 2 2 1 2 4 2 1 Kansas _ .. 43 57 25 .... 1 1 .... 3 4 2 1 1 2 1 1 1 Western div.: Montana . . 15 9 2 1 1 1 1 1 Wvoming . 5 2 1 1 Colorado . _ 19 34 6 9 1 1 2 2 2 1 New Mexico _ 2 4 o 1 i 1 Arizona _ ... 2 3 1 1 1 Utah _ 4 12 4 1 1 1 1 Nevada . 2 1 1 1 Idaho _ 4 1 1 1 Washington _ 11 17 8 1 1 1 1 Oregon . . . 6 9 2 1 1 1 1 3 California, . 70 158 17 .... 11 6 2 1 1 1 8 8 2 2 2 « Including some Y. Vf. C. A. 7G8 EDUCATION EEPORT, 1903 Table 5. — Summary of statistics of public, society, and school libraries of 1,000 volumes and over in 1903. CLASSIFICATION ACCORDING TO SIZE. Slate or Territory.' Number of volumes to a library. 500,000 and over. 300,000 to 49(1,989 100,000 to 299,999 50,000 to 99,999 25,000 to 49,999 10,000 to 24,999 1 5,000 to 9,999 1,000 to 4,999 1 o 3 1 o 0 7 i « 9 United States . 4 5 50 116 211 649 1,024 4,810 North Atlantic division _ .. . 3 4 23 61 112 290 497 2,016 South Atlantic division . . 1 7 15 24 67 79 a55 South Central division _ 1 0 41 66 363 1 14 28 54 204 310 1,673 ■\Vestern division . 5 5 15 47 72 403 North Atlantic division: i Maine _ 4 1 ! 11 23 128 New Hampshire . . 1 1 3 12 22 130 Vermont A . . - . . 1 3 8 12 95 Massachusetts _ _ 1 1 5 20 34 91 148 324 2 1 3 9 22 52 1 6 7 17 41 151 New Yoi’k,. . . 2 3 7 18 25 68 129 672 1 5 6 17 24 147 6 5 30 57 76 317 South Atlantic division: Delaware _ _ _ 2 1 2 12 3 3 13 14 49 District of Columbia _ _ 1 4 10 3 14 21 37 Virginia . . . . . 2 2 14 7 60 West Virginia _ _ 4 5 28 North Carolina _ i 3 4 11 66 South Carolina _ _ 1 4 8 6 36 Georgia _ _ _ _ 3 8 48 Florida . . 1 6 19 South Central division: Kentucky _ _ _ _ 1 3 9 8 64 Tennessee _ 1 1 10 14 60 Alabam.a . . . . 1 5 7 45 Mississippi . . 1 1 1 3 41 Louisiana . . . 1 1 3 4 39 Texa,3 . . 1 23 73 Arkansas . . . 1 1 4 29 Oklahoma _ _ _ 1 3 7 Indian Territory _ 5 North Central division: Ohio . . . . o 10 9 43 53 237 Indiana . . 1 1 8 20 32 135 Illinois . . . . . 1 5 14 46 49 278 Michigan _ _ _ _ 3 1 6 22 30 172 Wisconsin i 2 1 2 18 82 174 Minnesota . 2 2 2 7 27 130 Iowa . . . ^ 2 3 20 29 179 Missouri . . o 2 13 17 142 North Dakota . 1 2 22 South Dakota . . 10 27 Nebraska . _ 2 1 3 12 64 Kansas . . . 2 2 11 17 113 Western division: Montana _ _ 3 o 5 21 Wyoming .. . 2 3 4 Colorado _ _ _ 1 2 10 10 54 New Mexico . 1 2 8 Arizona . . . 1 1 6 Utah . . 4 3 17 Nevada . _ . . . 1 1 3 Td.aho 2 12 Washington . . . 1 1 3 4 31 Oreeron . . . 2 2 4 23 California . . . 5 3 21 37 224 PUBLIC, SOCIETY, AND SCHOOL LIBRAKIES. 769 w. O « O CO 2 CO =0 o ! ^ •2 o S 2 ^ S o I g Ci Total income. Amount. CD H i I o' giiis ^ iisss CO I^SpgllVg 0 o c ft- »0 1 co' iiiii ^'' rH ggsgsgigfi Si?7?iS5 From sovirces not stated. fl o a 1 s d iSssg |¥s|b Sii3iili5 iiisi|i|g iisSji -:HCC^'T^ -d7cC>0 t- O t-T r-i CO* _ From dona¬ tions. g o a H 1 ^co^:o-#ocooco From book ] rents. j A g o a <1 tH H te i iiiil gliiii|li ii r-T gT^^Tc^j I g wt; 60 ft o u t-l^!^!,-^•^>CO 1-1 IcCrHI-J From member¬ ship fees and dues. A g o a <1 Ci s i iisSl 3SS8S liSiSSsSi iiiiSSilS d i 4-5 • i^^ft- QO 1 |88.Sg u-o'M;:go;:ji-;gco - ;::j From endow¬ ment funds. -p g O a 1 Appropriations, State, county, or city. -p g o a »0 s i 1,939,171 836, 070 76, 148 650,960 149,055 gglsiliii liiSliigii ilisSi SSgp'SS|S| Bjs'osp-.-o'B'Pre ill ft- i r-r From taxation directly for li¬ braries. -p g o a o I s iiiil issfi iisIsiSiii S3 Si Ns 1 |i§ |3 r-Tci 1 ' 1 ofo" 1 5| ft- Oi i (St CO 1 It-I 1 OlT-i^ li-i ' ■■ i 1 g ■^< li iS feTT-? •g ^ § I O g ^ ^ ' aSoJojtSrCl ■:; ^-5 P ^ o c p p f" oggS^ o g ED 1903- -49 INCOME FROM VARIOUS SOURCES-Contiuuod. 770 EDUCATION" REPOET, 1903. o i:; o O J S V. .O tC' I o 6 a 1 3 o Amount. -.5 SSia iIgSiSliigii iiii§iSgiai§ -SS3 S Sa IIP o* From soni-cea not stated. s o 1 -t SIS’' liglfiiiiliil i sfi.^SSSSS ipT SiiSSs r-i >> rT From dona¬ tions. s O 3 <: 21 ■£ - iiiiSilliSiS i u S U 2^Ij2 -U-UI U of In- II is si Utbi IIP err >;; ! :c From Look rents. 1 o 4 - IS sgSUiSllsiSi - ^ ^ P5 CO N" Sii t5is.- o IPrH 1 :c T-1 c: t-H is ill S.U -P ;3 P 1 a Si s- S Slliillllllgg s 71'- ii Iro 1 iiS g[ !|w X Idt CC 1 ^ Oi cr.cp^ From endow¬ ment funds. P P 1 s i ’ ^ ' iSiiHiisliiS ; a<'3=2--" - ; 1 S P ^ p ti) P P o p ^ & P,- ! 1 CO ?’ '. CC M 1 i? :n s . c5 ^ ^ ■=si Bs 2 o 4 ift isis mmmmim nmm issS ‘=2=E' 1 From taxation directly for li¬ braries. p p o a <1 yi I iu Sc — 3SiS,3 ik||gs¥| ‘P6 5-P”-'= sSis -s'-g SStbi IIP 1 ^ IC'I i Lp State or Territory. - South Central division — Cont’d. Texas . . . . Arkansas . . i ii North Central division: Ohio _ _ _ _ _ Indiana . ... . . . Illinois . . . . . Michigan _ _ _ _ ■Wisconsin _ _ Minnesota . . . . Iowa _ _ _ Missouri . . . North Dakota _ _ South Dakota . . . N ebraska . . Kansas . . Western division: Montana . . . . . i is p 3 ag-^ :> o ^ ^1 ' p 1 1 b ;| ' 1 1 ' ' 1 i 1 t P 1 1 P ' M PUBLIC, SOCIETY, AUD SCHOOL LIBRAEIES. 771 Table 7. — Summary of statistics of public, society, and school libraries of 1,000 volumes and over in 1903, EXPENDITURE FOR VARIOUS PURPOSES. For For books and pamphlets. For period¬ icals. For salaries. For rents. other pur¬ Total expend¬ iture. State or Terri- poses. tory. 7 4^5 A ® P A A PI § PI p! O 11 P P o 11 P P o P P o 11 o P! ft a pi ft g g ■ P ft g ■g P ft p <1 br CD Pi 1 O 3 5 6 7 8 9 10 11 12 United States. 1 3, 064 $2, 304, 554 1, 980 .1.305,197 2, 167 $S, 603, 572 528 S255,S81 82, 167,081 .3,630 $8,636, 265 N . Atlantic div .. . _ 1,513 1,121,884 920 147,684 1,201 1,870,187 265 126, 171 1,065, .584 1,803 4, .331, 510 S. Atlantic div _ 159 223.386 114 26,848 93 519,895 14 3, 4.54 255, 582 201 1,029,165 S. Central div _ 125 .52,648 89 6,7.32 62 .58. 133 13 3,6:35 31,003 161 1.52,1.51 N. Central div _ 1,016 708,728 691 93,388 658 970, .593 182 98,. 536 ,595,8.83 1,178 2,46.5,128 ■Western div - 251 199,808 166 30,545 1.53 184, 764 52 24,085 219,009 287 658, .311 N. Atlantic div.: 87 31,705 29,829 60 4,579 4,075 62 27,303 35,318 24 3, 272 3,420 28,872 19,134 114 95, 731 N ew Hampshire 101 GO 109 16 124 91,776 Vermont _ 63 16,715 36 2,436 .59 14,613 19 1,1.53 15,076 79 49, 993 Massachusetts - - 348 296,654 2?^ 40,201 314 554, 678 53 22,:399 299,006 397 1,212,938 Rhode Island . . . 48 28,293 20 3,388 43 48,964 8 2,696 22,565 52 105,906 Connecticut _ 104 78,566 80 9,750 103 98, .361 18 1,0.53 1:35,748 1.38 323,478 New York . . 502 397,373 284 57,611 331 700,837 83 55,6.50 333,470 570 1, .544, 941 New Jersey _ 91 76, 806 49 6, .593 61 116, .549 17 3,1.54 67, 468 109 270, .570 Pennsylvania--. S. Atlantic div.: 169 165, 943 111 19,051 119 273,564 27 33,374 144,245 220 686, 177 Delaware . 6 4,318 4 771 6 6,843 1 100 7,439 7 19,471 Maryland.. _ 23 32,592 17 7,516 18 .50, .359 5 764 25, .363 .31 116,594 Dist. Columbia . 30 142,474 12 11,276 12 429,437 2 620 200,282 36 7.84,089 Virginia . 25 7,562 5,105 21 1,873 1,700 19 8,325 6,075 2 520 7, .550 33 25, 330 20,971 ■West Virginia.. 13 13 6 3 1,830 6,761 17 North Carolina - 20 13,476 5, 165 15 1,509 1,066 1,147 490 8 5,780 4, 126 8,413 1,632 2,:344 4,192 19 25 2:2,397 12,701 22,9.33 4,673 South Carolina . 15 11 11 18 Georgia . 21 9,067 3,627 16 9 1 120 25 Florida _ _ 5 4 537 9 S. Central div.: Kentucky . 17 6,289 8 249 10 9,909 O 95 1,444 23 17,986 Tennessee . 17 9, 426 16 1,424 9 10,879 2 840 6, 156 23 28,725 Alabama . 19 5,625 8,640 13 1,262 397 9 6, 130 g in 923 23 14,0.51 8,163 Mississipni _ 13 11 6 6:29 1 600 2,897 19 Louisiana . . . 15 7,246 13, 560 11 1,540 1,289 5 12,297 11,624 7,685 18 28, 768 Texas . . 27 22 1 12 3 1,.527 6,7.55 35 34, 7.55 Arkansa.s . 10 2,566 4,209 3 146 7 3,386 3,279 1 162 1,584 3, .559 12 5 7,844 11,652 Oklahoma _ 5 2 305 4 1 300 IndianTerritory N. Central div. : 2 87 3 120 3 207 1 Ohio . - . 139 69 106,201 46,902 '151,895 63,809 82,714 88 12,141 10,850 26, 794 6,393 8,445 97 202,291 49, 750 282,046 64,997 104, 835 ! 20 24,887 2,074 31,274 6,739 i:32,696 49 :342 165 478, 216 158,918 682, 831 1.80,238 2.56,912 Indiana _ _ _ _ 51 44 5 84 Illinois _ 160 113 115 33 190; 8:22 38,:300 43,982 192 137 Michigan . . 118 69 78 22 VrUsconsin _ 128 99 93 31 7,136 • 143 Minnesota . 89 61,563 60 5.049 44 66,442 13 4,132 45,897 101 183,083 Iowa . . 125 53,935 72, 767 90 8; 421 8,4.53 81 .50, 017 33 8,267 8,202 .35, 2.59 40,009 141 63 1.5.5,899 214, ,330 Missouiu . 55 33 29 84,9.59 6 North Dakota .. 9 2,059 5 251 6 2,572 1 287 2,928 10 8, 097 South Dakota . . 19 5,624 26,877 82,382 13 922 9 2,705 975 20 10, 226 61,416 84,902 N ebi’aska . 38 24 2,249 3,420 21 25,601 6 606 6,083 9,590 41 81 Kansas . . . 67 46 41 j4,578 1. 4,932 Western div.: / Montana . 15 11,355 2, 866 32,259 13 2,314 14 24,363 900 ' 4 1,125 10,910 3,060 19 50,067 7,184 85.909 Wyoming-. . 4 2 418 ] 5 Colorado . . 39 22 3,4.56 24 33, 1.55 7 5,729 11,310 42 ISI ew Mexico _ 3 210 4 3;59 2 1,323 2,098j 42 1,940 6 3,988 2,912 15, ,586 2,610 5,921 Arizona . 3 2,5.50 6,015 650 2 320 3 Utah - . 9 6 929 4 6,702 9 Nevada _ ... 1 1 260 2 1,700 2 Idaho _ 5 2.436 3 245 4 1,980 1 120 1,140 6 W ashington _ 18 81,543 16 2,795 16 24,918 4 2,7&5 9,465 23 71,. 506 Oregon. . . 15 7,618 102,406 12 1,012 18,4.37 11 10,0:30 79,693 2 186 5,299 173, 807 17 155 24, 145 388, 483 California . 139 85 75 34 14,140 772 EDUCATION REPOET, 1903. Table 8. — Summary of statistics of public, society, and school libraries of 1,000 volumes and over in 1003. VALUE OF PROPERTY AND ENDOWMENT. State or Territory. Permanent en¬ dowment Linds. Value of books and pamphlets. Value of equip¬ ment, furniture, etc. Value of library buildings. N um¬ ber re¬ port¬ ing. Amount. Num¬ ber re¬ port¬ ing. Amount. Num¬ ber re¬ port¬ ing. Amount. N um¬ ber re¬ port¬ ing. Amoiint. 1 3 3 4 5 6 7 8 9 United States . 729 $31,077,728 3,060 .$.39,476,034 2,180 $3,370,328 866 .$.39,303,9.52 North Atlantic division.. 5.52 20, 469, 521 1,379 20, 701,784 961 1,63.5, 7.56 476 22,184,062 South Atlantic division.. 31 1,674,613 176 3,118,851 139 199,67.5 41 1,380,709 South Central division . . 10 368, 750 178 1,466,438 121 121,683 33 1,304,641 North Central division .. 125 8, 393, 726 1,088 11,751,062 768 1,170,884 268 12,506,640 Western division . 11 171,118 259 2,437,929 191 242,3:30 48 1,9:27,900 North Atlantic division: Maine . . . 40 512,217 67 445, 229 45 43, 284 28 918,804 New Hampshire _ 39 225,418 63 305,0.58 49 26, 400 36 712,200 Vermont. . . 30 32<8, 984 50 504, 750 42 34, 458 20 364,934 Massa^chusetts . 192 6, .556, 82:3 277 3,914,814 189 4:37,886 126 4,468,221 Rhode Island _ 15 592, 350 42 1,753,:307 30 64, 056 17 998,500 64 1,91.5,:34.5 83 851,9-51 65 72, 927 48 1,416,000 New York. . 94 6, 994; 2:37 522 7,805,694 360 577, aio 116 6,484,462 New Jersey . 17 323,010 86 789.004 59 120,-377 35 1,648,4.50 Pennsylvania . . 61 3,021,137 189 4, 331; 977 122 258, 759 50 5,172,491 Soiith Atlantic division: Delaware . 5 107,9.50 6 104,600 5 4, 185 4 144, 100 Maryland . . . 6 1,313, 100 30 1,281,776 20 15, 485 3 80, 000 District of Columbia. 2 105, 000 22 300,681 13 66, 940 2 400,000 Virginia _ _ 7 49,363 30 769, 196 20 27,118 7 258, 500 West Virginia . . 1 35,000 13 73,100 12 13,350 0 136,809 North Ca-rolina . 1 500 19 78, 400 17 17,495 3 79,300 South Carolina . 4 24,200 21 220,571 19 9,582 8 52, 700 Georgia . . ... 3 16,500 26 233,627 26 43, 170 9 196, .500 Florida _ _ O 23,000 9 56, 900 7 2,:350 3 32,800 South Central division: Kentucky . 2 42,000 27 254,506 15 10, 710 6 461,500 Tennessee . . 3 24, 750 25 217, 614 17 36, 647 4 181,641 Alabama . 24 256, 616 17 9,024 3 28, .500 Mississippi 14 71,020 11 3,917 4 32,5a) Louisiana . 2 280,000 22 172,827 16 17,600 3 193, 0l«) Texas . . . . 3 22,000 42 320,300 31 28. 785 8 325,000 Arkansas . 15 83,900 10 5,100 3 22,500 Oklahoma _ 6 86, 095 4 9,900 2 60,000 Tndi.i.n ToreitoTy 3 3, .5a) North Central division: 1 Ohio . 34 890, 359 144 2,289,308 100 194, 239 .39 1,2.32,8.37 Indiana _ _ 7 178,185 94 891,590 69 78,207 26 847,900 Illinois. . . . . 21 6,247,309 175 2,2:31,2.55 1:33 188,169 53 4,aj2,9.50 Michigan _ _ _ 15 244,2.53 122 1,350,496 88 73,1:31 27 923,300 Wisconsin . 14 279,625 122 1,174,592 86 326, .51 5 27 1, 6:36, 4((0 Minnesota . . 8 2.36,910 95 659, .5:35 62 53, i:36 14 607,515 Iowa . . 10 229,085 107 779, 418 80 68,:369 31 1,012,024 Missouri. . . . . 8 50, 400 66 1,2.54,317 48 83, 312 15 1,242,664 North Dakota 13 56,800 9 5, 215 3 52, 700 South Dakota 2, 5(-X') 20 83, 594 16 6, 475 4 69,500 Nebra-ska . . 3 9,100 39 312,023 23 23, 125 12 44.3, .500 Kansas _ i . . . 5 26,000 71 718,134 54 70,991 17 345,350 Western division: Montana _ 16 238,864 14 51,787 8 213,600 W^yoming 5 39, 4a» 5 4,280 2 52, ax) Colorado . . 2 13,000 40 4] 5, 957 3.3 33, 758 5 208,000 New i\Texic.o 3 27, aio 2 700 Arizoiia 5 30, .305 3 1,2a) 2 37, 000 Utah 13 90, 300 8 6, 7.50 2 25, 700 Neva, da, 0 21,0a) 1 100 Idaho . 7 2.3, 950 6 1,500 1 2,0-00 Washington.. . 1 1,000 16 1.33, 237 11 18,0.55 4 277, 2.50 Oregon _ _ 2 89, 068 17 236,540 12 7,060 1 160,000 California . 6 68,050 135 1,181,376 96 117,140 23 952,350 PUBLIC, SOCIETY, AND SCHOOL LIBKARIES. 773 Table 9. — Summary of statistics of 2nihlic, society, and school libraries of 1,000 volumes and over in 1903. DISTRIBUTION OF LIBRARIES AND VOLUMES. State or Territory. Libraries. Volumes. Census Of¬ fice esti¬ mate of population in 1903. Number people per li¬ brary. Number books per 100 people. 1 3 3 1 5. G United States . . . 6, 869 54,419,002 79,900,389 11,632 68 North Atlantic division . 3,006 27,805,980 22,140, 788 7,366 126 South Atlantic division _ _ _ _ 6,025,0.22 10,931,970 19,949 55 South Central division... . . m 2,524,283 14,941,6:36 30, 871 17 North Central division . 2,284 14,542,460 27, 490, 996 12,036 53 Western division . . . 547 3,521,257 4,:394,999 8,0:35 80 North Atlantic division: Maine . . 167 921,853 702,875 4,209 131 New Hampshire . . . . 169 900, 296 422, 109 2,498 213 Vermont . . . 119 566, 275 347,007 2,916 163 Massachusetts . . . . 624 7,616,994 2,974,021 4,763 256 Rhode Island . . . . . 89 851,394 454, 629 5,108 187 Connecticut . . . 223 1,824,442 956,789 4,291 191 New York.. _ _ _ _ _ 924 9,079,863 7,659,814 8,290 119 New Jersey . . . . 200 1,464,551 2,016,797 10, 084 73 Pennsylvania . . . . 491 4,580, 312 6,606,747 13, 456 69 South Atlantic division: Delaware . . . . ... 17 133,755 189, 878 11,169 70 Maryland . . . . 89 1,303,964 1,231,739 13,840 105 District of Columbia . . 90 2,712, 093 293,217 3,258 925 Virginia . . . . 85 532, 811 1,919,103 22,578 27 W est V irginia . . . . . 37 152,893 1,0.21,106 27,597 15 N orth Carolina . . . . .' 84 374, 778 1,976,571 23,531 19 South Carolina _ _ _ _ _ 54 362,653 1,397,067 25,872 26 Georgia _ _ _ 60 364,196 2,;336,404 a5, 400 16 Florida _ _ _ _ 26 87,279 566,885 21,803 15 SoiTth Central division: Kentucky _ _ _ _ _ 85 582,018 2,230,619 26,243 26 Tennessee _ _ _ _ 86 451,762 2,095,223 24,363 22 Alaba.nia _ ... . . . 58 240,591 1,923,284 33,160 12 Mississippi _ ... _ _ _ 46 196, 400 1,629,771 35, 430 12 Louisiana _ _ _ 54 380,984 1,460,237 27,041 26 Texas... . . . 104 420,517 3,285,474 81,591 13 Arkansa,s _ _ 35 189,529 1,366,119 39,032 14 Oklahoma . . . . . 11 50,282 495,285 45,0.26 10 Indian Territory _ _ _ _ 5 9. 200 455,6:24 91, 125 2 North Central division: Ohio . . . . . 354 2,841,401 4,302,860 12,155 66 Indiana . . 197 1,175,945 2, 614, 223 13,270 45 Illinois . . . . . 395 3,170,9:32 5, 117,086 12,955 62 Michigan ... _ _ _ _ 234 1,586,709 2, 510, 647 10, 729 63 Wisconsin. . . . . . 229 1,257,747 2,155,441 9,412 58 Minnesota _ _ . _ _ 170 940,688 1,857,462 10,926 51 Iowa _ _ _ _ 233 1,100,011 2,336,484 10,028 47 Missouri _ _ _ _ 183 1,194,247 3,227,214 17, 635 37 N orth Dakota . . . . 25 69, 193 357,594 14, 304 19 South Dakota . . . 37 109,087 443,927 11,998 25 Nebraska _ _ _ 82 417, 295 1,098,139 13,39:3 38 Kansas _ _ _ 145 679, 205 1,469,969 10, 138 46 Western division: Montana _ _ _ _ _ _ 31 208,210 277,102 8,939 74 Wyoming- _ _ .9 57,315 101, 525 11,281 56' Colorado ... _ _ 77 468, 741 574,030 7, 455 82 New Mexico _ _ _ _ .-. 11 45, 381 205, 819 18,711 22 Arizona _ _ _ _ _ _ 8 31, 197 133,338 16,667 23 Utah _ 24 109, 210 295,404 12,:308 87 Nevada _ . _ _ _ .. 5 33, 644 40, 829 8,166 82 Idaho _ _ _ 14 41, 335 183, 738 13,124 23 Washington . . . . . . . 40 233, 152 581,626 14,541 40 Oregon _ _ _ 31 152,225 4:37,30,2 14,107 35 California . . . . 297 2,142,867 1,504,286 5,267 137 774 EDUCATION REPORT, 1903, Table 10. — Summary of statistics of society, and school libraries of 300 votii))ics a)Ld over, and less thcui 1,000 volumes, in 1903. LIBRARIES, YOLUAIES, AND CLASSIFICATION. State or Territory. Libra¬ ries. V olumes. Free or subscription. Classification. Free. Free for ref¬ erence. Sub¬ scrip¬ tion. I School. Col¬ lege. Gen¬ eral. All others. 1 O 4 i 5 « 7 8 9 10 United States _ 2,r?43 1,215,695 864 1,216 162 1,697 56 323 166 North Atlantic uivi.sion... G47 374,317 259 348 40 410 4 175 58 South Atlantic division... 126 06, (MjS 23 84 19 81 13 13 19 South Central division _ 131 66, 103 21 98 12 92 17 10 12 North Central division ... 876 467, 475 322 495 62 710 18 95 56 Western di vision . 459 241,797 2:J9 191 29 404 4 30 21 North Atlantic division: 1 47 26,042 15 24 i 8 14 32 25 1 New Hampshire _ 39 25,066 24 14 1 14 57 31,131 43 11 3 12 42 g Massachusetts. _ 09 37, 819 23 i 44 1 2 45 1 15 ’ 8 10 5,325 1 i 8. 1 6 3 1 42 23,019 8 I 32 2 28 10 4 New York.. . . 203 125,882 79 115 9 144 1 31 2? 42, 735 34 8 62 8 5 Pennsvlvania. _ 105 57, 298 32 67 6 85 2 9 9 South Atlantic division: 6 3, 014 1 ! 4 1 4 1 1 Maryland _ 2:3 11,190 2 i 15 i 6 14 1 2 () District of Columbia.. 8 4, 550 8 1 3 Virginia _ . I 16 9.088 4 I 9 ! 3 10 3 2 1 West Virginia .. _ 5 3,040 5 ! 5 North Carolina _ ! 24: 12,796 8 12 i ' 1 16 3 2 3 South Carolina ... ! 19 9,375 4 14 1 12 3 2 2 Georgia _ _ ! 19 9,522 4 11 I 1 11 3 2 3 Florida . . .. i 6 3,448 6 4 2 South Central division: 1 Kentucky . . . 1 24 12, .574 1 21 2 16 3 5 Tennessee . . 24 12, (m 3 4 17 4 3 Alabama . 7,500 4 11 8 3 3 1 Mississippi _ 1 4,292 1 1 4 3 1 1 Louisiana _ _ I 6 2, 650 6 1 5 1 Texas . . ! 41 1 20. 215 10 27 i 4 i 1 ■ ■ ■ u 1 Arkansas _ . . ! 10 4,836 1 8 1 1 I 7 1 1 2 Oklahoma . . 1,400 1 1 1 1 i- . : 1 Indian Territory _ i _ North Central division: 1 Ohio . . . . i 125 64,781 39 79 7 106 2 7 10 Indiana _ _ ... 88 48, 441 37 45 6 70 i 2 11 5 Illinois _ _ _ 118 61, 189 28 83 7 96 1 2 5 15 Michigan . . . 81 41, 798 44 30 7 57 1 18 5 Wisconsin . . 97 55, 597 52 37 8 72 i 1 21 Minnesota _ 51 31,385 21 27 3 45 ! 3 3 Iowa _ _ _ 1.25 62,431 47 73 5 104 1 . 2 16 3 M issouri . . 63 33, 068 6 46 11 47 1 8 2 1 6 Korth Dakota . 11 5, 183 3 8 11 ! South Dakota 15 8,084 5 9 1 11 3 1 1 Neljraska . ! 44 23, 221 10 28 6 39 2 i 3 Kansas _ _ ! 61 32,297 30 30 1 52 2 Western division: Montana . 13 6, 675 4 9 6 5 \\ yoming . . . . . 4 1,775 1 1 3 1 Ciolorado . . . 16 9,175 8 3 13 3 . New Mexico 5 2. Ib5 3 2 3 1 Arizona 4 1 , 497 4 2 U ta,h 9 4,824 3 4 2 6 1 2 Nevada. 1 587 1 1 Idaho 6 2, 765 1 4 . 1 6 . 1 Washi ngton 12 5,683 6 9 1 1 2 Oregon _ _ 19 9.677 3 14 2 10 3 4 2 California . 370 196; 984 213 137 20 346 16 8 PUBLIC, SOCIETY, AND SCHOOL LIBRAEIES 775 Table 11. — Growth of puhtlc. society, and school libraries, 1S75-1003. NUMBER OF PEOPLE PER LIBRARY. State or Territory. 1875. 1885. 1891. 1896. 19(K). 1903. Number of libi-aries. Niimber of peoi)le i)er library. Number of libraries. Number of people per library. Number of libraries. Number of people per library. Number of libraries. N umber of people per library. Number of libraries. N umber of people per library. Number of libraries. Number of people per library. 1 2 r. 5 6 7 8 9 10 11 1.2 1,3 United States _ 2,039 21,432^2,988 18,816 3,-503 17,877 4,026 ! 17, .376 5, .383 14,118 6, 869 11,632 N ortli Atlantic division _ . 1,127 11.834 1,545 10. 232 1, 769 9,8.37 2, aio : 9,659 2, 47:3 8,. 510 :3,006 7, :366 South Atlantic division . . 22:1 29,873 289 28,394 304 29, 138 322 29,305 421 24, 811 548 19,949 South Central division .. i:i8 54. 712 200 49,2191 229 47,917 255 ; 47,416 374 .37, 647 484 -30,871 North Central division .. 482 80, 804 815 24,746: 1,020 21,924 1,195 ' 21,116 1,728 1.5,240 2, 284 12, 036 Western division _ 69 18,907 139 15, 791| 181 16, 727 254 : 15,256 387 10,572 547 8,0:35 North Atlantic division: i Maine _ _ 47 13,570 74 8,846 80 7,687 93 ' 7,161 111 6,256 167 4.209 N e w Hampshire . . . 54 6,154 78 4.633 87 4,828 122 3.205 143 2, 878 169 2,498 Vermont _ _ _ 88 10,042 42 7,910 51 6, 518 67 4:970 96 3, 580 119 ;3,916 Massachusetts . . . 807 5,381 426 4,5.59 462 4, 846 494 5:415 571 4,913 624 4,763 Rhode Island- _ 34 7,595 65 4.681 67 5. 1.57 74 5,162 82 5,226 89 5,108 Connecticut _ 67 8,634 98 6,954 126 5,923 154 5,3:11 197 4,611 2:33 4, 291 New York . . 310 14. 977 397 13,889 471 12, 7,34 572 11,463 718 10,1:32 924 8,2'90 Lew Jersey . . . 53 19,234 ‘ 74 17,271 90 16,0.55 94 17,362 154 12,2:32 200 10,084 Pennsylvania _ 222 17,495 291 16, 292 329 15,982 330 17,761 401 15, 715 491 13,456 South Atlantic division: Delaware . . 7 19,343 12 1.3,075 14 12,035 14 12, .857 13 14, 210 17 11,169 Mar viand _ _ 47 18.181 62 15,908 65 16,037 67 16,:343 80 14,876 89 13,840 District of Columbia. 46 8,2.35 53 3,839 50 4,607 .55 5,164 74 3, 766 90 3, :358 Virginia-.- _ 44 .30,939 46 34,-326 45 36,800 50 34,400 64 28, 972 85 22,-578 West Virginia _ 9| 58,100 6 114, :300 6 127,132 10 8.3, .500 23 41,687 37 27,. 597 North Carolina . 25 48,984 35 43,000 38 42,678 40 42, 250 57 33,224 84 23,531 South Carolina _ 16 .52,381 28 38,179 31 37,134 32 37,-344 39 34,-367 54 25,872 Georgia . . 26! 51,969 42 40,048 41 44, 813 41 47,805 55 40,297 66 35, 400 Florida _ .. _ 3 74,967 5 67,681 14 27,959 13 :36,5,38 16 33,034 26 21, 803 South Central division: Kentucky _ 34 43,403 .54 32,389 59 31,-502 47 41, .596 76 28,2.52 85 26,243 Tennessee--. _ ... 37i 37.6.54 44 37.477 49 36,072 62 30, 4.84 77 26,241 86 24,-363 Alabama. _ 19: .59.047 23 60, 0!K1 23 65, 783 28 58,036 43 42,5.28 58 -33,160 Mississippi . _ 10 96, 790 23 .52,435 29 44, 469 31 43,548 30 51, 709 46 .35, 4:10 Louisiana . . . 20: 41,330 23 44,-543 28 39, 950 27 44, 074 40 -34,-541 54 27,041 Texas. . . . 15i 76,093 22 85,682 27 82. 797 39 62,692 69 44,184 104 :31,591 Arkansas. ... . . 2 311, 750 8 118, 788 11 102,562 17 75. 8.82 28 46, 842 ‘35 -39,032 Oklahoma 1 ' _ 1 i 2 72, 500 8 49, 781 11 45, 026 Indian Territory _ 1 3: 3. 100,500 i 3 130, 653 5 91, 125 North Central division: i [ "1 Ohio _ _ 119 24. .534 158 21,671 173 21,227 202 19, 218 268 15,630 .354 1:1,1.55 Indiana _ 55 33, 153 1 82 25, 378 98 22, 371 107 ,21,402 164 15,344 197 13,270 Illinois . . 98 '28, .530: 172 19,930 203 18, 849 214 19, 626 309 15, 604 :39.5 12,9.55 Michigan _ _ 43 32, 100 103 18,-3.59 135 15, .510 1.53 15,360 193 12,-544 234 10, 729 Wisconsin _ _ 41 28,729: 1 62 25,217 80 21,086 102 19,1)10 165 12,-540 229 9,412 Minnesota. _ 16 36, 619 36 31,0.50 5.3 24. .563 75 22, 1:33 123 14,239 170 10, 926 Iowa _ . ... _ 42 32, 1.56 68 25, 794 89 21,482 113 17,920 170 13, 1:39 233 10,028 Missouri _ _ 47 41,106 69 34,913 93 28, 808 104 28,. 558 141 22, 0:33 183 17, 6:35 North Dakota _ ... AO GOO f 3 91,360 6 .52,667 16 19, 946 2.5 14, 304 South Dakota _ |J 1 ObU oy, OiO 1 36,534 i 14 .37,286 26 15,445 37 11,998 Nebraska . . 33,700 19 38,981 29 36, .514 1 42 35,476 51 20,9.52 82 13,-392 Kansas . . . . ... \ 13 46, .346 39 34,454 56 25,484 63 25,2:38 104 14,139 145 10,138 Western division: 1 1 [ Montana _ .. . 1 1; 23,400 2 35,900 5 26,4.32 13 16,692 14 17,-381 31 8,939 V/voming _ _ : 1 ! 13,800 1 35, .500 3 20,235 1 4 22.750 8 11,-566 9 11,-281 Colorado . . '5' 1 17,600 17 14, .348 23 17, 922 34 16,0.59 54 9,994 77 7, 455 New Mexico _ ! 1 i 104, 800 4 33, 535 5 30,719 6 28,833 11 17,755 11 18,711 Arizona _ 1 1 19,800 1 2 24,-5.50 3 19, 873 4 16, 750 5 24,-586 8 16,667 Utah _ 2 55,900 7 24,629 6 34,6.51 11 23,182 13 21,288 24 12,308 Nevada. . . . 8 17,1331 5 10,.Tt0 6 7, 627 6 7,-500 6 7,056 5 8, 166 Idaho . . . . . 1 22, 100 17,467 2 42, 193 5 25,200 9 17,975 14 13,124 Washington . ! 1 42,400 1 7 18,491 9 38,821 20 28, 750 31 16, 713 40 14, .541 Oregon . . . . ! 3 1 21,017 1 11 21,245 15 20.918 16 24. 250 24 17,2-31 31 14, 107 California . . ! 47 1 14.809 1 80 12.7.50 104 11,617 1.35 io;:3il 212 7,005 297 1 5,267 776 EDUCATION REPORT, 1903. Table 1:3. — Growth of x)nhtic, society, and school lilwaries, 1S75-1903. NUMBER OF VOLUMES PER 100 INHABITANTS. State or Ter¬ ritory. 1875. 1885. 1891. 1896. 1900. 1903. Nninher of volnmes. ^ . XT. a fl ce 17 N umber of volumes. Number of volumes per 100 inhabitants. Number of volumes. Number of volumes i per 100 inhabitants. Number of volumes. 1 Number of vohimes per KRMnhabitants. Niimber of volumes. Number of volumes per 1(R) inhabitants. Number of volumes. Number of volumes I)er KJO inhabitants. 1 O 4 r> 0 7 8 9 10 |ll 13 13 U.S _ 11,487,713 26 19,401,199 35 :25,977,643 41 :33, 0.51, 872 47 44,591,851 59 54,419,002 68 N.A.div _ 0, 714. 7(15 50 10, 722, 466 68 1:3, 7.54,092 79 17,647,723 91 23, 410, .577 111 27,805,980 126 S. A. div - . 1, 770, 090 27 2,7.53,420 34 3, 400, 818 :38 4,015,087 43 5, 303, 237 51 6, 025, 022 55 S. C. div _ .580, 179 8 846, 8:38 t) 1,1:22, .3(56 10 1,:360,4.51 11 1,886,7:31 13 2,. 524, 283 17 N. C. div _ 2.045.791 14 4, 129, 203 20 6,2:59,810 28 8,016, 780 32 11,211,710 43 14,542,460 53 W.div . . 870,938 28 949,272 4:3 1,440, .557 48 2,011.8:31 52 2,779,;596 68 3,521,257 80 N. A. div.: 1 i Me _ 211, (Ml 33 .3.53, .549 54 4.3.5, 378 66 542, 666 81 701,982 101 ' 921,853 1.31 N.H _ 190,140 57 328, 606 91 415,9:30 7:3 ; 595,800 152 723,560 176 ; 900,296 213 Vt _ 119, 483 :30 204,;317 62 273, .511 82 a59,213 109 481,5.51 140 566,275 163 Mass _ 2,128, 1?A 129 3,489,159 180 4, 4.52, 771 199 5,4.50,:397 204 6, 633, 285 2:36 7,616,994 256 R.I _ 210,003 81 387. 1.57 127 467, 2:3:3 1.35 5-80. :305 1.52 700, 672 163 851 , 394 187 Conn . . 394, 750 68 603,070 97 885, 4,29 119 1,102,082 1 134 1,-547,667 170 1,8:24,442 191 N.Y _ 1, 980, 445 43 2, 959, 798 54 3,961,848 66 5, 2.51.. 347 80 7,496,-509 103 9, 079, 863 119 N.J _ 262,993 26 4:36, ;581 34 (i41,686 44 i 801, 152 49 1.1.50,774 61 1,464,. 5.51 73 Pa _ 1,210,507 31 1 1,900,2:29 40 :2, 2:20, 306 42 ; 2,964,761 51 3,974,577 63 , 4,580,312 69 S. A.div.: ! Del _ 41,300 31 60, .562 39 68, .5.3:3 41 83,763 47 126, 647 69 133, 7:55 iO Md... . . 360, 634 43 ! 600, .544 61 842, 174 143 ' 985, :330 90 1,175,2.53 99 l.a)3,964 105 D.C _ 750, 288 508 1,197,1(<9 588 1, 493, 0.55 648 . 1,79:3,910 632 2,504,783 899 2,712,693 925 Va. . . 2:30,955 17 307, 2.35 19 340, 5:X) 21 ! 341, 225 20 489, 646 26 532,811 27 W. Va . 32,000 6 80,000 4 34,980 5 ' 46, 137 6 100, 492 10 1.52, 893 15 N.C _ 113, 507 9 14:5,685 10 166, 241 ,10 218,757 13 285, 251 15 374, 778 19 S. C - 107, 079 13 170, 679 16 184, 482 16; 2.32, 418 10; 256,571 19 362, 6.53 26 Ga _ 109, ms 8 219,446 13 2:2:3, 8:33 12 270,041 14 296, 85:5 13 364,196 16 Fla _ 12,500 6 22,100 7' 46, 981 12 43,506 9 67,739 13 87, 279 15 S. C. div.: Ky-... . 184,505 13 2.55, 856 15 314, 7.37 17 318,661 16 425, 7:39 20 582,018 26 Teim _ 125,212 9 180, 614 11 222, 462 13 318,:571 17 392, 221 19 454, 762 22 Ala _ 55,090 5 85, 083 6 96,166 6 117, .3:37 7 196,-521 11 240,591 12 Miss _ 31. 929 3 89, 140 7 127, 314 10 166,870 12 160, 733 lOi 196, 400 12 La . . 120,812 15 i:!!"). 858 13 179,218 16 212,828 18 253,074 181 380,9.84 26 Tex _ 48, 007 4 57, .521 3 86, 603 4 1:31, 22:3 5 246, 881 1 8 420,-517 13 Ark _ 7,024 1 43,500 5 92, mi 8 87, 6(K) 7 181,884 14 189,-529 14 Okla . 5,1.57 4 24, 706i 1 6 50. 282 10 Ind.T _ ' 1,(.)09 4,266 3, 766 2,205 1 4,982' 1 1 9,200 2 N.C. div.: '”'1 Ohio . . 578, 73(5 20 998, 821 29 1,2.58,436 34 1,. 587, 891 41 1 2,0.55,-589; 49 2, 841,401 66 Iiid _ 2IX), 527 11 :371,7;59 18 524, 826 24 6.54, 651 ' 29; 992, 189 39 1,175,945 45 Ill _ 424, 231 15 853,624 25 1,641,129 4:1 1.822, .580 43 2, 472, 710 51 3,170,9:12 62 Mich . . 185, 8.54 475,9:34 25 726, 266 35 975,0:31 42' 1,298,708 54 1,-586,709 63 Wis _ 109, (R)4 14 363, 882 23 447, ‘.RX3 27 6:36, 44:3 32| 987, 729 48 1,2.57,747 .58 Minn . 59, 3:59 10 1.55, 544 14 2‘)9, 763 23 467,397 28 i 691,893 40 940,688 51 Iowa _ 121,500 9 286,9:38 16 431, 695 23 607, 765 :30: 844,371 38 1, 100, 011 47 Mo.... . 242,614 13 380, 521 16 .527,510 20 686, 9.55 23: 9:34,111 30 1,194,247 37 N. Dak _ } 1,900 10,830 Q r 7,880 4 23, 682 48, (>31 15 69,193 19 S. Dak _ 1 4 0 1 20, 586 6 34,863 15! 72,970 18 109, 087 25 Nehr _ 24,204 10 80,718 11 168,2.51 16 226,743 297, 691 28 417, 295 :38 Kans . . . 37, 808 6 150, (>32 11 205,5t:5 14 302, 780 13 515, 118 35 679,205 46 W.div.: 1 Mont . . 1, 2:50 4 12,200 17 21,139 16 69,222 32| 111,919 46 206,210 74 W vo . 3,011 22 10, (XR) 28 19,3C!0 32 23,785 26 43, 248 47 57,315 56 Colo ... . .. 10, 997 12 56,377 2:3 122,067 30 300,990 55 363, 866 67 468, 74] 82 N. Mex _ 4,500 4 13, 470 10 11, 1.54 7 13, 273 3! 27,7.32 14 45, 361 22 Ariz . 2, 000 13 7,456 15 15, (RR) 25 17,472 26: 27, 414 22 31,197 23 Utah _ 9, 253 8 23, 4‘D 14 24, 726 12 49,582 19 68, 807 25 109,210 37 Nev . . 15, (KM) 29 25,977 49 38, 215 84 49,989 111 66,584 157 33,644 82 Idaho . . 1,846 8 7,0a) 13 6,000 7 13, 0:33 10 22,856 14 41,3.35 23 Wash. . 0, 1.59 15 12,4.36 10 41,006 12 76, 646 13 1.36,314 26 233,152 40 Oreg. . 2.5, 292 20 44, 789 19 65. .544 21 90,190 23! 128,997 31 152,225 35 Cal _ 290, 730 42 7:36, 068 72 1,076,406 89 1 1,307,6.59 **1 1,781,858 120 2, 142,867 137 PUBLIC, SOCIETY, AND SCHOOL LIBRAKIES. 777 Table 13. — Growth of public, society, cind school libraries, 1875-1003. NUMBER OF VOLUMES AND PER CENT OP INCREASE. State or Ter¬ ritory. 1875. 1885. 1891. 1896. 1900. 1903. Vol¬ umes. Vol¬ umes. Per cent of increase since 1875. Vol¬ umes. Per cent of increase since 1885. Vol¬ umes. Per cent of increase since 1891. Vol¬ umes. Per cent of increase since 1896. Vol¬ umes. Per cent of increase since 1900. 1 2 3 4 5 6 7 8 9 10 11 12 U. S . 11,487,778 19,401,199 68.9 25,977,643 33.9 33,051,872 27. 2 44, .591, 8.51 34.9 .54, 419, 002 22.0 N.A.diy .... 6,714,765 10, 722,466 59.7 13, 754, 092 28.3 17,647,723 28.3 23, 410,577 :32. 7 :37,805,980 18.8 S.A. div _ 1,776,099 2, 753,420 55.0 3, 410, 818 23.5 4,015,087 18.1 5,303,237 32.1 6,025,0:22 13.6 S.C.div _ 580,179 846,838 46.0 1, 122, :366 3:2.5 1,360,451 21.2 1,886,7:31 38.7 2, ,524, 283 ,33. 8 N.C.div .... 2,045,797 4, 129, 203 101.8 6,259,810 51.6 8,016,780 28.1 11,211,710 ;39.9 14,542,46(1 29.7 "W. div _ 970, 938 949,272 155. 9 1,440,557 51.8 2,011,8:31 39.7 2, 779,596 38.2 3,521,257 26.8 N. A. div.: Me _ 211,644 353,549 67.1 435, 378 23.1 542, 666 24.7 701,982 29.4 921,8.53 'SI. 3 N. H _ 190,146 328,606 72.8 415,930 26.6 595,800 43.3 72:3,580 21.4 OO-0, 296 24.4 Vt _ 119,483 204,317 71.0 273,511 33.9 a59,213 31.3 481,551 34. 1 588, 275 17. 6 Mass _ 2,128,734 3,489, 159 63.9 4, 452, 771 27.6 5,450,397 22.4 6,6:3:3,;l85 21.7 7,616,994 14.8 R.I _ 210,063 387, 1.57 84.3 467,233 20.7 580, 305 24. 700, 672 20.7 8.51,394 ,21.5 Conn _ 394, 750 663,070 68.0 885. 4:29 33.5 1,10.2,082 24. 5 1,547,667 40. 4 1,824, 442 17.9 N.Y. . 1,980, 445 2,9.59,798 49.0 3,981,848 33.9 5,251,:347 32.6 7,496,509 42. 8 9,079,883 21.1 N.J . 262,993 436, 581 66.0 641 , 686 47.0 801,152 24.9 1,1.50, 774 43. 6 1,464, .5.51 27. 3 Pa _ 1,216,507 1,900,229 56.3 2,220,306 16.8 2,964, 761 33. 5 3,974, .577 34.1 4,580,312 1.5.2 S.A. div.: Del. . 41,300 60, .562 46.6 68,533 13.2 83, 763 22. 2 126,647 .51.2 133, 755 5. 6 Md _ 366,634 600, .544 63.8 842,174 40.2 985, :330 17.0 1,175,2-53 19.3 1,303,964 11.0 D.C. . 756,288 1,197,169 58.3 1,493,055 24.7 1,793,910 20.2 2, .504, 783 39.6 :3, 71:2, 633 8.3 Va _ 236,955 307,235 29.7 340,539 10.8 341,225 2 489,646 4:3. .5 532, 811 8.8 W.Va _ 32,000 30,000 «6.3 34,980 16.6 46,137 3L9 100,492 117.8 152, 89,3 ,52.1 N.C _ 113,507 145,685 28.4 166, 241 14.1 218, 757 31. 6 285, 251 30.4 374, 778 :31.4 S.C _ 107, 679 170,679 58.5 184, 482 8.1 2:32,418 26.0 2.56, .571 10.4 362, 653 41.4 Gel _ _ 109, 236 219, 446 100.9 223, 833 2.0 270, 041 20.6 296, 855 9.8 384. 198 22.7 Fla _ 12,500 22,100 76.8 46,981 112.6 43, 506 a 7. 4 67, 739 55. 7 8?; 279 28.9 S.C.div.: Ky - 184, .505 255, 856 38.7 314,737 23.0 318,661 1.3 425, 729 .33.0 .582, 018 36.7 Tenn . 125, 212 180,614 44.3 222, 462 23.2 318,571 4:3.2 392,221 2:3.1 454, 762 16.0 Ala . 55,090 ^,033 54.4 96, 166 13.0 117.337 2,2.0 196, .521 67.5 240,591 22.4 Miss _ 31,929 89,140 179.2 127, 314 42.8 166, 870 31.1 160, 7a3 a:3.7 196,400 22.2 La _ 126,812 130,858 3.2 179,218 37.0 212, 828 13.8 253,074 18.9 380,984 50.5 Tex . . 48,607 57,521 18.3 86,603 50.6 131,2,22 51.5 248,881 88.1 420,517 70.3 Ark . . 7,024 43,500 519.3 92,100 111.7 87, 600 «4.9 181,884 107. 6 189,5:29 4.2 Okla _ 5, 157 24, 706' 379.1 50, 282 103. 5 Ind. T _ 1,000 4, 266 326. 6 3,766 a 11. 7 2, 205 nii's 4,982; 125.9 9,200 84.7 N.C.div.: Ohio _ 578, 736 998,821 72.6 1,258,436 26.0 1,587,891 26.2 2,055,589 29.5 2,841,401 38.2 Ind . 200,527 371,759 85. 4 524,826 41.2 6.54, 851 24.7 892, 189 51. 6 1,175,945 18.5 Ill . . 4:24,231 853,624 101.2 1,641,129 92.3 1,822,580 11.1 2,472,710 35. 7 3,170,9:32 28.2 Mich . _ 185.854 475,9341 156. 1 726,266 52.6 975,031 34.3 1,:»8,708 m.2 1,.586, 709 22.2 Wis . 169,004 363,8821 115. 3 447,903 23.1 626,442 39.9 987,729 .57. 7 1, 257, 747 27.3 Minn . 59, 359 155,5441162.0 299,763 92.7 467,397 55. 9 691,893 48.0 940,688 36.0 Iowa _ 121, 500 286, 938 1:36. 2 431,695 50. 5 607,765 40. 8 844,371 :38. 9 1,100,011 :30.3 Mo . 242,614 380,521 56.8 527,510 38.6 686, 955 :30. 2 934, 111 ,36. 0 1,194,247 27. 9 N.Dak.... 1 1, 900 10 830 470. 0 / 7,880 / 23,682 200.5 48,6:31 105. 4 69,193 42.3 S.Dak . 1 20,586 jlOfC, 0 1 34,863 69.4 72,970 109. 3 109,087 49.5 Nehr . 24,264 80,718 2:32. 7 168,251 108.4 226,743 34.8 297,691 :3i. 3 417,295 40.2 Kans . 37,808 150,632 298. 4 205,565 36. 5 302, 780 47.3 515,118 70.1 679, 205 31.9 W. div.: Mont . . 1,250 12,200 876.0 21,139 73.3 69,222 227.5 111,919 61.7 206,210 84. ,3 Wyo . 3,011 10,000 232.1 19,300 93.0 23,785 23.2 43,249 81.8 .57,315 :32. 5 Colo . 10,997 56,377 412.7 122,067 116.5 300,990 146.6 363,866 20.9 468, 741 28.8 N.Mex _ 4,600 13,470 199.3 11,154 a 17.1 13,273 19. 0 27,732 108.9 45, 361 6:3.6 Ariz- . 2,600 7, 4.56 186.8 15,000 101.2 17,472 16.5 27,414 ,56. 9 31,197 13.8 Utah . 9,253 23, 499 154.0 24,726 5.2 49,582 100.5 68,807 38.8 109,210 1 ,58.7 Nev. _ 1.5,000 25,977 7:3.2 38,215 47.1 49,989 30.8 66, .584 3:3.2 35,644 n46.5 Idaho . 1,846 7,000 279.2 6,000 rti4.3 13,023 117.1 22,8.56 75.5 41,a35 80. 9 Wash .. .. 6,459 12,436 92.5 41,006 229. 7 76,646 86.9 136,314 77.9 2.33, 1.52 71.0 Oreg . 25,292 44,789 77.1 65,544 46.3 90, 190 37.6 128,997 4:3.0 1.52, 225 18.0 Cal . . 290,730 736,068 153.2 1,076,406 46.2 1,307,6.59 21.5 1,781,8.58 ,30. 3 2,142,867 20.3 n Decrease. 778 EDUCATIOX REPOET, 1903. Table 14. — Growth of public, society, and school libraries, 1875-1903. THE TWENTY-EIGHT YEARS DIVIDED INTO THREE PERIODS. State or Territory. United States. . North Atlantic division _ South Atlantic division _ Soul h 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 . . . \Vest Virginia _ _ North Carolina _ South Carolina _ Georgia _ r'lorida _ 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 . . Wyeming _ _ _ Colorado _ New Mexico . . Arizona . . . Utah _ _ Nevada _ Idaho _ _ _ Washington _ Oregon _ _ California _ _ _ 1875. 1885. 1896. 1903. Per Per Per cent in¬ cent in¬ cent in¬ Volumes. Volumes. crease Volumes. crease Volumes. crease since since since 1875. 1885. 1896. 11,487,778 19,401,199 68.89 33,0451,872 70. 36 54,419,002 64.65 6,714, 765 10,722,466 59. 68 17.647,723 64. .59 27,805,980 57.56 1,776,099 2, 753, 420 55. 03 4,01.5.087 45. 82 6,02.5.022 i .50.06 .580, 179 846,838 45. 9f) 1,360.451 60. 65 2, .524. 283 1 85. .55 2,045,797 4,129,203 101. 84 8, 016; 780 94. 15 14, .542, 460 ! 81.40 370,9;i8 949,272 1.55. 91 2,011,831 111.9:3 3, .521, 257 i 75. 03 211,644 a53..549 67. 05 542, 663 53. 49 1 921,8^3 69.69 190,146 328,606 72. 82 595,800 81.31 900, 296 51.11 119,483 204,. 317 71.00 3.59,213 75. 81 566, 275 ,57. C>4 2,128,734 .3,489. 1.59 63. 89 5,4.50.397 .56.21 7,616.994 39.75 210,063 387,157 84. .34 580, 305 49. 89 851,394 46. 71 394,7.50 663,070 67. 97 1.102,082 66. 21 1,824.442 65. 55 1,980,445 2,959.798 48.99 5,251,;347 77.42 9,079, 863 72. 91 262. 993 4.36,581 66. 00 801,1.52 83. .51 1,464,551 82.81 1,216,507 1,900,229 56.29 2,964,761 56.02 4,580, 312 54.49 41,300 60, .562 46.64 83,703 38. .31 ia3,755 50. 69 366,634 C0),544 63. 80 985.3:30 64.07 1,:30:3,964 .32. 34 759, 288 1,197.169 58.29 1,793; 910 49. 85 2,712,69.3 51.22 236. 955 307,235 29.66 341,225 11.06 .532, 811 56. 15 ! 32; 000 80,000 a 6. 25 46, 1.37 ,53. 79 152.893 231. :39 i 113.507 145,685 28. .35 218,757 .50. 16 .374. 778 71.32 1 107,679 170,679 .58. .51 2:32,418 36. 17 362, 65.3 .56. 03 1 109,238 219. 446 100. 89 270,041 2:3.10 364.196 34. 87 12,500 22,100 76.80 43, 506 96. 90 87, 279 100.61 l8l,.505 2.55,8.56 38.67 318,fi61 24.55 ,582,018 82.64 i 125,212 180,614 44. 25 ;318,571 76. 39 4.54, 762 42. 75 ! 55,090 85,083 54.44 117, :337 37. 91 240,591 105.04 1 .31,929 89,140 179. 18 164), 870 87. 20 196,400 17.70 ! 1.26,812 130,8.58 3. 19 212,828 62. r>4 380, 984 79.01 1 48,607 .57. 621 18. 34 131.. 222 128. 1:3 420,517 46 ' 7,024 43, .500 519. 31 87,600 101. 38 189,529 116.36 1 1,000 4, 266 3:26. 60 f 5, 157 \ 2, 205 }«.5r f 50, 282 \ 9, 200 875.02 317.23 578, 7,36 998, 821 72. .59 1,. 587, 891 .58. 98 2, 841, 401 78.96 200, .527 371, 7.59 85. 39 6.54,651 76. 09 1,175,945 79. 6:3 424,231 8.53,624 101.22 1.822, .580 113. 51 3, 170, 932 73.98 185,8.54 475,9.34 156.03 '97.5,0:31 104. 87 1, 586. 709 62.73 169, OC14 363, 882 115. 31 626, 442 72. 15 1,2.57,747 100. 77 .59,359 155, .544 162.04 467,:397 200. 49 940. 688 101.26 121.500 ;286,938 136. 16 607. 765 111.81 1,1(X),011 80.99 242,614 380, .521 56. 84 686,9.55 80. .53 1,194,247 7:3.84 } 1,900 10, 830 470. 00 / 23.682 \ :34.86:3 J44O.58 / 69, 19.3 1 109,087 192. 18 212.90 24,264 80,718 2.32. 67 226,743 180. 91 417. 295 84.04 37,808 1.50,632 298. 41 302, 780 101. 01 679, ,205 124. 32 1, 2.50 12, 290 876. 00 69.222 467. 39 206, 2] 0 197.90 3,011 10,(0) 232. 12 2:3; 785 1:37. 85 .57, 315 140. 97 10.997 .56,377 412.66 800,990 4:3:3. 89 468, 741 55. 73 4,; 5(X> 13,470 199. 33 13,273 a 1.43 45,361 241. 75 2, COO 7, 4.56 186. 77 17,472 134. as 31,197 78.55 9, 253 23,499 153. 96 49, 582 111.00 109,210 120.26 15.(0) 25,977 73. 18 49,989 92.44 .35,644 0 28.70 1,846 7,000 279. 20 13.023 86. 04 41, :3a5 217.40 6, 459 12,436 92. 54 76,646 516. 32 2:33, 1.52 204. 19 2^5, 292 44, 789 77.09 90,190 101.37 1.52, :225 68. 78 290, 7:30 736, 068 1.53. 18 1,307,659 77. 65 2. 142, 867 63. 87 n Decrease. 780 EDUCATION REPOET, 1903 PiibUc, sociefi/, and school libraries in the [Column o: Building — 0, owned; R, rented; F, furnished free. 6: Supported by — T, taxation; R, reference; 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 28 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 Location. Name of library. Founded. Class. Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 o ! 3 4 5 6 ! ' 8 9 ALABAMA. 1 i 1 Abbeville . Southeastern Alabama Agri- 1 Sch... F. T. F. B. 1, 503 cultural School.* Anniston . Anniston Female College .... Col . . . F. C. Fr. B. 1,500 Sch _ F. c. Fr. B. 1, 000 . do . St. Michael and All Angels’ 1894 Gen .. F. c. i B. 2,700 Library. 1 Athens Female Institute . Col ... F. c. ! Fr. B. 1,000 Auburn . Alabama Polytechnic Inst ... 1872 1 Col . . . 0. c. S.Fr. B. 17, 427 1890 ! Gen . . F. T.C. 'S.Fr. B. 10, 000 ' Sch . . . F. i c. ! S. B. 1, 500' . do . AVashington Library . 1900 Gen .. F. 1 T.C. S. Fr. B. 1,500 Sch . . F. 1 c. i Fr. i R. 1, 200 Brewton Collegiate Institute. ' Sch . . . F. T. 1 Fr. 2,500 Crews Depot . Trideka and ""Golden Rule : 1894 Gen .. 0. ! c. i R. ! 1, 500 libraries. I 1 Polytechnic College . ' 1894 Sch . . . F. i c. I Fr. 1 B. 1,100 Deinopolis . Alarengo Female instiiute * . . Sch . . . F. C. ! S. 1 B. i 1,800 Howard College* . 'i841 1 Col . . . : F. c. i Fr. ' B. 1 1, 500 Florence . Southern Library Association . 1885 Gen .. : F. c. 1 Fr. I c. 1,800 ' . do . State Normal College . 1896 ! Sch... F. c. S. B. 2, 500 Fort I’a.Yne North AlaVjama College . ' Sch . . . F. c. 1 Fr. 1 B- 1,500 Greensboro . Southern University . 1856 I Col ... F. c. IS.Fr. 1 R. 8, 000 ITiintsville Gari'isonia Library * . 1870 i Gen . 0. c. 1 S. 1 B. 1, 200 .Tackson ville State Normal School . 1883 Sch... F. T. ! Fr. B I 2, 000 Marion . Judson Institute . 18-10 Sch... F. c. Fr. b! t 3, 600 Alarion Alilitary Institute _ _ 1887 Sch... F. c. 1 Fr R. 5,000 Mobile . Mobile Library . 1874 Gen .. 1 R. c. 1 S Fr B. 15, 000 . do . A’'i.'itaiion Academy . 1833 Sell . . . : F. c. 1 R. 4,000 . do . Y. M. C. A. Public Library... 1899 y. M . . , F. c. Fr. R. 9,000 i Vroutevallo Alabama Girl’s Indus. School Sell i F. c. 1 ! R. 2,000 i Montgomery . Carnegie Library . 1898 Gen . . R. ! C. S.Fr. b. 2, ,500 ‘ . do . . Department of Archives and 1901 State . F. T. F. B. i 2, 500 History of the State of Ala. i t 1 ' . do . Girl’s High School . Sch...' F. T. Fr. b. 1,200 . do . St. Mary’s Loretto Academy *. 1873 Sch . . . ! F. F. S. B. 1,000 do State Board of Health* 1880 State .j F. i T. F. R. 3, 000 ' . do . State and Supreme Court Lib. 1828 State . F. ' T. F- R. 33, 433 1 Normal . Agricultural and Mech. Col.. 1874 Sch ... py j T.C F. B. 2, 000 Oxford . Graded School . Sch...| f! T. 1 Fr. B. 1,000 St. Bernard . St. Bernard College . 1892 Col ... ! F. C. ! Fr. R. 4,000 Selma . Alabama Baptist Col. Uniy *. . 1878 Col . . . : F. C. ! R. 1,200 . do . Dallas i'eademy School . 1884 Sell ... F. c. Fr. B. 1,500 . do . Library Association . 1895 Gen .. R. c. S.Fr. B. 1,600 Snow Hill Snow Hill Nor. and Ind. Inst . . Sell . . . i F. c. Fr. [ B. 2, 590 Spring Hill . Spring Hill College . 1830 Col . . . i F. c. Fr. i R. 15, 000 . do . Student’s Library* . 1854 C.Soc. 0. c. s. 1 R. 4.500 Talladega . Alabama School for the Blimi 1 18S8 Asy. . . F. T. Fr. 11. 2, .500 . do . Talladega College . 1867 Sch . . . F. C. Fr. ! B. 7,000 Trinity Station. . . . Liles University School . Sell . . . F. C. Fr. B. 1, 000 Troy . State Normal College . 1 1895 Sch . . . f! C. S. B. 2, 697 Tuscaloc'sa . Ala. In. Hos. (Pierson Lib.)... Asv. . . F. T. Fr. 1 C. 1,100 . do _ Stillman Institute . 1876 Theo . F. c. Fr. R. 3, 000 . do . A’’erner’s Institute* . Sch... F. c. Fr. i B. 5, 000 Tuskegee . Alal)ama Conference Female ! Col ... F. c. Fr. R. 5, 000 College.* . do . Currer Bell and Ad Astra 1884 C.Soc. F. c. S. R. 1,000 societies.* 1 Tuskegee (insti¬ Tuskegee Institute (Carnegie Sch . . . 0. c. F. ! B. 8,035 tute station). Library!. Tuskegee . Tuskegee Normal and Indus¬ Sch... F. c. Fr. B. 3,000 trial Institute. Union Springs .... Public Library . . 1896 Gen .. R. c. S.Fr. B. 1,000 University . University of Alabama . 1 1831 Col ... 0. T. Fr. R. 15, 000 . do . Law department . ' Law . . F. T. Fr. R, 1,500 VCalnut Grove .... Baptist Institute* . ' Sch... F. C. S. B. 1,000 AVetumpka . AA’etumpka Academy I’ublic j 1890 Sch . . . 0. T. F. B. 2,496 Library.* 1 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBKARIES, 781 United States of 1,000 volumes and over in 1903. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating- B, both.] * Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 86 87 38 39 • 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 IS It 15 16 17 IS 19 • 300 2, 000 2,000 1,110 800 4,6C0 18, 500 $1, 500 $2, 300 1,387 Wm. O.Scroggs... $500 Daisy Wendell . 600 200 4,900 213 G. S. Lewis . 500 500 100 .1. M. Walton jr 100 Florence K. Felter . 300 500 o o ^ o 50 60 250 Mrs. H. B. Lee (pro tern. ) . M. C. Wilson . 50, 350 Maria Hosmer.. 100 Fva, Haines 600 2,500 Bessie Cropper. 1 Addie C. Moses Sr. M. Louise F. Loftus .. 700 260 ... . • Laura M. Elmore . 2, GOO 2, 500 2, 500 Thomas T\f. Owmi 1 59 50 25 2.500 1.500 1 J. M. Riggs . 20 500 150 350 V. L. Washington . o o o o 500 P. Benedict . 25 2,500 5, 525 210| 585 Minna McCoIl Atkins . . . 5,000 3,000 200 1,000 200 1 100 44 150 James De Potter, S. J _ 1,800 75 17, 500 50 50 J. M. P. Metcalf . 2,209 407 240 Julia Bowles . 1,000 iso 200 S. P. Verner . 100 40 85 20, 000 John J. Wheeler . 1 131 600 Afiss AT. Norman . 10, 000 1-* 00 $000 Airs. A. Gorgas . GOO 100 25 17 107 1,000 782 EDUCATION KEPOET, 19/)3, Puhlic, society, and school libraries in the United [('olumn o: Building — O, owned; It, rented; F, furnished free. G: Supported by— T, taxation; K, reference; Location. i Name of libra r3'. Founded. | -.-1 IT. it: « Supported bj" — U-h g M s 71 0 (-i Si ' ^ i, and school libraries in the United [('oluuin 5; Building— 0, owned; R, rented; F, furnished free. 6: Supported by— T, Taxation; E, reference; Location. Name of library. Founded. d 6 Building — j 1 o Sr m Free, .sulwcrip- tioif, or free for reference. Circulating, ref¬ erence, both. Volume.s. 1 O 3 4 5 G ! 7 8 i 9 1 CALIFORNIA— con. 301 San Francisco .... Public School Teachers’ Lib . 1854 Sch... F. C. F. B. 3,200 302 . do . Sacred Heart Academy* . 1887 Sch . . . i F. C. Fr. R. 3, 000 303 . do . Sacred Heart College . 1873 Sch... F. c. Fr. R. 3, 075 304 . do . Sacred Heart Present’n Cony. 1870 Sch . . . F. c. Fr. B. 6, 015 305 . do . St. Brigid’s School . Sch _ F. c. S. C. 1,000 30(3 . do . St. Ignatius College . 1856 Col ... 0. c. Fr. B. 44, 441 307 . do . St. Vincent’s School . 1854 Sch . . . F. c. Fr. C. 3,000 30S Med . . R. c. Fr. B. 1,500 309 . do . San Francisco Law Library.. 1869 Law .. F. T.C. S. B. 42, 316 310 . do . San Francisco Microscop. Sbc. 1872 Sci ... ! R. c. S. R. 2, 500 311 . do . Society of California Pioneers. 1880 Soc . . . ‘ F. i c. Fr. B. 3,000 3T^ 1899 Sch . . . R. i T. S..Fr. B. 5, 661 313 . do . Supreme Court . 1868 Law . . R. ! T. Fr. B. 18, 000 314 do 1879 Gen R c F. R. •^0, 000 315 . do . Theo.sophical Soc., San Fran.* Sci ... ' R. C. F. B. 2,000 316 . do . Uniyersity Club . 1891 Soc . . . F. 1 C. S. R. 3,500 317 . do . Wells-Fargo Library Assoc.*. . 1890 Soc . . . ‘ F. 1 c. Fr. B. 3, 100 318 . do . West’s (Miss) School . 1875 Sch... 1 F. C. Fr. R. 1,200 319 . do . Young Men’s Cliristian Assoc. 1853 Y.M.. , Y. 1 C. S.,Fr. R. 6, 000 320 San Jose . College of Notre Dame . 1851 Col . . . 1 F. I c. S. B. 7, 550 321 : . do . 1 Free Public Library . 1880 Gen .. 1 0. i T. F. B. 13, 758 322 . do . Hester District School . Sch . . . 1 F. i T. Fr. R. 1,000 323 : . do . i Law Library . 1876 Law .. 1 F. 1 T. S. B. 4,000 324 . do . St. Jo.seph’s Academy . 1886 Theo . 1 F. C. Fr. R. 10, 000 325 ; . do . 1 State Normal School . 1862 Sch . . . ! F. T. Fr. B. 8,085 326 i i . do . ' Uniyersity of the Pacihc . Col . . . ’ F. C. Fr. R. 2,000 327 San Juan . Public Library . 1896 Gen .. i F. C. F. B. 2,024 328 San Lorenzo . Public Schoi)!* . 1852 Sch... F. T. Fr. R. 1,200 329 San Luis Obispo. ..| Free Public Library . 1897 : Gen .. i R. T. F. B. 3,685 330 San Mateo . ' Church Diyinity School of 1893 ' Theo . O. C. Fr. R. 4, 500 the Pacific. i I 331 . do . ' ' Free Public Library . 1899 Gen .. F. ' T. F. B. 6,658 332 . do . Public School . 1860 Sch . . . F. ! T. F. B. 2, 000 333 . do . St. Margaret's School . Sch . . . F. ! c. Fr. B. 1,000 334 . do . St. Matthew’s School . 1866 Sch . . . F. 1 c. Fr. R. 1,000 335 San Quentin . i Prison Library . 1883 Asy... F. ; T. Fr. B. 4,000 336 San Rafael . Dominican College . 1890 Sch... F. i c. Fr. R. 7, 000 337 . do . Free Public Library . 1890 Gen .. F. : T. F. B. 4, 738 3^18 . do . Mt. Tamalpais Military Acad. Sch . . . F. 1 c. Fr. B. 2,000 339 Santa Ana . ; Free Public Library..^ . 1891 Gen .. 0. t T. F. B. 4, 198 3!0 . do . Orange Co. Teach. Ref. Lib . . 1889 Sch . . . F. T. F. B. 3,108 341 . do . Public High School . 1889 Sch . . . F. ! T. Fr. B. 1,867 342 . do . Santir Ana School* . 1888 Sch . . . F. T. F. B. 2,300 343 Santa Barbara _ ; Free Public Library . 1882 Gen .. 0. ; T. F. B. 17, 600 344 . do . Public High School . 18(3 Sch... F. ! T. Fr. B. 4,200 345 . do . Society of Natural History. . . . 1876 ^ Sci ... F. 1 c. S.Fr. R. 5, 000 346 Santa Clara . Notre Dame Academy . 1862 ! Col ... 1 V i C. Fr. B. 1,220 347 . do . 1 I’ublic Library . 1903 1 Gen .. 1 r'. T. F. B. i 1, 300 318 . do . i Santa Clara College . 1851 ' Col... 1 C. F. E. ! 17, 150 319 . do . ^ Reading Room . Col . . . 1 F. 1 C. S.Fr. R. ' 1, 500 350 . do . j Sodality Debating Soc. . . . 1890 i Col . . . I 0. : C. S. B. ! 3,11« 351 i Santa Cruz . City Free Library . 1868 ' Gen .. 1 o. I T. F. B. 1 13, 204 352 . do . I I’ublic High School . ; F. ’ T. Fr. B. i 1,000 353 . do . Public School * . Sch... 1 F. ; T. F. R. 1,250 354 i Santa Maria . Union High School . ' Sch... 1 F. i T. Fr. B. 1,000 355 Santa Monica . Public High School . 1891 i Sch... ; R. 1 T. Fr. R. 1,050 356 . do . Public Library _ •. . 1890 ^ Gen .. ! O. ! T. F. B. 5,544 357 Santa Paula . 1 Grammar School . 1870 ; Sch... F. T. Fr. R. 1,400 358 . do . j Union High School . 1891 ' Sch... F. i T. F. R. 1,200 359 Santa Rosa . Free Public Library . 1884 : Gen .. ! 0. i T. F. B. 13, 018 360 . do . ! Pacific Methodist College*... 1862 Col . . . ' F. i C. F. B. 2,000 361 . do . i Public High School . Sch . . . 1 F. : T. Fr. B. 1,000 362 . do . 1 T^nl)li<‘, School * . 1 . Sch... i F i T. F. B. 2,750 3(i3 . do . ! Rincon School . 1865 Sch... ' F. ! T. F. B. 1,000 364 Santa Ynez . 1 Public High School . Sch... F. 1 Fr. B. 1,000 365 Saratoga . 1 Public S(*hool . 1870 Sch... 1 F. T. Fr. B. 1,000 366 Sausalito . ; District School * . Sch... F. ! T. F. B. 1 1,000 * Statistics of 1900. PUBLIC, SOCIETY, AISTD SCHOOL LIBKAEIES 791 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, fi'ce; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] O Reports from— 6 ft d Pamphlets. Volumes ad( during yea Books issued home use Taxation. Public ap¬ propria¬ tion. Productive funds. Total incom ^ ft ft^ a| Value libr building. Name of librarian. 10 11 12 13 14 15 16 17 18 19 100 30 $288 800 23 Brother Leo, F. S. C . Sister M. Conception _ 40 lb 8, 377 112 J. Landry, S.J . 1 . 125 I . Van H. Hulen, IvI.D . 965 20 $4, 140 11,334 500 1 10, 000 2, 320 1,311 1,702 Stella Huntington . 2,000 Benjamin Edson . 5 • 100 30 Knox Maddox . • 150 19, 142 2,150 10 40 A. A. Macurda . 50 380 Sister M. Bernardine _ 1,217 63, 391 $8, 872 7, 135 $50, 000 Mary Barmby . 50 50 Miss H. G. Garron . C. A. Barchi, S. J . 250 750 750 Ruth Royce . 65 785 147 Eileen Breen . 200 50 50 75 lb Geo. Edgar . 4, 956 561 11, 363 1,416 1,483 Framces M. Milne . James 0. Lincoln . 1 322 8,108 1,000 811 858 C. H. Kirkbride . 500 400 200 200 Geo. tv. Hall . 100 W. A. Brewer . 300 Rev. A. Brahms . . Mother Louis . 114 17, 299 1,502 1,548 S. Lizzie Baker . 154 157 19, 859 425 ....... 1, 558 . 1, 645 16, 000 Jeannette McFadden. . . . 125 177 J. B. Nichols . 150 1, 232 269 100 239 500 38, 000 3, 768 850 3,768 350 12, 000 Mrs. M.C. Rust . 150' 200 Vvilliam A. Wilson . 3,835 20o: 25 Sr. Louise of St. Joseph . . W. A. Beattie . 50 1 . 700 250 420 James M. O’Sullivan, S. J. 45 John C. Grisez, S.J . 1,486 119 149 218 John H. Riordan . 560 45, 946 3,745 3, 930 Minerva H. Waterman . . 100 50 100 100 T). A . Eckert 300 244 22, 384 Elfie A. Mosse . 130 130 400 75 i . .1. C. Owen 558 29, 248 2,150 2, 214 Anna R. K’umli 500 50 1 . 400 . . . . 200 . Efhe Slusser ... 1 . 1 100 50 100 47 47 Frances De Rome . 125 50 ‘ $50 1 • 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 842 343 344 345 316 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 792 EDUCATION KEPORT, 1903, Public, society, and school libraries in the United [Column 5: Building— O, owned; R, rented; F, furnished free. 6: Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. 1 Building— Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 O 3 1 ! ^ 5 6 7 8 9 CALIFORNIA— con. ! 367 1886 i I Gen . . 0. c S Fr B 1,650 368 Soldiers Home .... Pac. Br. Nat. Home for D. V. S. 1890 1 Gar... F. c. Fr. B. 4,465 1893 Sell... F. T. Fr. R 1, 050 370 Soquel . Public School . 1890 Sch... F. T. Fr. R. 1,000 371 South Pasadena... Public Library . 1895 Gen .. R. T. F. B. 2,716 372 Stanford Univ . Leland Stanford Junior Univ . 1891 Col ... 0. C. F. 1 B. 76, 551 373 Law . . F. C. Fr. R. 7,500 374 Stockton . Free Pub. and Hazeiton Lib.. 1880 Gen .. 0. T. F. B. 35, 419 375 . do . Public High School . Sch... F. T. Fr. B. 1,247 376 . do . San Joaquin Co. Law Librarv. 1894 Law . . F. T. F. R. 5, 000 Q77 District School* . Sch . . . F. T. F. R. 1,000 378 Public School * . 1892 Sch . . . F. T. v. R. 1,000 379 1885 Gen .. 0. T. f! B. 3,198 380 .do . Sch . . . F. T. F. R. 1,806 381 Sch . . . F. T. F. B. 1, 260 382 District School * . Sch . . . F. T. S. B, 1,150 383 . do . Union High School . 1897 Sch... F. T. f'. B. 1,000 384 1884 Gen . . R. T. F. B. 4,600 385 Public School . Sch . . . F. T. Fr. B. 1,758 386 . do . St. Vincent’s Convent School. Sch . . . F. C. Fr. B. 1,000 387 VpTitnni . .. Public Librarv . 1872 Gen .. F. T. F. B. 4,000 388 Volta, . District School . Sch... F. T. F. B. 1,400 389 IVaterman . Preston School of Industry. .. 1895 Asv . . . F. C. Fr. B. 1,650 390 Watsonville . District School* . scii . . . F. T. F. R. 1,123 391 . do . Public Librarv . 1896 Gen .. R. T. F. C. 3,449 392 Wheatland . Public School' . 1870 Sch . . . F. T. F. B. 1,000 393 Whittier . State School . Sch . . . F. T. Fr. R. 3,500 394 Wood land Free Librarv* . 1892 Gen F. T. Fr B 5, 000 395 . do . Hofy Rosary Academy . Sch . ! ; F. C. Fr. B. 1,000 396 Woodside ( Portola) Portola District School . Sch . . . F. T. F. B. 1,030 397 Vreka. ... Siskivou County High School Sch F. T. Fr. B. 1, 097 398 Yuba, Citv . Public School . Sell ... F. T. F. B. 1,000 COLORADO. 399 Aspen . City School . 1885 Sch . . . F. T. F. R. 1,500 400 Blackhawk . Public High School . Sch . . . F. T. Fr. B. 1,000 401 Boulder . Free Library . . . ’iss9' Gen .. R. T. F. B. 1,800 402 . do . McKenzie Librarv * . 1890 Sch... F. C. Fr. R. 1,547 403 . do . State I’reparatory School . Sch . . . F. T. Fr. B. 3,000 404 . do . Universityof Colorado (Buck¬ 'is87' Col . . . 0. T. Fr. B. 28, 500 ingham Library). 405 . do . Colorado School of Law.. Law . . F. T. Fr. B. 3,000 406 Canon City . Mount St. Scholastica’s Acad. 1896 Sch . . . F. C. S. B. 1,500 407 . do . Public High School . 1884 Sch... F. T. Fr. B. 1,000 408 . do . Public Library . 1886 Gen .. 0. T. F. B. 4, 000 409 . do . State Peniten'tiary . 1S82 Asv... F. T. Fr. R. 3,200 410 Central Citv . City School . 1875 Sch . . . F. T. Fr. B. 2, 500 411 Colorado Citv . Wood’s Library . 1896 Gen . . R. T. S. Fr. B. 1,596 412 Colorado Springs. . Colorado Col. (Coburn Lib.) . . 188 J Col . . . 0. C. S. Fr. B. 39, 000 413 . do . Public High School . 1900 Sch . . . F. T. D. Fr. B. 4,563 414 . do . Public Librarv . 1885 Gen . . R. T. F. B. 10, 114 415 . do . School for Deaf and Blind ... 1874 Asy... F. T. Fr. B. 3,000 416 Denver . Brown Law Library Assoc . . . 1895 Law .. F. C. Fr. C. 6, 000 417 . do . Cathedral or Diocesan Lib ... 1873 Theo . F. C. Fr. B. 6, 000 418 . do . College of the Sacred Heart.. 1885 Col ... F. c. Fr. R. 6,000 419 . do . Colorado Scientific Society... 1882 Sci.... F. c. Fr. R. 2, 600 420 . do . Denver Univ. Law School _ 1893 Laiv . . F. c. Fr. R. 4,000 421 . do . East Side High School . Sell . . . F. T. Fr. B. 2,900 422 . do . Equitable Life Assurance So¬ 1900 Law . . F. C. Fr. R. 8, 000 ciety’s Law Library. 423 . do . Erne.s't and Cramner Law 1890 Laiv . . 0. C. Fr. R. 12, 000 Library. 424 . do . Manual Training High School . 1894 Sch... F. T. F. R. 2,250 425 . do . North Side High School . 1884 Sch... F. T. Fr. R. 2, 300 426 . do . Northwestern Library Co _ 1896 Gen .. R. C. S.Fr. C. 12, 500 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES, 793 States of 1,000 volumes and over in 1903 — Coiitiniied. C, corporation; I), donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ pro pria- tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 70 1,204 $131 $3, 000 367 448 32, 400 A. Ct. Wheeler. 368 20 40 369 100 100 Winifred F. Wilson 370 2,417 $1, 283 1, 283 Nellie F. Keith . 371 20, 000 6,506 14, 842 f20, 000 20, 000 150,000 Melvin (1. Dodtre 372 373 5, 330 1,146 56, 842 ^9, 552 9, 752 75, 000 W. F. Clowdsley . 374 375 1, 500 900 376 50 50 377 50 COO 50 50 378 100 72 10, 906 575 805 3,000 Frank A. Ellsworth . 379 200 100 380 100 25 750 50 50 J. J. Zielian . 381 27 400 50 50 382 100 300 207 250 250 Carl H. Nielsen . 383 358 20, 352 1,759 1,759 L. Gertrude Doyle . 384 137 385 1 . 386 F. Vandever . 387 30 Jennie C. Garibaldi . 388 389 50 210 50 109 390 10 15, 390 898 1,253 Belle Jenkins . 391 50 50 600 50 50 W. P. Rich . 392 500 500 525 393 500 7,500 677 682 394 Sr. M. A.gnesia . 395 16 215 M. E. Shine . 396 . i 397 87 150 50 50 Geo. H. Kimball . 398 200 40 J. H. Barker . 399 400 300 16, 845 700 889 Clara H. Savory . 401 113 366 402 403 1,000 3,000 2,500 2,500 60,000 Alfred E. Whitaker . 404 405 200 113 85 406 M. Belle Minor . 407 15, 000 1,300 1,400 20, 000 E. Agnes Woods . 408 200 150 24, 960 409 500 400 3, 000 40 40 F. H. Clark . 410 65 1,600 1,000 1,070 Leona D. Lucas . 411 27, 000 1 , 850 21, 000 1,073 50, 000 IMalcolm G. Wyer . 412 560 612 6,132 500 1,520 Lillian Johnson . 413 2,311 59, 339 2, 950 4, 617 Susan T. Dunbar . 414 200 450 1,600 500 500 $10, 000 L. E. Milligan . 415 1,000 250 Oliver E. Collins . 416 3,000 50 96 96 3,000 417 418 3, 000 350 A. W. Warwick . 419 3,000 500 420 421 380 . i 422 200 C. M. Deardorff . 423 56 1 Mary H. G. Winton . 424 100 250 250 425 500 W. H. Park . 426 794 EDUCATIO:^ EEPOKT, 1903. FiibUc, societij, and school libraries in the United [Column 5: Building— 0, owned; R, rented; F, furnished free. 6: Supported by — T, taxation; R, reference- Location. Name of library. Founded. Class. Building — Supported by — 1 Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 5 6 - 8 9 COLORADO— con. 427 Denver . Public High School (District 1874 Sch . . . F. T. Fr. R. 3, 000 No. 1).* 428 . do . Public High School (District Sch... F. T. Fr. R. 2, 871 No. 2).* 429 . do . Public Libra rv of the Citv of 1886 Gen .. 0. T. F. B. 84,000 Denver. 430 . do . Schleier Law Librarv * . 1897 Law . . F. C. S. B. 7,000 431 . do . State Historical and Natural 1879 Hist . . F. T. Fr. R. 12, 000 Historv Societv of Colorado. 432 . do . State Librarv . 1861 State . F. T. F. R. ! Ifv 500 433 . do . Supreme Court Law Librarv . 1861 Law .. F. T. F. R. 15, 000 434 . do . West Side High School . 1883 Sch . . . F. D. Fr. B. 1 3, 500 43.1 . do . Wolfe Hall . 1867 Sch . . . F. D. Fr. B. ! 2, 000 436 . do . Young Men’s Christian Assoc. 1880 Y. M . . R. C. S. B. 1 1,300 437 . do . Y. M. C. A. Librarv, D. and 1891 Y. M . . R. C. S. B. 1 1, 600 R. G. Railway Department. 1 438 Durango . Ladies’ Librarv Association *. 1890 Gen .. F. C. Fr. B. ! 2, 000 439 Florence . Lib. and Free Reading Room. 1897 Gen .. R. C. S. Fr. B. i 1,000 440 Public High School * . Sch . . . F. T. Fr. B. 1 1,000 441 . do . Public Librarv . 1900 Gen . . 0. T. F. B. 2, 721 442 . do . State Agricultural College _ 1879 Col ... F. T. Fr. B. 19, 000 443 Fruita . School District No. 2 . . Sch . . . F. T. F. C. 1, 050 444 Glen wood Springs. Glenwood High School. . . ! . Sch... F. T. Fr. B. 1, 350 445 Golden . Colorado School of Mines . . . . 1880 Col ... F. T. F. B. j 6, 437 44G . do . Public High School . Sch . . . F. T. Fr. B. 1, 277 447 Grand Junction... Public Library . . . 1 1901 Gen .. 0. T. F. B. 2, 194 448 . do . i Public School . 1893 Sch... F. T. F. B. 2, 300 449 . do . ; Western Colorado .Lcademy 1891 Sci.... R. C. F. R. 3,000 j of Sciences. 450 Greelev . Public Librarv* . 1885 Gen .. F. C. S. B. 3, .500 451 . do' State Normal Seb.nnl Sell F. T. S. Fr. B. 19 ,500 452 Idaho Springs .... Public High School* . j 1891 Sch . . . F. T. F. ’ B. illoo 453 . do . Public Librarv . : 1899 Gen .. F. C. S.Fr. C. 2, 380 454 T.ainut.a Public andUnionHigh School Sch... F. T F. R 1,500 455 . do . Young Folks’ Library . 1888 Gen .. 0. T.i). F. B. 9!517 4.56 Leadville . Public Librarv . Gen . . 0. T. F. B. 2, 400 457 . (Jo . Pnblie Sebool Sch F. T. Fr. B. 1 6 083 4.5S iiOvelnnrl T^ublic High School . i Sch . . . F. T. Fr. TL l’, 000 459 Slontevista . l^ublic High School . Sch . . . F. C. Fr. B. i 1,000 460 . do . i Public Library . 1884 Gen .. ! 0. C. S. Fr. B. 1 2, 485 461 Montro.se . i Public School . Seb . . . F. T. S. B. 1 2,000 462 Ourav . LincolnMemorial PublicLib.* ;'i897’ Gen .. ! F. C. Fr. B. 1 ] , 200 463 . do . ‘ Walsh Public Librarv . : 1901 Gen .. ! F. T. F. B. j 7, 000 464 Pueblo . , Central Block Law Library .. 1892 La vr . . F. C. Fr. R. ' 3, 000 465 . do . ! Central High School, Dist.‘20.l 1898 Sch ... F. T. Fr. R. 1,173 466 . do . Grand Opera Hou.se Law Lib. 1891 Law . . F. C. Fr. B. 2, 4,54 467 .do. Loretto Academy Sch . . . ' F. C. Fr. B I 1, ,500 468 . do . McClelland Ihiblic Library. . . 1891 Gen ..i 0. T. F. B. 17, 060 469 . do . j Public High School, Dist. 1 _ Sch...! F. T. Fr. R. 2, 038 470 ‘ Rockvford . Public School . 'i895' . Sch . . . i F. T. F. R. 1, 000 471 Saguache . Saguache County High Seh . . 1901 Sch...' F. T. C. S.Fr. B. 1 1, 123 472 Salida . Public School Library, Tues¬ 1894 Sch...' F. T. Fr. B. 1 1,500 day Evening Club.* ! 473 Telluride . Puldic High School . Seh . . . ! F. T. Fr. B. I 1,100 474 Trinidad Free I’ublic Librarv . 'i882' Gen . . ’ R. T. F. C. 8, 7.58 475 University I’ark. . . University of Denver . 1864 Col ...^ F. C. S. Fr. B. 12, OCO CONNECTICUT. 476 Abington . Social Librarv . 1793 Soc . . . Ov C. F. C. 1,060 477 j Andover . Public Librarv . 1895 Gen ..' F. T. F. c. 2, 300 478 ! Ansonia . Ansonia Librarv . 1891 Gen .. 0. T. F. B. 9, 054 479 . do . Public High School . 1885 Sch... F. T. Fr. B. 2,000 480 ‘ . do . Young Men’s Christian Assoc. 1883 Y. M.. F. C. S.Fr. B. 1,000 481 Baltic . Academy of the Holv Family. . Sch . . . F. C. Fr. B. 1,000 482 Berlin . Free Library . ' . '. . Gen .. 0. T. F. B. 2,519 483 ; Bethlehem . Free ITiblic Library . 1 1900 1 Gen .. F. T. F. B. i 1, 200 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBEAEIES 795 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating, B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from— Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 700 8^350 5:350 6, 500 7,416 366, 473 34, 302 36, 785 Charles R. Pudlev . 406 $3, 043 3,043 6,602 1,815 1,500 1,500 Mary F. Miller . 1,200 2,000 H. G. Clark . 500 '230 4, 000 300 W. M. Danner . 60 3,418 2, 592 Leroy Burdick . . . 200 150 1, 500 354 426 2, 158 240 547 Frances A. Collar . 1,000 553 15, 970 965 1,288 Elfreda Stebbins . 5, 000 881 900 ** Joseph F. Daniels . 90 46 1,075 1 . Lillian Crosby . 3, GOO 1,215 1,049 Mabel C. Shrum . 409 12, 481 1,200 1,326 $8, 000 Almeda N. Jay . 1,200 100 3, 500 150 175 1 . C.B.Rich . 700 350 12, 179 - 400 505 3,000 1, 761 15, 000 Albert F. Carter . 200 292 500 500 500 800 270 6, 000 600 900 Newman H. Lewis . 2,400 1, 750 2, 410 Zoe D. Guernsey . 793 7,000 500 657 Fred P. Austin . 30 100 100 230 70' 2,086 60 464 M.E. Conant . 20 300 110 1,800 50 12, 000 1,000 1,015 Ara E. Horne . 75 200 166 73 $;2i9, ! 257 1 Weldon Keeling . 1 . 1,780 58, 183 . 6,000 6, 252 70, 000 Joseph W. Chapman - 200 5, 880 158 A. B. Webster . 300 900 430 Allie M. Davis . . 100 50 , 260 1.58 12,878 Thomas Winsor . 2,000 880 3, 000 879 D. E. Phillips . 4 1,000 Joseph Gilbert. . . 60 50 50 100 Mary E. Hyde . 811 36, 771 2,500 3,374 $1,000 57, 000 Anna Hadley 50 50 50 A. D. Call . 1,000 600 186 3,744 100 20 120 741 Emily Brandegee . 12 57, 989 50 55 Alice E. Bird . 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 79G EDUCATION REPORT, 1903, Public, society, and school libraries in the United [Column 5: Building— 0, owned; R, rented; F, furnished free. 6: Supported by— T, taxation; R, reference; Location. Name of library. Founded. Class. Building — 1 S o s m Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 •> 3 4 5 6 7 8 9 COXXECTICTT— con. 481 Bethlehem . Library Association* . 1857 j Gen .. R. C. s. C. 1,600 485 Black Hall . Black Hall School . 1876 Sch . . . 1 F. C. Fr. R. 1,000 486 Branford . James Blackstone Mem. Lib. ! 1893 Gen .. i c. F. B. 15, 161 487 Bridgeport . Bridgeport Training School Sch... F. T. Fr. R. 1, 075 for Teachers. 1 488 . do . Fairfield County LawLibrary . ' 1877 i Law . . F. T. F. R. 10, 000 489 . do . Park Avenue Institute . Sch . . . I F. C. Fr. B. 3, 000 190 . do . Public High School . i 1881 i Sch... : F. D. F. R. 1,796 491 . do . Public Lib. and Read. Room. ’ 1881 : Gen .. ' 0. T. F. B. 40, 037 492 . do . Sea Side Institute . 1887 i Gen .. 1 T. C. Fr. R. 1,000 493 . do . University School . 1892 I Sch... 1 K- C. Fr. R. 2,600 494 Bristol . Free Public Library . ‘ 1892 Gen .. i 0. T. F. B. 10, 987 495 . do . Public High School . 1890 ! Sch... ! F. T. Fr. B. 1 000 496 Brooklyn . Town Library . 1 1890 Gen .. ' F. C. F. B. 2,250 497 Canaan . Douglas Library . I 1821 j Gen .. 0. T. F. B. 5, 000 498 Chester . Public Library . 1 1896 Gen .. ' F. T. F. C. 2,883 499 Clinton . Morgan School* . ! Sch . . . F. C. Fr. B. 2,000 500 Colchester . Library Association . : 1857 1 Gen .. ' R. C. S.Fr. B. 3,000 601 Columbia . Free Library * . 1 1882 I Gen .. ; 0. T.C. F. B. 4,000 502 Cornwall . Library Association . 1 1869 1 Gen .. 1 F. C. S.Fr. B. 3,100 503 Cromwell . ! Beldeii Library Association . . ' 1888 Gen .. ' F. C. Fr. B. 1,350 604 Danbury . Danbury Library . 1 1869 Gen .. ! 0. C. F. B. 15, 616 505 . do. ' . St. Peters Roman Catholic Soc : 1896 Gen .. 0. c. F. B. 15, 000 606 Danielson . Free Public Library . 1852 Gen .. 0. T. F. B. 6,000 507 . do . • Killingly High School . 1872 1 Sch... ! F. D. Fr. R. 1,225 508 Darien . Free Library . ' 1901 ' Gen .. R. C. F. B. 1,600 609 Derby . ! Allis’s Circulating Librarj' . . . ' 1853 Gen .. 0. C. s. c. 5, 000 510 . do . 1 Derby Neck Library . _ ' 1897 Gen .. F. C. F. B. 7,000 511 . do . i Public Library _ ' . 1901 Gen .. : 0. T. F. B. 6,999 512 Durham Center . . . Durham Public Library . 1 1894 ' Gen .. : 0. T. F. B. 2, 850 513 East Hartford . Public Library . ." . ! 1896 i Gen .. 1 F. T. F. B. 4,362 514 . do . Raymond Library . 1883 1 Gen .. t 0. C. S.Fr. B. 2, 685 515 East River . Library Company . 1876 1 Gen .. ! 0. C. S. Fr. B. 1,649 616 East Windsor . Library Association . : 1849 : Gen .. F. c. S.Fr. C. 1,000 517 Ellington . Hall Memorial Library . ! 1897 I Gen .. ! 0- T. F. C. 2,375 518 Essex . Public Library . . 1 ! Gen .. 0. c. Fr. C. 1,460 519 Fairfield . Hook and Ladder Company ! ! Gen .. F. c. Fr. R. 1,000 520 . do . Memorial Library . 1 1876 Gen .. 0. c. F. B. 3, 265 521 Falls Village . David M. Hunt Library . 1891 ! Sch... 0. C. S.Fr. R. 3, 066 622 Farmington . Porter ( Miss) and Dow’s (Mrs. ) 1 Sch... , F. 1 C. F. B. 3, 000 School. * 1 1 523 Village Library . 1890 ‘ Gen .. : F. 1 c. F. B. 4,497 524 Granby . ] Public Library . ! 1887 1 Gen .. F. c. F. C. 1,900 525 Greenwich . Public School . 1 1894 Sch... F. T. Fr. R. 1,250 526 . do . ReadingRoom and Lib. Assoc. ' 1877 Gen .. 0. D. F. B. 7,000 527 Griswold . Coit Library Association *. . . . 1879 Gen .. R. c. F. B. 1,800 528 Groton . Bill Memorial Library . ; 1888 Gen .. 0. c. F. B. 4,283 529 Guilford . Circulating Library . : 1870 Gen .. F. T. ! S.Fr. B. 1,300 530 Hampton . Public Library . : 1896 Gen .. F. T. 1 F. B. 1, 860 531 Hartford . American School for the Deaf. 1817 Asv... F. c. Fr. B. 2, 500 532 . do . Connecticut Hist. Society _ 1825 Hist . . F. C. F. R. 25, 000 533 . do . Good Will Club for Bovs . 1881 Soc ... F. C. Fr. C 1,800 534 . do . Hartford Bar Library Assoc..! 1886 Law .. F. T.C. F. R. 4,000 535 . do . Hartford Ho.spital Med.Lib.*.! 1859 Med . . F. C. F. R. 2,000 536 . do . Hartford Medical Library....! 1875 Med . . , 0. C. S. Fr. R. 1,500 637 . do . Hartford Retreat . *. _ ; 1824 Asy...l F. C. Fr. R. 2, 500 538 . do . Hartford School of Religious 1885 Theo . F. c. Fr. R. 3, 500 Pedagogy. 1 639 Hartford Theological Semi- j 1834 Theo .1 0. c. Fr. C. 81,574 nary (Ca.^e Memorial Lib.). I Sch . . . ! 6’10 . do . IMount St. Joseph Seminary ' F. c. Fr. B. 2,579 541 . do . Public High School . 1847 Sch...i F. T. Fr. R. 6, 000 W2 . do . . Public Library . i 1892 Gen ..1 F. T.C. F. B. 79, 000 543 . do . State Board of Education* .. 1866 Sch...| F. T. F. R. 2, 500 644 . do . State Library . 1854 State .! F. T. F. B. 40, 000 645 . do . ! Trinity College . * 1824 Col ...; F. C. F. B. 46, 660 ♦Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBKAEIES, 797 Stites of 1,000 volumes and over in 1903 — Continued. C, corDoration; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Volumes added during year. U o Receipts from — ' 'd § § Pamphlets. Books issued home use Taxation. Public ap¬ pro p ria- tion. Productive funds. Total incom a ^ Value librj building. Name of librarian. 10 11 12 13 14 15 16 17 18 19 50 1 Chas. G. Bartlett . 1,839 42, 505 Sia S.5nA84 ‘^77 $294, 300 Henrv M. Whitney . . 225 $1,600 1,600 Charles S. Evans . 2,385 99 53 1,897 50 145, 226 $14,000 . . 14, 000 $150, 000 Agnes Hills . Cornelia B. V/heeler _ 1,500 100 Vincent C. Peck . '359 885 33, 657 3, 000 3,737 4,197 10, 000 Chas. L. Wooding . 5, 103 100 128 235 3,200 2,270 Lillian Luce . 200 4,800 4, 442 100 100 78 280 Mrs. S. J. Hamm . 187 200 227 Mary E. Denison . 1 . 90 4,690 2, 300 900 1, 582 2,040 1.500 2.500 Abbv G. Willard . 300 85 175 800^ 400 110 119 152 Mary J. Whitney . Sarah M. Savage . 100 460 ‘ 83 124 44, 200 8,000 150 4,818 30, 000 Mrs. C. H. Sanford . 5,000 1,000 155 50, 000 15, 000 H. I. Lvnch . 20,447 984 400 80 1,494 2, 000 8,000 Emma C. Hammond _ 12 150 150 901 3, 160 200 333 1 . Lucretia B. Cullen . . 1 Geo. C. Allis _ * . 1,200 3,208 300 7,000 31, 701 25 275 1 . Mrs. Wm. Roome . 200 2, 000 100 159 2,277 Grace A. Child . 5,600 16, 348 70 100 115 . 6, 000 Gertrude L. Hart . 547 650 650 . Jessie W. Hayden . 15 50 529 630 11, 500j I 9, 000 1,500 . do . 687 350 390 Caroline F. Tjp.ete . 15 Mrs. S. T. Bissell . 206 4, 125 Elizabeth L. Kibbe . 100 2,566 Frank R. Gall all er _ 650 26, 500 Emma. F. Wakeman . 250 1,000 1,574 20, 000 C. Belle Maltbie . i 350 153 20, 000 121 532 2, 970 1 Lillian E. Root . 49 2,200 107 1 . Eva Green . . 1 394i 19, 562 . 25, 000: 3, 000 Mary M. Miller . . 100, 200 5, 900j 510 783 ii,ooo' A.M. Clarke . 1;;:; . Annette A. Fowler . 50 50 25 50 75 .. . Wm. H. Woodwell . . 1 12, 5C0 . 1 560 1,000 882 3,067 31, 201 Albert C. Bates . 600 Harriet ISI. Bundy . 3,000 600 1, 600 J. W. Wolven . 40 75 Walter R. Steiner, M. D . . Henry P. Stearns, M. D . . 200 350 5,000 25 45, 065 2, 330 . 5, 139 3, 575 100, 000 Charles S. Tha5’er . 200 1 . 6,121 211, 135 1 11,000 4,242 16, 087 Caroline IVl. Hewin.s .... . 1 31, 170 31, 170 Geo S Godard 29, 097 1,530 . 1 1, 520 1, 639 30, 000^ W. N. Chattin-Carlton, A.M. 1 . 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 520 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 798 EDUCATION EEEOKT, 3903 Public, society, and school libraries in the United [Column 5; Building — O, owned; R,’ rented; F, furnished free. 0: Sui)ported bj'—T, taxation; R, reference; Location. Name of library'. o Class. Building — Supported by — Free, subscriji- tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 3 4 5 G 1 7 1 i 8 9 CONNECTICUT— con. ! 546 Hartford . Watkinson Lib. of Reference. 1858 1 Gen .. F. C. F. R. 58, 700 547 Hebron . Public Library . 1898 Gen .. 0. T. C. F. B. 2,255 548 Ivoryton . . Circulating Library . 1871 Gen .. 0. C. F. B. 1,654 549 Jewett City . Slater Library . 1885 Gen .. 0. D. F. B. 3,699 550 Lakeville . Hotchkiss School . 1892 Sch . . . F. C. F. B. 1,600 551 Lebanon . Buckingham Pastoral Lib.... 1864 Theo . 0. C. Fr. R. 1,600 5.52 . do . Jonathan Trumbull Library. . 1897 Gen .. F. T. F. B. 1,500 553 Ledvard . Bill Library . 1867 Gen .. 0. C. F. C. 3,045 554 Litchheld . Center School . 1896 Sch . . . F. T. Fr. B. 1,050 555 . do . Circulating Library* . 1870 Gen .. R. C. S. C. 3,700 6.56 1868 Gen R. C. s B 1, 090 557 Lvme . Phoebe Griffin Noyes Library. 1898 Gen .. 0. c! F. B. 4,000 558 Manchester . Free Public Library . 1895 Gen .. R. T. F. B. 1,800 5.59 Meriden . Connecticut School for Boj's. . 1870 Asv . . . F. T. Fr. B. 2,034 560 . do . Curtis Memorial Library . 1899 Gen .. 0. T. F. B. 9, 986 561 . do . Public High School . 1885 Sch . . . F. T. Fr. R. 3, 300 562 . do . Young Men’s Christian Assoc. 1866 Y. M.. F. C. S.Fr. B. 7,000 563 Middlelield . Levi E. Coe Lib. Association. . 1893 Gen .. 0. C. F. R. 3,718 564 Middletown . Berkeley Divinity School . . . . 1854 Theo. F. C. R. B. 23, 500 565 . do . Conn. Hospital for Insane.,.. 1870 A.sy . . . F. T.D. Fr. B. 1,200 566 . do . Wesleyan University . 1833 Coi . . . 0. C. S. Fr. B. 63, 000 567 Milford . Taylor Library . 1894 Gen .. 0. T. F. B. 9, 872 568 Moodu.s . Eak Haddam Public Library. 1888 Gen .. R. T. F. B. 5, 190 569 Moosup . Aldrich Free Public Library. 1896 Gen .. 0. C. F. B. 2, 500 570 IMorris . Public Library .* . 1900 Gen .. R. T. F. B. 1,407 571 Mystic . Mystic and Noank Library... 1892 Gen .. 0. C. S.Fr. B. 5, 300 572 . . -do . Mystic Valley English and 1880 Sch . . . F. C. Fr. B. 5, 000 Classical Institute. 573 Naugatuck . Howard Whittemore Memo¬ 1888 Gen .. 0. C. F. B. 8, 153 rial Library. 574 . do . Salem School . Sch . . . F. T. Fr. B. 1,500 575 j New Britain . New Britain Institute . 1 1853 Gen .. 0. T. C. F. B. 24, 780 576 . do . Normal School . 1852 Sch... F. T. Fr. B. 7,989 577 . do . Public High School . Sch . . . F. T. Fr. B. 1, 800 578 New Canaan . Circulating Library . 1885 Gen .. 0. C. F. B. 2, 893 .579 New Haven . American Oriental Societj’ . . . 1842 Soc . . . F. C. Fr. B. 6, 000 580 . do . Free Public Lilirary . 1886 Gen ..; 1 0. T. F. B. 64, 000 581 . do . Hilihouse High School . 1856 Sch...! F. T. Fr. R. 4, 200 .582 . do . Hopkins Grammar School. . . . 1 Sch ... F. C. Fr. R. 1,000 583 . do . Mary E. Ives Inbrary . 1866 Y.M.. F. C. Fr. B. 1,500 584 . do . Nev/ Hayen Colony Hist. Soc. . 1862 Hist .. 0. C. S. R. 7,000 585 . do . State Board of Health . 1878 State . F. T. F. B. 1,200 586 . do . State Normal School . 1893 Sch . . . F. T. Fr. B. 9, 800 587 . do . Yale University . 1701 Col . . . 0. C. Fr. B. 290, 000 588 . do . Classical Club . 1891 Soc ... F. C. Fr. R. 3,650 589 . do . Dwight Hall * . Sch . . . F. C. Fr. R. 1,000 590 . do . Healy Philosophical Lib. . I"”" Col ... F. C. Fr. R. 1, 600 591 . do . Historical Library of For¬ 'iso-y Hist .. F. D. Fr. B. 7, 245 eign jMissions. 592 . do . Law School . 1824 Law . . F. C. Fr. R. 16,000 593 . do . Linonian and Bros. Lib. . . 1753 C. Soc. F. C. Fr. B. 23, 978 594 . do . Lowell Mason ( Ch . Music ) * 1 Soc . . . F. C. Fr. R. 4, 000 595 . do . Observatory Library . 1 Sci. . . . F. C. Fr. R. 4,500 596 . do . Peabody Museum . Sci.... F. C. Fr. R. 4, 500 597 . do . Sheffield Scientific School . 1870 Sci.... F. C. Fr. R. 8, 000 598 . do . Sloane Physical Labora¬ Sci.... F. c. Fr. R. 1,000 tory. 599 . do . Special Libraries . Col . . . F. c. Fr. R. 7, 000 600 . do . Trowbridge Refer e nee 1870 Theo . 0. D. Fr. R. 4,000 Library. 601 . do . ! Young Men’s Christian Asso¬ 1900 Y. M . . F. C. S. B. 2,000 ciation, Railroad Dept. 602 . do . Young Men’s In.stitute . 1826 Gen .. 0. C. S. B. 19, 301 603 Newington . Free I’ublic Library . 1 1895 Gen .. F. T. F. B. 1,765 t;oi New London . New London County Hist. Soc. 1871 Hist .. R. c. S. R. 1,600 605 . do . Public Library . 1882 Gen .. 0. T. F. B. 25, 785 COO . do . Yfilliams Mernorial Institute. Sch... F. c. Fr. B. 1,000 * Statistics of 1900. 799 PUBLIC, SOCIETY, AND SCHOOL LIBRARIES. States of 1,000 volumes and over in 1903 — Continued.. C, corporation; D, donations. 7; F, free; S, subscription; Fr, free for reference. 8: C, circulation; B, botli.J Pamphlets. Volumes added during year. Books issued lor home use. Beceipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of liljrarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 2,046 ' $5, 505 $8, 046 $114, 953 Frank B. Gav . 136 2,843 30 108 800 $1,000 Caroline E. Kellogg . 1,479 46 5,000 Ellen S. Culver . 100 52 7^462 610 10, 000 Mary Y. Brown . 83 1 50 501 1,300 Stephen Smith . 150 ®100 $100 205 Hattie M. Tucker . ! I. Marion Grav . . 5 Margaret Baldwin . 95 3, 340 200 1,000 25 58 103 2, 500 4, 967 600 900 10, oooi 10, 000 . . 1 200 8, 000 500 536 Mrs. G. G. Boynton . 4, 878 34, 636 3,000 3, 000' 63, 000 Corinne A. Deshon . ' 193 450 i Willis J. Proutv . . 80 80| 2, OCO Frank L. Burleigh . 300 3,553 190* L. A. Rockwell . 7,500 809 337 7, 800 100 60 100 1,549 5, 870 2,80^ 4, 836 65, 18? .45, 000 Wm. J. James . 200 180 31,618 1, 100 1, 157 24, 500 W. S. Chase . 530 180 5, 757 400' 700 Nellie E. Chaffee . 50 1 129 6,000 D. H. Grover . 288 2,500 50 50 200 Eloise M. Mason . 3,266 Genevra E. Ricker . 1 50 50 250 Jno. K. Bucklyn . . 1 561 13, 632 Ellen Spencer . 50 73 73 2, 013 128, 561 4,000 4, 992 9,559 120, 000^ 1 77, 000 Anna G. Rockwell . . 1 188 Mary E. Goodrich . 1 103 ! . 414 10, 608 200 100 300 3, 500 Martha Silliman . 4, 000 81 Adrian Van Name . 8,300 317, 847 18, 000 4, 360 22, 360 68, 000 50, 000 Willis K. Stetson . . 40 200 200 Blanche E. Thompson. . . i . ] 1 400 403* 5,000 7, OOOl 1 Ralph 0. Williams . 2, 000 1 170 300 9,000 Sara L. Yv'ard . 100, 000 11, 295 14, 886 33, 407 470, 906 170, 000 Addison Vair Name . 500 230 50 400 1,000 T. D. Seymour . 1 . George E. P)a,y.. . I 1,000 894 955 3,174 22, 300 Philip P. Wells . 571 30, 000 i . Addison Van Name . i . j .210 300 300 5, 500 Frank C. Porter . i 20 2,906 1, 707 1 700 42, 000 300 4, 400 40,000 1 W. A. Borden . 144 125 125 Mine. Ti Blnir 1,000 2,500 3,658 1,296 86, 579 1 . Helen K. Gav . 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 695 596 597 598 599 600 601 602 603 604 606 606 800 EDUCATION EEPOET, 1903 Public, society, and school libraries in the United [Column 5: Building— 0, owned; E, rented; F, furnished free. 6; Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 O 4 5 G 7 8 9 CONNECTICUT — COn. 607 Sch . . . F. C. Fr. R. 2,000 608 . do . Public Library . 1898 Gen .. 0. T. F. B. 5, 228 609 1876 Gen . . 0. T. S. Fr. B. 3,000 610 1889 Gen .. R. C. S. B. 1,000 611 Norfolk Librra’V . 1888 Gen .. 0. c. F. B. 14, 897 612 1892 Gen .. F. c. F. C. 3, 650 613 North Granby . Frederick H. Cossitt Library. 1890 Gen .. 0. c. F. B. 3,962 614 1884 Gen . . F. c. F. B. 2, 840 615 Sch . . . F. c. Fr. B. 2, 500 61 fi 1876 Sch . . . F. c. Fr. R. 2,000 617 . do . Hillside School . Sch . . . F. c. Fr. R. 2,500 618 . do . Public Library . 1896 Gen .. 0. T. F. B. 6,628 619 Circulating Library . Gen .. R. C. S. C. 10, 000 620 . do . Free Academy (Peck Library) 1856 Sell... F. C. Fr. B. 14, 000 621 . do . Otis Library . 1850 Gen .. 0. T. F. B. 29, 198 622 Norwich (E. F. D. Preston Public Library . 1898 Gen .. 0. C. F. B. 1, 000 No. 5). 6^3 1880 Gen .. 0. c. S.Fr. B. 3, 500 624 1883 Gen . . R. c. F. B. 1,000 6'^5 1894 Gen .. F. T. F. C. 2, 520 626 Plymouth . Library Association . 1871 Gen .. R. D. S.Fr. B. 2, 660 627 Pomfret . Pomfret Library . 1882 Gen . . F. C. S.Fr. B. 5, 000 628 . do . Pomfret School . Sch . . . F. C. Fr. B. 3, 000 629 Portland . Buck Library . 1895 Gen . . F. T.D. F. C. 3,325 630 . do . Public High School . Sch . . . F. T. Fr. B. 1,200 631 Putnam . Free Public Library . 1886 Gen . . R. T. F. B. 3, 200 632 Ridgefield . Ridgefield Library ^ . 1871 Gen .. 0. C. S. B. 4,100 633 Rockville . . Public High School . 1 Sch . . . F. T. Fr. R. 1,500 634 . do . Public Library . 1 1896 Gen .. R. T. D. F. C. 7,512 635 Rocky Hill . Library Association . 1794 Gen .. 0. T. S.Fr. B. 1,468 636 Salisljury . Scoville Memorial Library... 1 1891 Gen .. 0. T. D. F. B. 7,500 637 Say Brook . Acton Library . 1854 Gen .. o. C. S.Fr. B. 6,500 638 Scotland . Free Public Library . 1895 Gen .. 1 F. T.D. F. B. 1,500 639 Seymour . Public High School'-' . Sch . . . F. T. F. B. 1,200 640 . do . Public Library . 1 1892 Gen .. F. T. F. B. 3, 500 641 Rhnron Hotchkiss Library . 1 1893 Gen . . o'. C. S.Fr. B. 3,943 642 Shelton . Plumb MemoriarLibrary .... 1 1892 Gen .. 0. T. F. B. 5, 325 543 Simsbury . Free Library . 1874 Gen . . 0. D. F. B. 7, 900 644 . do . Westminster Pleading Room. . 1889 Sch . . . F. C. S. R. 1,500 645 . do . Westminster School . 1888 Sch . . . F. T. Fr. B. 2,000 646 South Coventry . . . Hale Donation Library . 1804 Theo . F. D. F. B. 1,490 647 ...do . Library Association . 1880 Gen .. 0. C. s. C. 2,715 648 In'll T.pwiq Hip'b Sebool Sch F T Fr. B. 1,000 649 . do . I’ublic Library . 1900 Gen .. 0. T. F. B. 3,150 650 South Manchester Free Library . 1870 Gen .. 0. C. F. B. 6, 659 651 . do . Ihiblic School . Sch . . . F. T. Fr. R. 9, 835 652 South Norwalk . . . Pub. Lib., Free Reading Rm . 1891 Gen .. F. T. F. B. 5, 000 653 Rmitliprirt Perpiot T.ibrarv' 1894 Gen . . 0. c. F. B. 25, 960 654 South Windsor. . . . Free Public Library . 1898 Gen .. R. T. F. B. 1,375 655 Stafford Springs... Stafford Library Association. . 1873 Gen .. 0. C. F. B. 2, 850 656 Stamford . Ferguson Library . 1 1882 Gen .. 0. C. S. Fr. B. 12, 500 657 . do . Public High School . 1873 Sch . . . F. T. Fr. B. 1,196 658 Stonington . Free Library . 1887 Gen .. 0. D. F. B. 4, 575 659 Stonington (West¬ Pawcatuck High School (Dis¬ Sch . . . F. T. Fr. B. 2, 200 erly, R. I). trict No. 18). 660 Storrs . Connecticut Agricultural Col. 1883 Col . . . F. T. F. B. 9, 625 661 Stratford . . . Library Association . 1885 Gen .. 0. T. F. B. 9, 464 662 Sutticld . Free Public Library' . 1884 Gen .. 0. T. C. F. B. 12, 014 663 . do . Suftield Academy . Sch . . . F. C. Fr. B. 2,000 664 Talcottville . Talcott Free Library . 1882 Gen .. 0. C. F. B. 1,600 665 Terrvvide . Free Public Library . 1896 Gen .. F. T. F. C. 2,145 666 Thomaston . Public Library . 1880 Gen .. F T. F. B. 3,650 667 Thompsonville . . . Enfield Public Library . 1896 Gen .. F. T. F. B. 3,318 668 . do . Public High School . Sch . . . F. T. Fr. B. 1,800 669 Torrington . . do . Sch... F. T. Fr. B. 3, 500 670 . do . Torrington Library . 1865 Gen .. 0. C. S.Fr. B. 10, 000 * Statistics of 1900. I PUBLIC, SOCIETY, AND SCHOOL LIBEAEIES, 801 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] U *2 Beceipts from — 0) ^ Pamphlets. Volumes adc during yea Books issued home use, Taxation. Public ap¬ propria¬ tion. Productive funds. Total incom p "S a a> 2 Value libr building. Name of librarian. 10 11 12 13 14 15 16 17 18 19 100 $500 1,479 320 400 14, 722 4,352 $500 $915 $22, 899 $16, 000 Elizabeth H. Noble...... 50 ICO Abbie L. Peck . 95 M. B. Dart . 18,371 Philemon W. Johnson... 150 3,600 1 110 250 5, 000 Levi S. Wooster . 259 150 176 2, 700 340 6, 221 200 150 437 3, 000 Clara E. Bradley . 300 500 500 78^ 30, 191 $2, 500 2,500 25, 000 Dotha S. Pinneo . 350 James H. Myers . 850 850 16, 000 80, 92.- 1, 00( Nancy M. Pond . 700 1, 812 85, 811 764 4,500 2, 714 7, 483 15, 000 2,000 2,500 .Jonathan Trumbull . 54 63 Miss Charlie E. Hallett.. 150 905 600 615 12, OOt Lucy P. Scoljfield . 227 7, 173 200 271 Frances E. Bunnell _ _ 15 3, 300 3,000 170 281 3,500 A. S. Beardsley . 125 160 ^ Louise C. Hoppin . 250 12, 044 100 81 276 2, OOC 321 11, 557 7,140 600 632 Emma J. Kinney . 363 384 767 10, OOC 40, 000 Jennie Smith . 31 28, 246 1,500 500 1, 156 1, 726 23, 500 Florence P. Davis . 25 52 1,400 39, 000 Adelaide W. Wright . 260 200 100 1,175 1, 530 2, 165 30, 000 Margery Dow . 65 125 Sarah G. Granniss . 300 50 3,143 25 40 500 Helen M. Ashmead 150 150 251 8,804 4,313 400 530 Minnie B. Cotter . 24 840 1,040 20, 000 I'lora A. Ryan . 556 6,112 1,300 100 2, 500 Helen W. Beard . 5, 000 10, 000 E. J. Mackay . 30 Chfis. T. Crocker . 25 11 50 30 30 11, 000 Nestor Light . 93 1,840 1,211 50 300 Mrs. De Witt Kingebury. Nellie Ha,nimf)nfl . . 40 50 250 14, 071 1,000 100 1, 202 30 10, 000 Lydia S. Sloper . 409 10, 635 M.. I. Easton 344 388 21, 915 13, 046 5,188 8, 650 21, 459 1,441 40 1,579 1,000 Anveline Scott . 2,314 1,500 3,155 500 36, 000 65, 000 Josephine S. Heydrick. . . H. W. Sadd . 150 100 280 250 1,000 1,150 10, 000 S A Tina, Heal rl 544 9,702 Elizabeth Van Hoeven- 41 400 berg. Ella, C. Burdick . 95 10, 902 100 26, 000 Airs. K. Hahn 1,000 393 Eelwina, Whitney . 669 22, 662 800 100 900 25, 000 52, 000 Frances B. Russell . 541 12, 933 1,000 482 1, 522 25, 000 1 ji 1 1 ian M . Sted n i a n 10, 000 153 4, 082 150 163 Gertrude E. Ells . 125 7,014 10, 273 300 100 400 ATartha, E. Potter . 404 700 750 Eflith D Aitkin 10 Nathaniel Love . 59i 29, 791 2, 841 3,336 Louise T, Mason . ED 1903- 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 -51 802 EDUCATION REPORT, 1903, FuhJic, society, and school Vdrraries in the United [Column 5: Building — O, oivned; B, rented; F, furnished free. 6: Supported by — T, taxation; K, reference; Location. Name of library. Founded. ! i Building — Supi)ortcd by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. > O 8 4 5 6 7 8 9 CONNECTICUT — COU. 671 Free Public Library . 1894 Gen . . R. T. F. C. 1,170 672 Unionville . West End Lilirarv Association i 1902 Gen .. R. C. F. B. 1,100 673 ^ 1881 Gen . . 0. T C F. B. 6,734 671 Warehouse Point . Library A.s.sociation . i 1875 Gen .. F. C. s. C. i!ooo 675 i 1865 Gen . . K. D. F. C. 3,800 676 ! 1902 Gen . . F. C. F. B. 3,’ 121 677 Sell . . . F. (\ Fr. R. 4,385 678 . do . . . . ! 1870 Gen .. 0. D. F. B. 59, 676 679 Sell . . . F. T. Fr. B. 1,290 680 . do . Library Association . ' 1865 Gen .. 0. C. F. C. 8, 960 681 i 1897 Gen . . F. T. F. C. 1,935 682 ^\''est Hartford.... Free Library ! . i 1883 Gen .. F. T. F. B. 3, 151 683 G en . . R. T. S. Fr. B. 4, 030 684 . do . Staples High School . 1 1884 Sch . . . F. C. S.Fr. B, 3,060 685 Westville (X e w Public School . ' 1893 Sell . . . F. T. Fr. C. 1, 000 Haven, Conn.). 1 6S6 Wether.sfield . Public Library . 1894 Gen . . F. T. F. B. 3,500 687 . do . State Prison . . i 1827 Asy _ F. T. Fr. B. 4. 300 688 Willimnntic . Dunham Hall . i 1878 Gen . . 0. C. F. C. 5^ 300 689 . do . Public Library . ■ 1853 Gen . . F. T. F. B. 6,000 690 . do . State Normal School . 1889 Sch... F. T. Fr. B. 6, 300 691 . do . M'in’dham High School . Sch . . . F. T. F. R. 1,000 692 Wilton . Wilton Educational Inst . Sell . . . F. C. Fr. B. 1, 500 693 Windsor . Public Library . ! 1889 Gen .. 0. T. F. B. 2, 560 694 Windsor Locks ... J. H. Converse Post, No. 67, 1 1892 Soc . . . 0. C. Fr. C. 2, 400 G. A. P. 695 Winsted . Beardsley Likuarv 1874 Gen 0. T. D. F. B. 10, 300 696 . CIO . Gilbert School . . . 1895 Gen .. F. I). F. B. 5,846 697 . do . Young Men’s Christian Assoc. 1887 Y. M.. F. C. Fr. B. 1,551 698 Woodstock . lAbrarv Association . 1878 ‘ Gen .. : F. C. F. C. 4, 000 DEL-CVAUE. ! ! i 699 Dover . Delav\’are Rtate Librarv^-^ . 1875 State . F. T. F. R. 30, 000 700 . do . Dover Library . .* . i 1885 Gen .. F. T. Fr. B. 3, 000 701 . do . WilmingtonConference Acad. 1 1868 Sch . . . F. T. S. R. 3, 375 702 Milford . Milford Library- . i 1882 Gen R. C. s. B. 1, 450 703 Xeivark . Delaware Colleg'e . 1834 Col F. C. F. B. 13, 500 704 . do . Delta Phi Literary Soc.*. . 1833 C.Soc. 0. T. S. R. 1,000 705 . do . Town Library . 1896 Gen .. R. C. s. B. 1, 420 706 Newcastle . < Library Comnany . 1812 Gen . . 0. C. ! S. Fr. R. 6,200 707 Odessa . . i Corbit Library ..." 1847 Gen i 0. T. I). F. B. 3, 600 708 Wilmington . Brc)wnson Library As.«oc . . 1886 Gen 0. C. ! S. Fr. B. 1,500 709 . do . German Library." . 1872 Soc . . . f: C. ; S.Fr. B. 4,000 710 . do . Historical Society of Del. * . . . 1868 Hist ..i R. F. R. 3, 000 711 . do . Lay- Library Association of ^ 1876 Layy . . F. C. ' S.Fr. R. 5, 000 Ncwcastic County. ^ 1 712 — -.do . Shields’s-Library a'ssoc.* _ 1863 Y.M.. 0. T. S. C. 4, 000 713 . do . Fnited States Courts Library. Law F. T. Fr. R. 2,000 714 . do . ' Wcbb.s’s (Misses) School . Sch..d V. F. c. Fr. B. 1,000 715 . do . 'Wilmington Institute Free i 1788 Gen .. 0. T. F^. B. 49, 710 ! Library. DISTRICT OV CO¬ LUMBIA. ! 716 Washington . Academy of Holy Cross . 1884 Sch . . . F. C. Fr. C. 3, 000 717 . do . Academy of the Sacred Heart Sell . . . F. C. F. R. 1,200 of Mary. 718 . do . Army and Navy Club . 1892 Soc . . . F. C. S. B. 1,129 719 . do . . Bar Association of the D. C. . . 1874 Law . . F. C. S. R. 9,700 720 . do . Bureau of American Repub¬ 1890 Gen .. R. C. Fr. R. 11,000 lics (Columbus Memorial Library). 721 . do . Business Higli School . 1890 Sch... R. T. Fr. B. 1,000 722 . do . Carroll Institute . 1873 Soc . . . F. C. Fr. B. 5,000 723 . do . Catholic Fniy. of America ... 1887 Gen .. F. C. F. R. 70, 000 721 Wash. (Brookl’d) . ! St. Tliomas Aquinas . 1839 Col . . . R. C. Fr. R. 5,500 * Statistics of 1900 PUBLIC, SOCIETY, AND SCHOOL LIBKARIES, 803 Status of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Taxation. ^ 0 CD Public ap- >5' propria- St tion. Productive '7 funds. ' Total income. Permanent en- dowmentfund. Value library building. Name of librarian. 10 11 12 13 14 15 16 1; 18 19 100 1,075 ^520 S35 $70 oiooo 200 949 524 28' 079 967 1900 9 979 $26, 300 Emma, TjPwIs 25 i;831 32 $208 William .1. Brewster 120 120 3, 000 Peter Platt . 4, 295 . 200 Elizabeth B. Baker . 10, 000 2,196 92, 154 11, 357 11, 757 208, 000 60, 000 Helen Sperry . 260 10, 004 1, 100 1,140 23, 500 Na.ucv E. Brnnson . 157 3,740 IGO 109 Caroline E. Moore 135 6, 106 325 60 440 1,000 Elizabeth S. Elmer . 2,380 f 000 254 Carrie S. Bradley . ’ 8 150 4 . do . 50 2C0 8, 709 300 100 50 475 1,250 Mrs. N. A. Roberts . 300 2A06 500 500 Albert (Ta,rviu 200 12 000 J. A. Ford 400 15, 000 708 708 Bell B. Riggleman . 214 6,900 . 1 ■ 300 300 50 60 60 7, 117 300 200 534 2, 500 4, 500 Grace M. Blake . 28, 000 Agnes H. Cook . 530 38, 782 1,425 100 367 2, 034 6, 300 Louise M. Carrington 20o! 400 11,000 800 800 John E. Clarke . T . 1 Erwin K. Smith . 250 1,478 290 100 15, 000 200 i 300 1 300 i 420 6, 763 200 100 175 475 1,000 I. V. Culbreth . 50 400 20 720 G. C. Long . 50 132 500 Edgar Dawson . 500 25 2,500 500 1,000 . 1 1 Bessie Clark 5, 500 R. A. Challenger . 1,000 80 800 30 60 90 1, 150 600 300 50 600 1,800 John X. Mealey . 50 1,000 350 300 Paul Steinke . 4,000 300 900 140 650 David J. Reinhardt . 1,500 500 i 1,200 16, 000 5,000 6, 795 226, 111 7,634 6,033 17, 263 100, 000 125, 000 George F. Bowerman _ 1,000 60 . I 98 Alfred B. Horner . 234 3, 887 .1. I. Rodriguez . 250 13 900 160 160 Rosalie A. PcObinette _ 300 90 1,126 1 Wm. H. Leplev . 5, 000 1,440 Patk. J. Healy(pro tern.). 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 804 EDUCATION REFORT, 1903, Public, society, and school libraries in the United [Column 5; Building— 0, owned; E,, rented; F, furnished free. 6; Supported by— T, taxation; R, reference; Location. Name of library. Founded. Class. Building — Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 - 3 4 o 6 7 8 9 DISTRICT OF CO- LUMBIA— con. 725 Washington . Central High School . 1880 Sch . . . F. T. Fr. B. 6,200 72(; ... .do... . Chew Chase School . Sch . . . F. c. Fr. R 2, GOO 727 . do . Columbia Institution for the Asy . . . F. T. Fr.’ B.’ 4, 550 Deaf and Dumb. 728 . do . Columbian University . 1821 Col ... F. C. Fr. R. 5, 000 729 . do . Law School . Law . . F. C. Fr. R. 4,000 730 . do . Medical Department . ’ioo-y Med .. F. G. Fr. R. 2,000 731 . do . Cosmos Club . 1878 -Soc _ F. C. S. R. 4, 000 732 . do . Daughters of the American 1896 Hist .. R. c. F. R. 1,547 Revolution. 733 . do . Eastern High School . 1892 Sch . . . F. T. Fr. B. 2, 480 734 . do . Eairmont Seminary . 1899 Sch . .. F. C. Fr. R. 2, 000 735 . do . Friends School . 18S3 Sch . . . R. c. Fr. R. 1,427 736 . do . Gallaudet College . 1864 Col ... F. c. Fr. B. 5, 575 737 . do . Georgetown University 1789 Col ... F. c. F. B. 82, 967 (Riggs Memorial Library). 738 . do . Hirst Library and Read- 1901 C.Soc. F. c. S. R. 4,500 ing Room. 739 . do . Law School . 1880 Law . . F. c. Fr. R. 2,000 740 . do . C)bservatory Library . 1850 Sci.... 0. c. Fr. R. 1,110 741 . do . Georgetown Visitation Acad . Sch... F. c. Fr. B. 10, 000 742 . do . Gonzaga College . Col ... F. c. Fr B. 10, 000 743 Washington (St. Government Hospital for the i 1855 Asy... F. T. Fr. B. 2^000 Elizabeth’s). Insane. 744 IVashington . Howard Universitv . 1867 Col . . . F. T.C. Fr. B 23, 461 745 . do . Law Library . 1869 Law . . F. C. Fr. R. 2,500 746 . do . Interstate Commerce Com ... 1898 Govt . R. T. 1 Fr. R. 5, 000 747 . do . I. 0. 0. F. Library . 1860 0. F.. R. C. Fr. R. 5,000 748 . do . King Tbeologiciil Hall . 1891 Theo . F. C. Fr. R. 3,500 749 . do . Library of Congress« . 1800 Govt.. F. T. Fr. R. 863, 675 750 . do . McDonald Ellis Sch. for Girls. Sch... 1 F. C. Fr. R 2 000 751 . do . Masonic Library . 1849 Mas .. C. Fr. C. 3, 862 752 . do . Metropolitan Club . 1882 Soc . . . ! F. C. S. B. 6,000 753 . do . Mount Vernon Seminary . 1881 Sch . . . F. c. Fr. R. 6,000 754 . do . M Street High School . 1890 Sch... ' F. T. Fr. B. 2,370 755 Washington (Mt. National Cathedral School _ Sch . . . 1 F. C. Fr. B. 3, 500 St. Alban). 1 756 Washington . National Col. of Pharmacy . . . 1872 Med . . ! F. C. F. R. 2,500 757 . do . National Univ. Law School .. Law . . i F. C. Fr. R. 2,000 758 . do . Notre Dame Academy . 1873 Sch . . . ! F. c. Fr. B. 5, 000 759 . do . Peabody Lib. (Curtis School)* 1873 Sch . . . i F. c. F. B. 9, 000 760 W a s h i n g t o n Post Library . 1880 Sch . . . i F. T. Fr. B. 6, 000 ( Washi ngton ! Barracks). 761 Wasliington . Pulilic Library . 1898 1 Gen .. ‘ 0. T. F. B. 60,000 762 . do . St. Cecilia's Academy . 1.868 Sch... ! F. C. Fr. R. 1,400 763 . do . St. John’s College . 1870 1 Col ... 1 F. c. Fr. C. 5,000 764 . do . Sui)reme Council 33^^, south¬ 1876 Mas .. 1 0. c. Fr. B. 50, 000 ern jurisdiction. 1 765 . do . Teachers’ Library . 1895 Sch... 1 F. T Fr. E. 10, 000 766 . do . U. S. Bureau of Ethnology ... 1885 Govt.. 1 F. tI F. R. 11,863 767 . do . U. S. Dept, of Agriculture _ 1868 Govt.. F. T. F. R. 80, 000 768 . do . Weather Bureau . 1872 Govt. . F. T. Fr. R. 24, 000 U. S. Dept. Com. and Labor: 769 . do . Bureau of the Census . 1899 Govt.. F. T. F. R. 7,190 770 . do . Bureau of Fisheries . 1871 Govt.. i F. T. F. R. 9,000 771 . do . Bureau of Labor . 1885 Govt.. i F. T. Fr. B. 14, 000 772 . do . Bureau of Statistics . 1866 Govt.. I R. T. Fr. R. 7,000 773 . do . Coast andGeodetieSurvey 1832 Govt.. 1 F. T. Fr R. 19, 493 774 . do . Light-House Board . 1852 Govt.. R. T. Fr. R. 4,590 775 . do . U. S. Department of Interior . 1849 Govt.. F. T. Fr. B. 12, 000 776 . do . Bureau of Education . 1868 Govt.. R. T. Fr. R. 82, 262 777 . do . Gen. Land Oflice, law lib . Govt-.. F. T. Fr. R. 6, 000 778 . do . Geological Survey . 1882 Govt.. F T. Fr. R. 52, 841 779 . do . Scientitic Lib. of Pat. Office 1836 Govt.. 1 F. T. Fr. R. 78, 748 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES, 805 States of 1^000 volumes and over in 1003 — Continued. C, corporation; I), donations. 7: F, free; S, subscription; Fr, free for reference. 8: 0, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Ilec dfits from — Total income. Permanent en¬ dowment fund. A'alue library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 10 17 18 19 51 L. N. Mann . 725 726 727 200 $510 Charles C. Rwi.sher 728 729 2,000 1 000 W. A. Boyd . 730 200 1,000 731 679 50 Mary E. Rosa . 732 700 140 2,150 Dorothea W. Bovd . 733 50 Erma Richardson . 734 735 1,50 Albert C. Gaw . . 736 49, 168 450 Henry J. Shandelle, S. J. 737 $5, 000 738 739 350 J. G. Hagen, S. J . 740 741 742 I. W. Blackburn, M. D... 743 20, 072 907 2,000 Flora L. P. Johnson . 744 200 $450 450 William H. Richards _ 745 7,500 600 1,500 1,500 John B. Lvbrook . 746 Henrietta Werner . 747 500 William V.Tunnell . 748 331, 857 63, 583 38, 290 668, 815 668, 815 Herbert Putnam . 749 750 260 5, 799 270 John N. Birckhead . 751 P. Lee Phillips . 7.52 Anne S. Ames . 753 142 60 600 G. C. Wilkinson . 754 755 500 35 756 100 757 7,58 759 284 677 760 21,003 214, 261 53, 760 53, 760 $375, 000 Weston Flint . 761 762 75 800 763 2,000 2,000 25, 000 Wm. L. Boyden . 764 1 Mina Goetz . 765 8, 000 424 766 4, 000 20, 000 20, 000 Josephine A. Clark . 767 4,500 ’700 500 500 W. F. R. Phillips . 768 10, 334 1 350 Kate B. Wilson . 769 15’ 000 ’ 437 Ebenezer Ellis . 770 7, 000 1, 137 600 1, 000 1,000 Charles E. Morse . 771 5, 000 ’ 300 772 6, 937 1 474 2, 244 773 700 30 774 Mary R. Fuller . 775 114, 602 3, 593 1,730 H. Presnell . 776 ’ 100 200 1,200 S. A. Clarke . 777 80, 000 2,841 2 non 2, 000 F.B. Weeks . 778 . ! . 2,000' . 2,000 H. L. Prince . 779 nThe Library of Congress also contains— Manuscripts, |103, 115 pieces; maps and charts, 69,814 pieces; music, 366, 616 pieces, and prints, 142,337 pieces. 780 781 782 783 784 785 780 787 788 789 790 791 792 793 794 795 790 797 798 799 800 891 802 803 804 805 800 807 808 809 810 811 812 813 814 815 816 817 818 819 820 821 822 823 821 825 820 827 828 829 830 831 832 833 834 EDUCATION REPORT, 1903. Ihihlic, societij, and school libra [Column 5: Building — O, owned; 11, rented; F, furnished free. 0: Support Location. Name of library. FMunded. Class. 1 bi) 1 u c ^5 1 O 3 4 5 6 DISTRICT OF CO- LU.MBIA— con. U. S. Bept. of Justice . Govt. . R. T. . do . U.S. Bept. of State . 1789 'Govt.. F. T. . do . U. S. Govt. Printing Office _ 1898 Govt. . ; F. T. Govt. . 1 F T. . do . U. S. Navv Bept . 1 1882 Govt.. ' F. T. . do . Bur. of Med. and Surg _ ! 1882 Govt.. F. T. . do... 1 Govt.. F. T. . do . Naval Observatory . 1844 Govt.. F. T. . do . U. S. Post-Office Bept . 1802 Govt.. F. T. . do . U. S. Public Bocuments . 1895 Govt. . F. T. . do . U. S. Senate . 1870 Govt.. F. T. Govt. . F. T. . do . National Museum . 1 issi Govt.. F. T. . do . U. S. Soldiers’ Home . 1854 Govt.. 0. T. . do . United States Treasury Bept . Govt. . F. T. . do . Marine-Hospital Bureau. . 1871 Govt.. F. T. . do . Office of the Solicitor of 1830 Govt.. F. T. the Treasury. . do . United States War Bept . 1800 Govt.. F. T. . do . Military information, Biv. 1880 Govt. . R. T. of Adjt. Geid’s Office. do Surg. Gcnl’s Office .. 1807 Govt. . F. T. . do . Visitation Convent . 1850 Sch . . . F. C. . do . Volta Bureau . ! 1890 Sci ... F. C. . ...do. . . Washington College . 1890 Col . . . F. C . do . Washington Kindergarten i 1880 Sch... f: C. Normal Institute. . do . Washington Sch. for Bovs _ Sch... F. c. . do . Western High School . . .' . 1891 Sch . . . F. T. FLORID.4.. Bartow . Bartoiv Library . Gen . . F. c. Be Funiak Springs Be Funiak Library . 1885 Gen .. 0. c. . do . Florida State Normal School . Sell... F, I T. Be Land . J.B. Stetson University (Samp¬ 1887 Col ... 0. C. son Library). Gainesville . East Florida Seminar j' . Sch . . . V’ 1 G. Jack.sonville . Library Association* . 1883 Gen .. r‘. ! C. Jasper . Jasper Normal Institute . 1890 Sch . . . F. C. Kev West . Convent of Jlary Immaculate Sell . . . F. C. Lake City . Florida Agricultural College* 1884 Col ... F. c. . do . University of Florida . 1889 Col ... F. T. Martin . F''essenden Academy . Sch... F. C. Alii fmi Santa llosa Academy . . . . 1 1870 Sch... F T.B. rensacohi . Idiblic High School . Sch... R ! T. St. Augustine . Free Library . 1874 Gen . . 0. 1 B. . do . St. Joseph’s Academy . 1870 Sch . . . F. 1 C. St. Leo St. Leo College . 1890 Col ... F. c. Tallahassee. . .. Florida State College . 1880 Col ... F. T. . do . Sem. West of Suwanee Paver * Col ... F. C. -do - . - State T.iljriirv State . F T . do . State Normal and Ind. Sch... 1891 Sell... F. T. . do . _ Su))reme Court* . 1845 Law' . . F. T. . do . University Lilwary Assoc * . . . 1883 Gen .. R. C. Tampa . Convent of the Holy Names.. 1890 Sch... F. C. . do . Hillsboro County High Sch .. Sch. .. F. T. White S])rings _ Fdorida Normal Training Col.* Sch... F. C. Winter IMrk . Hollins College . 'isso' Col ... f! C. GEORGIA. Abbeville . Georgia Normal College and 1898 Sch... F. C. Business Institute. Amcricus . Library Association . 1878 Gen .. o. c. Athens . 1 Branson Library . 1887 Sch... F. T. * Statistics of 1900. PUBLIC, SOCIETY, AKD SCHOOL LIBEAEIES 807 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F.free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 ,.2 13 14 15 IG 17 IS 19 1, 308 8=3, 500 83, 500 James A. Finch . 780 881 . 2,000 2,000 Andre AV H. Allen . 781 '500 43, 000 P''rank E. Elder . 782 . . ; Jno. J. Boobar . 783 925 Chas. W. Stewart . 784 233 . 785 300 786 4,053 492 2, 150 2, 150| . 1 \Ym. D. Horigaii . 787 '600 300 1,500 L. A. Henley . 788 6, 706 F. A. Crandall . 789 h, 000 A. W. Church . 790 . 1 Cyrus Adler . 791 32, 063 . 1 . . do . 792 489 24, 264 'i Hermann M iller . 793 3,000 10 Helen G. Heiner . 794 i;ooo . 1 795 108 300 i Hiram ifichaels . 796 . 2,000 I 2,550 16, 600 James W. Chenev . 797 10, 000 10, 000 Clara Willard . 798 1 253, 563 10, ooo' 10, 000 799 700' 3,607j Sisters of the Visitation. . 800 4, 000 ! so: . 8100, 000 John Hitz . 801 i . 802 15i . 1 C. R. Noerr . 803 . 804 80 315^ 315 T. R. Rupli . 805 300 232 993 173 S. S. Green . 806 100 55 2,200 65 8800 1 lice FelloAvs . 897 808 1,000 8600 600 20, 000 25, 000 Carolyn Palmer . 809 100 300 250 250 810 1,000 500 525 . 1 811 . 1 1 812 1 i 813 . 1 814 2, 000 1 James M. Farr . 815 1 1 816 275 ■ . 1 1 E. L. McDaniel . 817 . i 818 50j 150 450 3, 000 7,000 819 200 20 50 20 Sisters of St. Joseph . 820 125 . 1 1 Father Benedict, 0. S. B. 821 750 3,000 . 3, 500i 3, 500 S. M. Tucker . 822 500 . 1 , 1 823 . ! i . 1 824 .. . -1 825 1 826 100 130 827 100 60 i 25 828 I 829 830 831 500 500 2,000 100 W. A. Little . . 832 3,777 332 833 347 8,812 lOo! 100 834 83.3 8.it) 837 838 83‘J 8-iO 8tl 812 813 814 815 81G 817 818 819 8.50 851 8-52 8.53 851 855 856 857 858 859 8G0 861 8G2 8G3 8G1 8G5 8GG 867 SdS 8G9 870 871 872 873 871 875 87G 877 878 879 880 881 8.S2 883 881 885 886 887 888 889 890 891 892 893 i EDUCATIOIS" EEPOKT, 1903. Fuhlic, society, and school libraries in the United [Column 5: Building — 0, owned; R, rented; F, furnished free. G: Supported by — T, taxation; R, reference; Location. Name of library. Founded. L Supported by — 7 5 Circulating, ref¬ erence, both. Volumes. 1 <2 i 3 4 A i « 7 8 9 GEORGIA— cont’d. i 1858 Sch . . . F. C. s. B. 2,000 5, 791 . do . Public Pligh School . Sch . . . F. ' T. Fr. B. . do . Universitv of Georgia . 1801 Col . . . 0. T. S.Fr. B. 30, 000 Atlanta . Atlanta Baptist College . 1867 Col ... F. C. Fr. B. 2, 000 . do . Atlanta College of Phvsicians Med . . F. c. Fr. R. 1,000 . do . and Surgeons. Atlanta rniversitv (Graves’ 1 Col . . . F. c. Fr. B. 11, 300 . do . Library). Carnegie Librarv . 1899 Gen .. 0. T. F. B. 23, 674 . do . Georgia College* of Eclectic Med . . F. C. Fr. R. 1,000 . do . Medicine and Surgery * GiiLs’ High School (Mallon 1879 Sch . . . F. C. Fr. B. 6, 441 . do . Library). 1881 Col . . . F. c. c. F. B. 1,500 . do . Spelman Sem. (Quarles Lib.). Sch . . . F. Fr. B. 3, 920 . do . State Librarv . ’i83‘r State . F. T. Fr. R. 30, 000 . do . Washington Seminary . 1880 Sch . . . F. c. Fr. R. 3,000 Augusta . Medical College of Georgia .. 1831 Med .. F. c. Fr. R. 3, 000 . do . . do . Sch... Soc . . . F c. c. Fr. S. R. B. 1,700 >.8, 904 Young Men’s Lib. Assoc. * _ 1818 R. Bowdoin . Bowdoin College . Col . . . F. c. Fr. R. 1,000 Brun.swick . Brunswick Librarv . 1897 Gen . . R. c. S.Fr. B. 1,750 Cave Spring . Georgia School for the Deaf. . Sam’ 1 Benedict I'.Iemorial Lib 1859 Asy.. . F. T. Fr. C. 1,200 Cedn rtown 1896 Sch. . . F. c. Fr. B. 1,000 4, 200 Coluinl)ii.s. Public High School . 1902 Sch... F. D. F. s B. . do . Public Library* . 1880 Gen .. R. T. B. 16, 500 Crawfordville . Stephens High School * . Sch... F. c. Fr. R. 2, 000 Cuthbert . Andrew Female College . 'issi' Col . . . F. C. S.Fr. B. 1,000 d o Bethel IMale College. Sch . . F. C. Fr. R. 1,000 2,526 Dalilonega . North Ga. Agricultural Col... 1871 Sch . . . F. T. S.Fr. B. Decatur . Agnes Scott Institute . 1891 Sch . .. F. C. Fr. B. 1,896 Gainesville . Brenam College* . 1878 Col . . . F. F. C. S. B. 3,500 1,800 Hawkinsville . ' I’ublic School . 1S92 Sch . . . T. F. R. La Grange . 1 La Grange Female College... 1816 Col . . . F. C. s B. 2,300 . do . ' Southern Female College*. .. 1896 Col . . . F. C. Fr. B. 2, 000 Lithonia . H. Parmalee Lib. Company *. . 1890 Gen .. F. C. S. C. 1,000 IMacon . Ballard School . 1880 Sch . . . 0. c. Fr. B. 1,000 3,000 18. 000 . do . Georgia Acad, for the Blind.. Asv... F. T. Fr. B. . do . Mercer Universitv . i8S3 Coi . . . F. C. Fr. B. . do . 1 Ciceronean Society . 1831 C.Soc.l F. C. S. B. 5,350 . do . Phi Delta Societv* . 1830 C. Soc.! F. c. S. R. 4,400 2,970 12, 000 . do . Price Free Librarv . 1899 Gen .. 0. T. F. B. . do . Public Lib. and Hist. Society. 1871 Gen .. 0. T.D. 1 F. B. . do . Saint Stanislaus Society * . 1874 Col . . . F. C. Fr. R. 6,860 . do . Wesleyan Female College. .. . 1837 Col . . . F. G. 1 S. B. 3, 000 Marietta . Clarke Librarv . 1893 Gen .. 0. C. ! S.Fr. B. 4, 852 Milledgevillc . Georgia Normal and Indus¬ 1889 Sch...l F. T. 1 Fr. R. 2, 583 . do . trial College. Mid{lle Georgia Agricultural 1880 Sch... F. c. ! F. B. 2,000 College. * State Sanitarium . 1888 Asy _ rr D. Fr. C. 11,500 29, 708 Oxford . ‘ Emorv College . 1836 Col . . . 0. C. S.Fr. B. Quitman . Brooks County Library Assoc . 1879 Gen . . 0. C. S. Fr. B. 2,000 Rome . Shorter College . 1877 Col ... F. c. s B. 4,000 2, 650 . do . 5hmng Men’s Library A.ssoc.. 1885 Gen .. 0. T. F. 1 B. Savannah . Beach Institute . 1879 Sell . . . F. C. Fr. B. 1,000 . do . Georgia Historical Society ... 1839 Hist .. 0. c. F. B. 24, 000 South Atlanta _ 1 Clark l^nivcrsitv . 1875 Col . . . F. c. Fr. B. 2,000 . do . ' Gammon Theological Sem . . . 1883 Theo . F. c. S. B. 12, 000 Talbotton . 1 T.e Vert Crtllee'e Sch F. c. Fr. R. 1,000 Tliomaston . R. E. Lee Institute . 1900 Sch... F. c. Fr. B. 1,000 Thomasville . Teachers’ Library of Thomas 1897 Sch . . . F. c. F. C. 1,250 . do . * ... County. Tliomasvilie Library and Mu¬ 1876 Gen .. 0. c. Fr. B. 2, 700 Valdosta . seum. 1 Public Librarv . . 1897 Gen . . F. c. S.Fr. R. 1,556 1,250 . do . ! Valdosta Institute . 1888 1 Sch... F. c. Fr. B. Statistic.s of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES 809 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] ^ . O ^ o Keceipts from — q5 Pamphlets. Volumes adc during yet Books issued home use. Taxation. Public ap¬ pro pria- tion. Productive funds. Total incom gc ^ 0) S 9 a ^ Value libr building, Name of librarian. 10 11 12 13 14 15 IG 17 18 19 458 3,534 $1, 467 $10, 000 Sara,h Frierson . 500 800 300 S211 211 Mary E. Lane . 4,826 116, 234 $7, 000 8,270 125, 000 Anne Wallace . 200 220 6,078 i 240 Luie M. Sergeant . 210 300 534 Clara H. Denslow . 1,000 500 3,000 3, 000 $3, 000 C.J.AVellborn . 500 100 225 1 . ... 1, 200 12, .500 62 300 1 . 1 Florence M. Colesberry.. 10 1 500 75^ . 700 . 1,000 50 100 . 1 . 1,500 31 250 3, 322 450 1 . 183 . 500 200 400 400 I Mary D. Sheppard . 200 4G0 400 N. E. Ware . 100 4, 000 210' Miss L. Lanier . 1, 000 200 100 275^ 1 I . 130 1 . 500 1 2, 000 3, OOOj 4, 666 850 25 G. Light . 300 57 1 . 115 403 26, 020 600 765 Sallie G. Boone . 1,000 1, 090 400 9, 000 600 1,500 8, 000 90 635 50 210 Mrs. L. C. Chapman . 124 2, .581 1,040 204 1,200 Kate S. Winn . 36 Alberta T. Gould . 500 50 338 78 800 1 Wb P. Williams . 7,911 1 361 3,471 i 516 O O o o O 00 o' CO H.H. Stone . 50 1, 0.36 1,000 Jeanette H. Wade . 450 May Fortenberv . 1, 200 250 1,600 $175 175 1,000 J. C. Harris . 100 500 6,000 650 i . 50, 000 Wm. Harden . Lawyer Tavlor . i . i . i;:::::::: 250 40 50 480 K. T. Machan . 75 I 120 1 345 Susie Talbot . . i 125 1,700 i 100 . Emma C. Denmark . 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 Bl( 894 895 89r) 897 89S 899 9(40 901 902 903 904 905 900 907 908 909 910 911 912 913 914 915 916 917 918 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 93.5 936 937 938 939 940 911 912 943 941 945 946 947 918 949 950 951 952 EDUCATION EEPORT, 1903, Public, society, and school libra [Column 5: Buildiug— O, owned; II, rented; F, furnished free. G: Support Location. ! Name of library. i Founded. 1 3 1 iX P '5 K 1 1 cc 1 2 3 4 5 c ! GEORGIA — C on t ’ d . Villa Fvica . Public High School . Sell . . . F. T. Washington . Mary Willis Library * . 1889 Gen .. B. C. . do . St. Josei>h's Academy . ; 1878 Sch... F. T. Coi ... F. C. IDAHO. Boise . Circulating Library . 1894 Gen .. F. T.C. . do . I d a h o F r e e T ra y e 1 i n g Li bra r y . 1901 Gen .. F. T. . do . Public High School . 1881 Sell... F. T. . do . State Law Library . 1869 La w . . ' F. T. . do . State Library . State . F. T. Caldwell . College of Idaho . 1892 Sch . . . 0. C. Hailey . Public High School . 1886 Sch... F. T. Lewiston . Public Library . 1901 Gen .. F. T.D. . do . Public School . 1900 Sch... F. T. . do . State 27orraal School . ' 1898 ! Sch... F. T. Moscow . Public High School* . 1889 Sch... F. T. . do . Public Libran' . 1 1901 1 Gen .. R. C. . do . Fniyersityof Idaho . ! 1889 ' Col ... F. T. Preston . Oneida Stake Academy . 1898 Sch... F. C. ILLINOIS. ! \ binffdon . Hcdding College . 1855 Col . . . F. C. ^^ddison . Seminary Librarv . 1864 ' Sch... F. C. Albion . Southern Collegiate Institute. ; 1890 Theo . F. c. Aledo . Public High School* . Sch... F. c. Alton . .Tennie D. Hayner Lib. Assoc. 'i866’ Gen .. 0. D. . do . Hrsuline Academy of the Sch . . . F. C. Holy Family. 1 Anna . Illinois Southern Hospital. . . . 1876 Asy. . . F. T. . . .do . Public High School . Sell . . . F. T. . do . Union Acad, of Southern Ill . . 1886 Sch... F. C. Atlanta . Public Library* . Gen . . R. T. A iiroT'ji Aurora College . 1892 Sch . . . F. C. . do . East Aurora Iliirh School . Sch . . . F. T. do . Public Library . 1882 Gen . . 0. 1. Austin . High School*' . Sch . . . F. T. Barry Public Librarv . 1876 Gen . . R. T. Bara via Puldic Library . 1873 Gen . . O. T. Beardstown . Public Library . 1901 Gen . . R. T. .do . Public Schoor . 1893 Sch . . . F. T. Bellcyille . Public High School . Sch . . . F. T. . do . I’ublic Library . 'i883’ Gen .. 0. T. Btdvidere . Ida I'ubli’c Lilirary . 1884 Gen .. ' F. T. Bement . Woman’s Club* . 1899 Soc . . . R. C. Biggsville . Township High School . Sell . . . F. T. Bloomington . Chicago and Alton Em- 1879 Y. 21.. 0. C. j pioyees' Association. 1 i . do . ' Illinois Wesleyan ITiiyersity. ' 1854 Col ... ' F. C. . do . Public High School . . ’ 1867 Sch . . . F. T. . do . AVithers Public Library . ; 1856 Gen .. 0. T. Blue Island . Public Library . Gen . . 0. T. Bourboniiais . St. Viateur’s College . ; 1870 Col . . . F. C. . do . Theological Department . Theo . F. C. Braid wood . Public Library . 1876 Gen .. F. T. Bunker Hill . M i 1 i t a r y c a d e m y . ]883 Sch . . . F. C. . do . Public Library ..' . . 1898 Gen .. R. T. Cairo . Public Library . 1875 Gen . . 0. T. . do . Public School . 1869 Sch... F. D. Cambridge . Township Public Library _ 1870 Gen .. 0. T. Canton . Parlin Library . 1894 Gen . . 0. T.D. Carboudalc . Library .Association . 1876 Gen .. R. C. . do . So. Ill. State Normal Uniy - 1874 i Sch... F. T. Carlinyille . Blackburn College . ! 1870 1 Col . . . F. C. . do . Library Association . i 1869 ! Gen .. F. c. * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBEARIES, 811 States of 1,000 volumes and over in 1903 — Continued. C, corporation; I), donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. .2 X d Public ap¬ propria¬ tion. b CO ■ O pi; 10 11 12 13 14 15 16 17 18 19 344 10, 215 75 1 100 $10 Rister Ra,cred Hea-rt . 395 1,000 5, 884 ^1, 750 $750 2,500 2, 500 2,500 S. Belle Chamberlain _ ifrs. A. S. Erskine . 1,000 50 25 800 200 1,000 1,400 18, 000 150 150 1,200 $2, 000 Wm. Boone . 111 700 $39 400 Margaret G. Guyer . 2,666 250 . 800 10 400 1,400 10 600 1, 050 300 185 350 1 Etta McGuire . . 1,050 Margaret B. McCallie _ W. K . Ba rton . ....i 300 400 80 46 100 105 Fred T,iurlema,nn . 100 1,200 37r821 Lydia Lehigh . no: 90 140 2, 050 1,500 $50, 000 22, 000 Florence Bolhee . . 1 80 2,100 100 ! . 106 . 1 757 73, 205 5,798 6, 053 50, 000 J ames Shaw . . . i 75' 200 1,600 215 1,660 2,050 Ad all F. Booth . 1 . 16,364 6, 700 9,000 Mrs. M. R. Twining . 100 1,000 Mrs. F. F. Foster . 14, 435 1,053 687 i....!! 24,210 25, 367 1,996 2, 800 1,000 3, 555 1,098 95 56, 000 F. J. Stanfeiibiel . 900 j 300 1 . 4,100 1 344 ! 8,000 Margaret Fenton . . A. F. Caldwell . 200 1.403 ' 202 100 Emma Onstott . 1,000 50 2,000 97, 953 18, 276 6, 885 1, 566 7. 637 2, 357 300 Nel 1 i e F . Pa rb am . 15, 000 Helen L. Price . i . 1 . J. P. O’Mahoney, C. S. V. 1 . 50 25 130 604 1,209 400 434 55 358 2,750 250 250 500 1,050 11, 438 i;;;:;;;;; S. L. Stiver . 6,706 18, 975 225 239 3,060 1,002 Mrs. A. Turlv . 2,885 25, 000 Lizzie L. Powell . 4, 700 32, 718 Mattie S. York . 1,600 800 2, 486 ■losephine FT. Resor 600 Mary E. Hull . 5,650 ... . 1.. .. ATinuie .1. Fryar 1,000 62 62 152: . Mattie J. Johnson . 89t 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 812 EDUCATION REPORT, 1003, Fablic, societij, and school libraries in the United [Columns: Biiilding—0, owned; R, rented; F, furnished free. 6: Supported bj'—T, taxation; R, reference; Location. Name of library. Founded. Class. Building — Supported ])y — =Q ^ O S « •k o o Volumes. 1 O 3 4 5 G 7 8 9 ILLINOIS— eont’d. 1 i OSS Cariinville . Public Library . 1890 Sch ... p T. F. B. 2,000 9S1 Sch . I Y. C. F. B. 1,000 95) Carpentersville . . . Literary and Library' Assoc .. 1871 ’ Gen ..I F. c. S.Fr. B. 1, 800 1901 : Gen . . * O. T. F. B. 1, 683 957 . do . Gen .. F. D. F. B. 3,300 95S 1S70 : Col . . . 1 F. C. Fr. B. 5,000 959 . do.'". . 1870 C.Soe. F. C. R. 1, 053 900 . do . Free Public Library . 1893 Gen .. F. C. f! B. 1,200 9ol Centra lia . Public Library . 1873 ^ Gen ..! O. T. F. B. 4,168 9o2 Sell . . . i F. T. Fr. B. 1,000 903 1868 Gen . . 0. T. F. r> 9,635 9o4 Charleston . Eastern Ill. State Normal Sch. 1899 i Sch ... F. T. Fr. B.’ 5, 335 . do . 1899 Gen . . 1 0. T. F. B. 2,000 Sch . . . 1 F. T. Fr. B. 1,050 967 Public School * . 1-97 Sell... F. T. Fr. B. 1,500 96S Chester . Teeumseh Library Assoc . 1890 ; Gen .. : R. C. s R. 1,600 909 Chicago (95th and Academy of Our Lady of the Sch... 1 F. C. S.Fr. B. 2, 000 Throop sts.). Sacred Heart. 1 970 Chicago (485 W. Sch . . . F. C. Fr. R. 10, 000 1 Taylor st.). 971 Chicago . All Soul's Library . 1884 Gen . . F. c. F. B. i 1, 800 972 Chicago ( 1223 Ma¬ Altrua Art Library . 1897 Soc . . . F. c. F. B. 1 1, COO sonic Temple). 1 973 Chicago (72 Mon¬ American Expres.s Employees 1885 Soc . . . F. c. S. B. 1 3, 600 roe St.). Library Association. 1 971 Chicago . American Medical Mission¬ Med .. F. c. Fr. R. 1 1, 900 i ary College. 975 1 . do . Arm'our Inst, of Technology.. 1893 Col ... F. c. p B. 16, 279 976 : . do . 2i.rt Institute of Chicago (Ry- 1879 Sch . . . 0. c. F. B. j 2, 900 i erson Library). 1 977 .do Aseham Hall .'. . 1883 Sch . . . F. c. Fr. R. 1 1,000 978 . do . 1 Ashland Bioyk Law Library . 189t: Law . . F. c. Fr. R. i 5, 000 979 . do . -Curora Turn Verein . 1861 Soc ... R. c. Fr. R. 1, 003 9S0 . do . Austin High School . Sch . . . ' F. T. Fr. B. 1,425 981 do 1 Bennett College of Eclectic Med F. c. Fr. R. 1,200 1 i Medicine and Surgery. i 9S2 . do . Bibliothek des Germania 1891 Hist . . ' R. c. S. R. j 1, 500 1 Maiinerchor.* 983 ! . do . Chicago Academy of Sciences. 1857 Sci.... F. c. F. R. 3, 928 9, SI ' . do . Chicago Bar .Association . 1892 Latv . . F. c. S. R. 7,250 985 1 . do . ' Chicago College of Pharmacy. 1859 Med . . R. Fr. R. 1,800 986 ' Chicago College of Physicians 1892 Med . . F. c. F. R. 7,125 and Surgeons. 987 Chicago (Dearborn Chicago Historical Society . . . 1856 Hist . . 0. c. F. R. 35, COO ai e. and Ontario 1 j 988 Cldcago (352 S. * Chicago Homeopathic Medi- 1876 Med . . F. c. Fr. R. 2,500 Wood st.). } cal Society. 989 i Chicago . Chicago Institute * . 1899 Sch . . . R. T. i F. B. 10, 000 990 . do . Chicago Kent College of Law. 1888 Law . . R. c. Fr. R. 2,000 991 do Chicago Law Institute . 1857 Law . . F. c. B. 39, 863 992 . do . Chicago Lutheran Theolog¬ 18.56 Theo . F. c. Fr. R. 5, 000 ical Seminary. 993 . do . Chicago Normal School . Sch . . . F. T. F. B. 15, COO 991 do Chicago Public Library . 1872 Gen . . 0. T. ■R B. 285, 317 995 Cliicago (13 War¬ Chicago Theological Sem . . . . 1856 Theo . 0. C. Fr. B. 22, 500 ren avc.). 996 Chicago (1919 In¬ Chicago Training School for 1885 Theo . F. C. Fr. R. 1,700 diana ave.). City, Home, and Foreign 1 MUsions (G. F. Swift Lib.). 997 Chicago (31 Wash¬ Circulating Library* . 1898 Soc ... R. C. S. C. 1,700 ington st.). 998 Chicago (35th st. De La Salle In.stitute* . 1893 Col . . . F. c. S. B. 5, 000 and Wabash ave.). 999 Chicago . Dunham Medical College _ Med . . F. c. Fr. R. , 1,253 * Statistics of 1900. PUBLIC, SOCIETY, AUD SCHOOL LIBPAEIES, 813 Suites of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, sub-scription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en- doAvment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 IS 14 15 16 17 IS 19 6, 000 §150 §160 75 2, iss §150 400 Lucia A. Gorom . l,21i3 263 9,888 §10, 000 Laura L. Wright . K. B. Carroll . 1,000 9i 1,650 fL K. Dorublaser 1 , 500 1,500 Waldo Williams. 300 105 11,790 300 507 Elizabeth E. Pennock . . . 279 20; 029 §800 1 200 2, 000 20, 000 Celia M. Miles . . 491 25, 321 2 500 493 3. 104 §10, 000 35, 000 F. Emelinc Ca.rtcr 711 10. 741 l’ 500 1,500 FloreiKte M. Reck . . 30 598 36; 326 1,122 1, 122 15, 000 Lizzie F. Purtill _ 200 150 450 100 2, 500 175 ifary R. St. Vrain . 50 400 125 Marv Bcrnardine 111 2, 599 152 Fvelvn TT. Walker 900 1,080 350 960 W. E. Knov.’les . 1,100 486 7,000 Julia Beveridge . 270 2,040 Jessie L. Forrester . 40 Kate 13. Martin . 1,000 2 1 . August Townc. . . 100 25 1 1 10, 569 414 1 2, 500 Carlos I^. Sawver 500 50 2, 000 1,173 Metta M. Loomis . 75, 000 1,063 23, 905 Caroline M. Mcllvanie .. 1,000 300 A. R. McDonald . 2, 5G0 2,000 2,000 50 Oliver A. BTirkhart 1, 000 1,169 . 1 . 15.516' _ William H. Holden . 1,000 1,000 20, 000 1 Helene Louise Dickey... 53, 364 5, 401 1, 165, 588 263, 058 680 273, 339 12, 000 2, 035, 550 Frederick H. Hild . 2, 500 900 3, 500 3, 200 3,200 44, 500 Hubert W. Gates . i Addie Grace Wardle .... 1,200 15, 000 2,300 3, 150 356 953 954 955 956 957 958 959 9C0 961 962 963 964 965 966 967 968 969 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 9?7 998 99» 814 EDUCATION EEPOET, 1903, Public, societt/, and school libirtries in the United [Column 5: Building— 0, owned; K, rented; F, furnished free. 6; Supported by— T, taxation; K, reference; Location. 1 ILLINOIS- cont’d. 1000 Chicago . 1001 . do . 1002 . do . 1003 ' . do . loot ....do . 1005 . do . loor, Chicago f2815 Cot¬ tage Grove a ve.). 1007 Chicago . 1003 . do . 1009 Chicago (112 Clark .St.). 1010 Chicago ( Mayfair) . 1011 Chicago _ . 1012 . do . 1013 . do . 1014 . do . 1015 . do . 1016 . do . 1017 . do... . 1018 Chicago (40E.47th St.). 1019 Ch.icago . 1020 Chicago (Ashland ave. and Irving Park Bon].). 1021 Chicago (414 Court-house). 1022 Chicago . 1023 Chicago (320 Ash¬ land Block.). 1024 Chicago (1060 N. Halstedst.). 1025 Chicago . 1026 ! . do . 1027 Chicago (Xoith- western T^ni var¬ sity building). 1028 Chicago . 1029 Chicago (Pull¬ man). 1030 Chicago . 1031 . do . 1032 Cliicago (Pilsen Station). 1033 Chicago . 1034 . do . 1035 . do . 1036 . do . 1037 . do . 1038 . do . 1039 . do . 1040 Chicago (1311 Sheffield ave.). 1041 Chieago . 1042 Chicago (116 Dear¬ born St.). 1043 Chicago . i. 1 1 " i r: Name of library. s 'O c 1 a - in cJ 0:3 0 V5- SS 1 ~ *3 a 1; 3 3 02 - 3 2 3 4 5 G 8 9 Deutsch-Amerikanische Bib- 1891 Soc . . . 0. C. Fr. R. 1,185 liothek des Germania Minnerchor. Englewood High School . English High and Manual Training School. Erring Women’s Eefuge for Keforni. 1887 1 . Sch . . . Sell . . . Asy . . . F. F. ’ F. T. T. T. Fr. Fr. Fr. B. B. B. 1, 958 1,000 ! 1, 000 Field Columbian Museum. . . . 1891 Sci.... F. C. Fr. R. ’ 12, 837 French Librarv of the Alii- 1903 Soc ... R. C. S. Fr. B. 2, 000 ance Franyaise. Hahnemann Medical College 1891 Med . . '0. C. Fr. R. 2, 000 of Chicago. Hering Medica.1 College . 1891 Med . . F. c. Fr. R. ' 1, 500 ' 2,000 1,200 1 1,219 1,300 97, 226 1, 688! Hvde Park High School . 1874 Sell . . . F. ' T. Fr. E. Illinois College of Law . 1897 Lave . . R. C. S. R. Jefferson High School . 1883 Sch . . . F. T. Fr. R. Jewish Training School . 1890 Sch . . . F. C. Fr. B. John Crerar Librarv . 1894 Sci.... R. C. F. R. John L. IVhitman Moral Im¬ provement Assoc. Lib. of Cook Co. Jail. 1901 A*sy . . . F. , T. 1 Fr. C. j j 1, 835' John Marshall High School 1894 Sch . . . F. : T. Fr. B. John Sprv Public School . John Worthy Manual Train¬ 1900 Sch . . . Asy. . . F. F. T. T. Fr. Fr. B. B. 1 2,300| ' 1, 500' ing School*. Joseph Medill High School .. 1895 Sch . . . F. T. Fr. B. I 1,200; Kenwood Institute . 1886 Sch . . . F. C. Fr. R. 1 2, 000' 1, 000 3,373 30, 129! Kirkland School * . 1875 Sch . . . F. C. F. R. Lake View High School . 1S74 Soli . . . F, T. Fr. B. Law Institute * . 1 1857 Law . . F. C. S. B. Lewis Institute Librarv . ^ 1896 Sch . . . F. C. i Fr. B. 10, 250' Loyal Legion Library * . 1879 Soc . . . R. C. ' Fr. B. 2,358j McCormick Theological Sem¬ 1559 Theo . F. C. Fr. B. 25, 900 inary (Virginia Library). Newberrv Librarv . .* . 1887 Gen . . 0. C. F. R. 1 193, 461 Northwest Div. High School) . 1889 Sch . . . F. C. Fr. B. 1,875] 10, 000 Northwestern University 1859 Law .. F. c. S. R. Lavv' School. 1 North western University Medical Scht'.ol. Med . . F. c. Fr. R. 2, SS9; I’ullman Public Library . ' 1883 Gen .. R. c. S. Fr. B. 9,000 Robt. A. Waller High School. . ! Sch . . . F. T. Fr. R. 1,580 St. Francis Xavier Academy. . ''isiii' Sch... F. c. S. R. 7,000 St. Ignatius College . ’ 1865 ! .... Col . . . F. c. Fr. B. 29, 000 3,000 Students’ Free Library *. . ’ C.Soc. F. c. F. R. St. Patrick’s Academv* . iS74 Sch . . . F. c. Fr. B. 1,686 St. Stanislaus College . 1890. ; Col ... F. c. S. B. 1,500 Sem. of the Sacred Heart* ... Sch... F. c. Fr. B. 2, 000 1,492 South Chicago High Scliool .. Sell . . . F. T. Fr. B. South Division High School . . ’ 1875 Sch... F. T. Fr. B. 2, 908 Starrett School for Girls . Sch . . . F. G. Fr. B. 2,000 Theological Seminary of the I’isoi' Theo . F. C. Fr. B. 5, 100 Evangelical Lutheran Ch. Union League Club . i 1880 Soc . . . F. C. Fr. R. 4,000 University Club of Chicago .. 1896 ; Soc . . . F. c. S. R. 1,800 Universilv of Chicago . 1 : 1892 Col ... F. . c. Fr. B. 372, 995 * Statistics of WOO. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES, 815 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8; C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 1021 1022 1023 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 1043 .2 03 H Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 515 65 Richard Wagenknecht Eva G. Durbin . ■■;■■■■ . 18, 448 900 Elsie Lippincott . $1, 000 M. Ingres . 99 500 50 100 110 15 $6, 000 G. Martin McBean, M. D. Vvh C. Paul . 250 . 1 Mary B. Eerrick. .. 600 John 0. Allen 200 Charles A. Cook . 15 180, 404 1 5, 000 780 14, 030 398 $180, 284 $8, 401, 000 Clement W. Andrews. . W. T. Crosby 1 300 2, 000 Henry S. Tibbits . . 500 1 i 10 128 1,195 1 . Helen M. Sheldon . 1,000 12,285 Tina M. Skeer . 220 238 40 540 1,000 68, 996 I 7,070 50 1,000 11,385 3, -426 1 67,833 I “ 2, 626, 735 545, 500 John Vance Cheney... C.L. Hooper. . . ' 300 i i 1 i 1 2,500 1,243 20 4,000 300 176 500 187 [ 20 13, 930 1 65 300 676 2,400 1 . 120 S. L. J. Kolanowski _ _ I _ 2,000 400 30 115 500 200 20, 108 1,146 i 10, 000 22, 287 Zella Allen Dixson . . . . 816 EDUCATION EEPOET, 1903, Public, society, and school libranes in the United [Column 5: Building — 0, ov/ncd; R, rented: F, furnished free. 6: Supported by — T, taxation; R, reference; Location. Name of library. Founded. | Class. i Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 2 3 4 5 6 7 8 9 ILLINOIS — cont’d. University of Chicago — Con. 1044 Divinity School (Bapt.) .. Theo . F. C. Fr. R 40, 000 104.') . do . Rush Medical College .... 1899 Med . . F. c. Fr. R. 10,516 1040 Chicago (4038 Ash- University Settlement Li- 1895 Gen .. R. c. F. B. 1, 000 land ave.) . brarv.* 1047 Sch . . . F. T. Fr. B 2, CCO 1048 Chicago (017 Western New Church Union 1872 Theo . R. C. F. B. 1,134 Steinwav Hall) . Library. 1049 Chicago (Monad- Western Society of Engineers. 1880 Sci ... R. c. F. R. 4,470 nock blk. ). 1050 Chicago (1113 Western Theological Semi- 1885 Theo . F. c. Fr. B. 5, 400 Wash. boul.). narv. 10,51 Young Ladies’ Sodality . 1860 Soc . . . R. c. S. Fr. C. 4,000 10.59 Chicago (153 La Y. M."C. A. (Central Dept.)... 1858 Y. 51.. F. c. S. Fr. R. 1, 200 Salle St.). 1 105:3 Chicago . Y. P. S. C. E. of Third Presbv- 1880 Soc . . . F. c. S. C. 2,300 terian Church. 1054 . do . Zmotechnic Institute . 1872 Gen .. 0. c. Fr. R. 2,450 1055 Chicago Heights . . Free Library . 1902 Gen .. 0. T. F. B. 14, 964 1050 Sch . . . F. T. F. B. 1, 200 1057 Clinton Public School* . Sch . . . F. T. Fr. R. 2,053 1058 Col)deTi Public High School . Sch . . . F. T. Fr. B. 2, 500 1059 Cordova, Public Library . 1878 Gen .. F. ! T. F. B. 1,703 1000 Danville . National Home Dis. Vol. Sol . . 19t)2 Gov .. F. T. F. B. 1,300 1001 . do . Public Library . 1883 Gen .. R. T. F. B. 13,110 1002 do Public School . Sch . . . F. T. Fr. R. 1,000 1003 Decatur . Free Public Library . 1875 Gen .. 0. T. F. B. 21, 658 1004 . do . James Milliken Uniyersity. . . 1903 Col ... F. C. Fr. B. 1,800 1005 . do . Public High School . ‘ _ 1865 Sch . . . F. T. Fr. R. 1,400 1000 . do . R. R. Y. 51. C. A. Library*... 1899 Y.5I.. 0. C. S. B. 1,000 1007 Dekalb . Northern Illinois State Nor¬ 1899 Sch . . . F. T. Fr. B. 8,272 mal School (Haish Lib.) 1008 . do . Public Library . 19.0 i Gen .. F. T. F. C. 1,553 1009 Del avail . Public School . 1880 i Sch . . . F. 1 T. Fr. B. 1,200 1070 Dixon . Dixon Hose Company* . 1872 , Gen .. F. C. S. B. 3,500 1071 . do . Northern Ill. Normal' School. 1881 ! Sch... F. T. Fr. B. 2,000 1072 . do . Public Library . 189G Gen .. 0. T. D. F. B. 5, 681 107,3 . do . Steinmann College . 1895 Sch... F. C. Fr. R. 2,000 1074 : Dundee . Public Libnrry . 1878 Gen . . R. T. F. B. 2,265 1075 Dnquoin . Public School . Sch . . . F. T. Fr. R. 1,000 1070 Dwight . Public High School . Sch . . . F. T. Fr. R. 1,000 1077 Farlville . Public Library . 1S65 Lien . . F. T. F. B. 3, 906 1078 East St. Louis . Public Library . 1892 Gen . . 0. T. F. B. 18, 692 1079 Edwardsville . I’ublic High School* . Sch... F. T. Fr. B. 1,260 1080 . do . Public Library . 1879 Gen . . F. c. s. B. 3,600 1081 Ellinghaui .... Austin College . . 1.891 Col . . . F. c. Fr. B. 3, 000 1082 . do . Ladies’ Library Association .. 1853 Gen .. R. c. S.Fr. C. 1,628 1083 Elgin . Elgin A.cademy . Sch . . . F. c. Fr. B. 1,400 1084 . do . Gail Borden Ptiblic Library .. 1872 Gen .. ' 0. T. F. B. 26, 540 1085 . do . Ill. Northern Kosp. Library.. 1872 Asy... ' F. T. Fr. B. 3,000 10.80 .. do . Pnlilie Tfieh School Sch F. T. Fr. B. 1,553 1087 . do . Y. 51. C. A. Library _ i . Y. 51.. F. C. S. B. 1,200 1088 Elmhurst . 5Icnsch-Yerein des Prosemi¬ 1878 Col . . . F. c. s. B. 2,000 nars. 1089 . do . Public School _ ' 1890 Sch _ F. T. Fr. B. 1,200 1090 Elmwood . Public High School . Sch . . . F. T. Fr. B. 1,000 1091 El Paso FI Paso T.ilirarv ' 1873 Gen . . R. c. S. Fr. B. 1,025 1092 Eureka . 7. Eureka College . ! 1855 Col ... F. c. s. B. 6,968 1093 Evanston . Free Public Library . 1870 Gen .. F. T. F. B. 32, 529 1094 . do . Northwestern Uniyersity _ i 1855 Col ... 0. C. Fr. B. 51, 658 1095 . do . Dearborn Observatory . . . 1865 Col ... F. c. Fr. R. 1,500 1090 Garrett Biblical Institute. 1857 Theo . F. c. S. B. 15, 000 1097 . do . Township TTiirh School. 1883 Sch . . . F. T. Fr. R. 1,575 1098 Ewing . Ewing College . 1867 Col ... F. c. F. B. 5, 000 1099 Fairburv . Public High Sohool . Sch . . . F. T. Fr. B. 1,500 1100 Fairfield . Public Schr)ol * . i 1895 Sch _ F. T. F. B. 1,100 1101 Farmington . Public Tiibrarv . i 1900 Gen . . F. T. F. C. 1,080 1102 Flora . Public Librar'y . i 1903 Gen .. 0. T. F. B. 1,000 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBKAPIES 817 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7; F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from— Total ineome. Permanent en¬ dowment fund. Value library building. Fame of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 1‘2 13 14 15 16 17 18 19 2, 184 476 $2, 838 Ludwig Hektoen . . 25 19, 000 25 Sophie M. Saul 400 3,000 800 250 . 30 Francis J. Hall, D. D _ 100 Maggie Brennan . 116 375 25 1,200 Jesse W. Rvland . 3,000 E. IT. Siebel 384 14, 964 gl, 048 3,688 $15, 000 Harriet Taylor . 300 100 100 137 129 1, 742 360 356 T\retnda, TMullery 25, 000 450 450 John P. Jones . 100 1, 279 57, 129 4, 000 4, 335 Josephine E. Durham... 200 100 3, 394 1,726 85, 63.5 7,449 7, 749 60, 000 Alice H. Evans . . 68 385 •tl. Edna, Stua,rt lOG 500 3, 000 1,000 8, 000 380 415 Mcxdeleine \V. Milner. 7, 801 $800 800 Eliza B. Murray . 1 100 85 50 Henry S. Dey . 500 100 Nora Hisrgins . 1, 255 22, 308 2, 200 $1, 262 3,462 $15, OC-0 25, 000 150 75 Amelia McComsey 100 4,000 12 C. S. Sinclair . 40 M. C. Murray . 200 50 100 104' 165 8,778 471 495 Fanny M. Burlingame .. 2, 500 1,952 52, 668 6,580 6,700 55, 000 John E. Miller . 1 Sarah Coventry . 1,000 100 84 2,261 0 205 Hattie B. Ensign . 900 1,582 148, 675 7, 826 8,0791 . 32, 000 Katharine L. Abbott _ 100 500 500l _ Samuel Case . 125 T\ra,hel IVl. Rasema.n 100 6 1,650 250 200 3 232 Anna 3. Garv/ood . 60 1,400 ■ 221 Sarah M. Gough . 350 650 650 R. E. Con klin . 1,500 3,380 97, 928 8,503 9,517 Mar}'' Boyden Lindsay _ 35, 000 3,606 12, 698 100, 000 Lodilla Ambrose . 1.500 1 G. W. Hough _ 5; 000 400 j M. S. Terry . 180 50 i' 150 150 ! H- T, P.n)t,wnnr! 2,000 275 . 1 J. A. Leavitt . . 1 ... . 50 100 1 850 5, 000 356 526 .. ..I F. Nel lip Mr Dona.kl 275 . ! H.C. Michels . 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097 1098 1099 1100 1101 1102 ED 1903 - 52 818 EDUCATIO:^ KEPOET, 1903, Public, societn, and school libraries in ihe United [Coliimn 5: Building— O, owned; R, rented; F, furnished free. 6: Supported by— T, taxation; R, reference; Loeation. 1 Name of library. Founded. Clas.s. Building — Supported by — Free, suliscrip- tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 ! ^ 4 j 5 1 6 7 1 S ! 9 ILLINOIS- cont’d. 1103 Public High School . Sell . . . ! F. T. Fr. B 1,060 1104 . do . Public Librarv . 1 1890 Gen .. 1 0- T. F. B. 20| 400 1105 Fulton . Northern Illinois College * . . . 1866 Col . . . F. C. Fr. B. 2, 500 HOG 1893 Gen .. ! R. T. F. B. 1, 4.50 1107 Public High School . Seh . . . ! F. T. Fr. B. 1 ! 000 1108 . do . Public Library . 1 1894 Gen .. ’ F. T. F. B. 6, 660 1109 1 Col . . . ’ F. C. Fr. R. 10, COO 1110 . do . Lombard College . 1851 Col ... 1 F. c. Fr. B. 7^000 nil . do . Rvder Divinitv School _ Theo . 1 F. c. Fr. R. 1, 000 1112 . do . Private School* . Sell . . . ! P- c. Fr. R. 1, 000 1113 . do . Public High School . 1 Sell . . . ^ F. T. Fr. B. 1 0‘^0 1114 . do . Public Librarv . 1874 Gen .. 0. T. F. B. 28, 063 1115 1875 Sell _ ! F. T. Fr. B. 1, 984 1116 1881 Gen . . 1 0. T. F. B. 7’, 600 1117 1894 Gen . . ! R. T. F. B. 3, 100 1118 . do . Public High School . Sell . . . ■ F. T. Fr. B. 2 500 1119 . do . State Training Seh. for Girls. . 1 . Asy... ! F. T. Fr. B. 1,000 1120 1874 Gen . . i 0. T. F. B. 2, 813 1121 Glen wood . Ill. ManTTrainingSeh. Farm. 1887 Gen .. ! F. T. Fr. C. 3,500 1122 Godfrey . Post IMemorial Lib. of Mon- 1 1899 Sell . . . F. C. S. B. 4,000 1 ticello Female Seminary. 1123 Goleonda . ' Public Pligh School . 1 Sell . . . F. T. Fr. B. 1,000 1124 i j Grepnville ^ Greenville College . I 1892 Col . . . F. C. S. B ! 6, 000 1125 ' . do . ' Ladies’ Library Association . . 1 1856 Gen .. F. C. S. B. i 3! 000 1126 Griggsviile . ' Public Library . i 1888 Gen .. R. T. F. B. 1 2, 820 1127 Harvard . i Public Higli School . Sell . . . F. T. Fr. B. 1,425 1128 Havana . Public Librarv . 1898 Gen .. 0. T. F. B. I 2, 954 1129 Henrv . ' Woman’s Club . 1896 Soc . . . F. C. S. C. 1, 000 1130 Highland Park _ Northwestern Military Acad.* 1888 Gen .. F. C. Fr. B. 1,043 1131 i i Hillsboro . ' Pub. Lib. and Reading Room. Gen .. R. T. S. Fr. B. 1,771 1132 Hinsdale . Public Library . 1 1893 Gen . . R. T. F. B. 4, 000 1133 Homer . ' Homer Ubrai'v* . i 1897 Gen . . R. C. s B. 1,040 1134 , Hoopeston . Free Public Library . 1 1898 Gen .. F. T. F. B. 3,112 1135 . do . ' Greer College . ‘ 1891 Sch... F. C. S. B. 1,200 1136 Jacksonville . ' Ill. Central Insane Hospital * . ! 1847 Asv... F. T. F. C. 2,000 1137 . do . Illinois College . 1 1829 Col ... F. C. Fr. R. 11, 000 1138 . do . i Phi Alpha Literary Soc. *. 1 1843 C.Soc. 0. C. S. B. 2,100 1139 1 . do . 1 Sigma Pi Literary Soc. * . . 1 1843 C.Soc. F. c. Fr. B. 2,000 1140 ! . do . : Ill. Inst. forEduc. of t’heBlind. ! 1847 Asv„. . F. T. Fr. B. 9,080 1141 . do . j Illinois School for Deaf . 1870 A.sy... F. T. Fr. B. 14, 569 1142 . do . Illinois Woman’s College . (.’ol . . . F. C. Fr. R. 1,-500 1143 . do . Joshua Rhoads Memo. Lib ... fissj’ ! Gen .. F. c. Fr. C. 1,165 1144 . do . Public Library . ! 1890 Gen .. 0. T. F. B. 12, 491 1145 ’ J ersevville . Free Library . 1895 Gen . . 0. T. F. B. 3, 243 1146 i Joliet . Illinois State Penitentiary ...i 1872 Asy .. F. T. Fr. B. 15, 000 1147 . do . l^ublic Librarv . i Gen R. T. F. B. 20, 286 1148 . do . St. Francis Acudemy . j 1874 Sch . . . F. C. Fr. B. 1,-535 1149 . do . St. IMary’s Academy . 1 Sell... F. C. Fr. B. 1,000 1150 Works Lilji'cirv . . . . ! 1889 Soc ... F c. Fr. B. .5 198 1151 ' . do . Township Hieh School . i 1879 Sell . . . •1 • F. T. Fr.' r! 1’ 900 1152 Pubh’c High School . 1875 Sch . F. T. Fr. R. 1,000 1153 ’ . do . Public Library . 1895 Gen .. O. T. F. c. 7,708 1154 Kenilworth . New Trier Twp. High School. [ 1901 Sch . . . F. T. Fr. R. 1,000 1155 . do . Rugby School * . 1 1892 Sch . . . F. C. S. R. 2,000 1156 Kewanee . Public Librarv . 1875 Gen .. R. T. F. B. 9,989 1157 Knoxville . St. A Iban’s School * . .’ Sell... F. C. S. R. 1,000 1158 ' . do . St. Mary’s School . ! Col . . . F. C. Fr. B. 2,500 1159 Lacon . Public School . 1 Sch... F. c. F. B. 1 , 500 1160 La Grange . Lyons Township HighSch.*.. 1888 ! Sch... F. m Fr. B. 1,200 1161 Lake Forest . Lake ForestCol. (Arthur Som¬ 1857 ' Col ... 0. c. S.Fr. B. 17,494 erville Reid Memorial Lib.) t 1162 . do . Public Library . 1898 Gen .. F. T. F. B. 4,124 1163 . do . Public School . Sch... F. T. Fr. R. 2, 300 1164 La Salle . Peru Township High School . 1898 Sch... F. T. Fr. B. 1,360 1165 . do . Public Library * . 1890 Gen .. F. C. S. B. 1, 800 1166 Lebanon . McKendree College . 1823 Col ... F. C. Fr. B. 8, 000 1167 . do . Philosophian Society * . . . 1837 1 C.Soc. F. C. S. B. 1,625 * Statistics of 1900. PUBLIC, SOCIETY, AED SCEOOL LIBE ARIES 819 Sides of 1,000 volumes and over in 1903 — Continued. C, eorporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8; (’/.circulating; B, both.] 1 Pamphlets. 1 1 Volumes added during year. Books issued for home use. i Eeceii)ts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. d o c3 H ci- 3 ’-'.2 Ah O > GO (2 10 11 12 13 14 15 16 17 18 19 1,817 25 140 62, 020 ^4, 546 §3, 496 510,875 53, 100 Harriet T.a.ue . 300 58, 000 5, 200 400 414 Alary ATitcliell 100 746 P.H. Clark . 266 16, 222 1,171 1,730 .1 es.ei ft T). A1 ft 1 vi 1 1 1 . Isabel A. Boggs . 1,000 100 1 1 3, 531 198 2,290 177 300 225 74, 147 6, 000 6,000 71 13, 240 71 1,876 1,109 85, 000 Anna F. Hoover . 1, 866 1,109 10, OGO Emma AI. Chapin . 100 9, 010 1 Kate Burton . 1 . 1 1 27 4,155 300 307 8'00 Alaria Davis . 1,000 AlissJ. C. Kellogg . 1,000 1,000 100 100 600 208 350: ! . V7. A. Orr . 1, 350 Emma E. Coland . Lizzie E. Stone . . i;:;:;:;:; . 424 50 28 177 300 50 345 25 300 10, 200 800 815 1 48| 11, 000 E. Robertson . Alary L. Locke . 75 991 H. P. Davidson . 7, 515' 12, 118j 500 500 ■ 1,000 2191 861 125 500 Bertha H. Welge . 850 Flora N. Candee . io Aliss J. Stengle . CO O 00 o 12, 689 813 Ka.therine Stites . 500 Harriet S. Hurd . 75 2, 000 400 400 Nellie Robertson . 4,111 419 5, oil 500 Alice Alay Plouer . 100 1, 143 133 2,000 2, 006 200 1, 030 82, 605 13, 753 50, 000 73, 607 5200 200 10, 536 1,671 1, 5C0 8, 184 4,000 Helen T. Kennedv . 5, 685 5, 286 46, 500 9,000 Stella V. Sevboldi . 1,600 1,500 8,000 Edna, L. Curtis . S. \y. Thornton . 1, 244 891 Kate A. Henderson . 1 29S| 300| 75 10, 000 Aland Parsons . 40 300 300l 85! 2,816j John Rush Powell . Alillie S. La.rson . 32, 753 2, 250 B. S. Clapp . 100 . 1 100 300 30, 584 2, 700 2, 701 Alira, S. E. Grav . 50 60 50 850 439 400 200 1,000 100 57 D. B. Burrows . 500 35, 000 5, 473 1,200 300' 450 1,200 300 450 740 Aiarie A. Skinner . 1 . 200 30, 000 2, 500! . ...1 (t. W. rTi een wood . . . . ICO i,121 79 . 1103 1104 1105 HOG 1107 1108 1109 1110 1111 1112 1113 1114 1115 1116 1117 Ills 1119 1120 1123 1121 1125 1126 1127 1128 1129 1130 1131 1132 1133 1134 1135 1136 1137 1138 1139 1140 1141 1142 1143 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 1154 1155 1156 1157 1158 1159 1160 1161 1162 1163 1164 1165 1166 1167 821 IIC.S ik;*) 1170 1171 1172 1173 1174 1175 1176 1177 1178 1179 1180 1181 1182 1183 1184 1185 1186 1187 1188 1189 1190 1191 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 1203 1204 1205 120(; 1207 1208 1209 1210 1211 1212 1213 1214 1215 121G 1217 1218 1219 1220 1221 1222 1223 1224 1225 1226 1227 1228 EDUCATION KEPOET, 1903 Public, society, cind school libraries i ig — 0, ov/ned; II, rented; F, furnished free. Supported by- I u o E C •-S 2 3 4 5 6 7 IMcKcndree College— Cont'd. Platonian Literary Soc. * . 1851 C.Soc. F. T. s. Piil)lic School . 1896 Seh ... F. C. Fr. Illinois Asvluni for Feeble- Asy ... F. T. Fr. Minded Children. Lincoln College . 1866 Col . . . F. C. Fr. 1895 O. F .. F. c. Fr. Public Library . 1874 Gen .. 0. T. F. Free Public Library . Gen .. R. T. S. Fr. Free Library . *. . 1882 Gen .. 1 F- C. F. P'ree Library . 1882 Geu . . : T. F. Public High School . SMr... ! F. T. Fr. Public School . Sell . .. F. T. F. Public High School . Sch . . . F. T. Fr. Public Idbrary . 1893 Gen .. 0. T. F. Public Library . 1892 Gen . . F. T. F. Southern Illinois Penitent!- 1880 Asy... F. T. Fr. ary Library. Grayes Public Library . 1870 Gen .. 0. T. F. Mendota College . Sch . . . F. C. Fr. Public High School . 1895 Sch . . . F. T. Fr. Public Library* . 1872 Gen .. 0. T. F. Monmouth College . 1856 Col ... F. C. F. Warren County Library and 1870 Gen .. 0. C. Fr. Reading Room Association. George C. Walker Library _ 1890 Seh . . . 0. C. S. Fr. Public School . 1899 Sch . . . F. T. Fr. Literary and Scientific Assoc. 1877 Gen . . 0. C. S. Fr. Frances Shimer Academy. . . . 1853 Sch . . . F. C. Fr. Public High School* . Sch . . . F. T. F. Mount Morris College . 1879 Sch... F. C. Fr. Public School . Sch . . . F. D. Fr. Public High School . Sch... F. T. Fr. Mount Sterling Library* . 1881 Geu .. R. C. S. Illinois Luav Library. . .' . 1875 Law . . F. T. F. Public Library . 1899 Gen .. R. T. F. Graded School . 1865 Sch... F. T. Fr. Nichols’s Library . 1898 Gen .. 0. T. F. North Vvestern College . 1862 Col ... F. C. Fr. Union P>iblical InstiUrte (Ey. Theo . F. C. Fr. Assoc.) Public School . 1896 Sch . . . F. T. Fr. Soldiers’ Orphans’ Home . 1869 State . F. T. Fr. State Normal Uniyersity . 1857 Sch . . . 0. T. Fr. Nunda and Crystal 'Lake 1882 Sch . . . F. T. F. Union School. Public High School . 1890 Sch . . . F. T. Fr. Public Library . 1888 Gen.. . F. T.C. F. I’ublic High School . Seh ... F. T. Fr. Public Library . 1889 Gen.. . R. T. F. Grand Prairie Seminary . 1863 Sch . . . F. C. S. Public Library . 1873 Gen . . . 0. T. F. Public Library . 1874 Gen. . . R. T. F. Appellate Court Library * _ Law . . F. T. Fr. Odd Felknys Library . 1869 0. F... i F. C. S. Reddick’s Ihiblic Library . 1888 Geu... I <'>• D. F. Toiynship High School . 1880 Sch... 1 F. T. Fr. Carnegie Library . Gen .. : 0. T. F. Public Library . 1903 Gen .. I 0. T. F. I'ublic High School . Sch . . . F. T. Fr. I’ublic Library . 1896 Gen .. 0. T. F. Academy of Our Lmly of the Sch... F. C. Fr. Sacred Heart. Bradley Polytechnic Institute 1897 Sch . . . F. C. Fr. Peoria Law Library* . 1879 Laty . . F. C. S. Public High School . 1856 Sch... F. T.H. F. Public Library . 18.55 Gen .. 0. T. F. St. Bede College . 1891 Col ... F. C. Fr. Name of library. Statistics of 1900. for reference. PUBLIC, SOCIETY, AND SCHOOL LIBKAEIES, 821 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Beceipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 225 100 25 3,000 $10 J. D. Rockwell . 200 $400 400 Edith B. Cosby . 1,500 1,000 200 Ruth M. Fisk . 100 2,000 425 35,279 2, 500 $80 2,703 $2, 000 $35, 000 Ida M. Webster . 106 1,930 '531 634 100 83 2, 000 110 102 21 ’ 093 1674 728 Mahala, Phelps . 45 80 AmvM. Fackt . Winifred Schmalhausen . 77 297 38, 228 4,400 29, 400 25, 000 Blanche Gray . 272 12, 674 200 26' 575 250 250 345 17, 817 591 1,500 Mrs. R. M. Blakeslee _ 50 150 150 Florence A. McCarthy. . . 328 955 38, 757 2,280 3,221 12, 000 2,000 John N. Svv’an . 602 24, 604 3,256 4,007 44, 535 17, 000 150 273 5,049 Sarah Ellen Mills . 15, 600 500 500 500 2,500 305 473 6,689 1,000 Kate Webster . 50 100 80 2,000 200 115 325 Geo. W. Furry . COO 150 Pearl Purdy . 1, 2.50 203 A. C. Millspaugh . 119 15, 012 700 760 Carrie C. Jones . 300 50 R. F. Bunnel . 100 8, .884 600 100 700 Hannah D. Alspaugh _ 500 1,170 450 . S. L. Umbach . 100 200 140 140 300 300 Ella S. Barlow . 6, 000 1,061 23, 439 2, 557 2, .557 62, 500 Ange. V. Milner . 500 500 200 275 A. M. Shelton . 100 1,036 649 54, 470 5, 000 6, .500 11,500 Eva L. Moore . 160 12, 179 800 800 Hattie Kitchell . 500 30 180 Ellen P. Miller . 300 315 1,500 Charlotte M. Amerman.. 75 5, 000 2.50 . 250 W. H. Guilford . 500l _ 500 t . 1 26, 303 600 3,956 4, 556 Mrs. N. D. Nash . 25 J. 0. Leslie . 800 9, 600 1,800 1,800 Emma Boyd . 1 1,000 463 17,219 2.1441 _ 19, 691 17,500 Anna M. Smith . 150 5C0 j 1 200 6, 201 4,200 182, 900 15, 000 15, 800 1 E. S. Willcox . 1 1168 1169 1170 1171 1172 1173 1174 1175 1176 1177 1178 1179 1180 1181 1182 1183 118-1 1185 1186 1187 1188 1189 1190 1191 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 1203 1204 1205 1206 1207 1208 1209 1210 1211 1212 1213 1214 1215 1216 1217 1218 1219 1220 1221 1222 1223 1224 1225 1226 1227 122.'" 822 EDUCATION KEPORT, 1903 Public, societ)/, and school libraries in the United [Column 5; Building — O, own^d; R, rented; ,F, furnished free. 6; Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. Building— Supported by — 1 Free, subscrip¬ tion, or free 1 for reference. i Circulating, ref¬ erence, both. Volumes. 1 1 2 3 4 5 6 7 8 9 ILLINOIS — cont’d. 1229 Pinckneyville .... Public School . 1889 Sch... F. T. Fr. R. 1,192 1230 Piltsiield . Public Library * . 1879 Gen .. R. 1 F. B. 1,967 123 L Polo . Buffalo Free Public Library.. 1871 Gen .. 0. T. F. B. 3, 972 1232 I’ontiac . Public Library . 1894 Gen .. 0. T. F. B. 4,430 1233 . do . State Reformatory . 1875 Asy... F. T. Fr. B. 10, 520 3234 . do . Township High School . Sch . . . F. T. Fr. B. 1,300 1235 Princeton . Matson Public Library . i 1885 Gen .. 0. T. F. B. 6, 492 1236 . do . Township High School . 1868 Sch . . . F. T. Fr. C. 2, 400 1237 Quincy . Free Public Library and 1887 Gen .. 0. T. F. B. 27, 480 Reading Room. 1238 . do . Public High School . Gen .. F. T. Fr. R. 1,000 1239 . do . St. Francis Solanus College .. 1860 Col... F. C. S. B. 5,600 1240 Riverside . Public School . 1896 Sch . . . F. D. Fr. B. 2,687 1241 Rochelle . Flagg Township Public Lib.. 1895 Gen .. F. T. F. B. 3, 253 1242 . do . Public High School* . 1869 Sch . . . F. T. F. R. 1,000 1243 Rock Falls . Sch . . . F. T. Fr. C. 1,350 1244 Rockford . Public High School . 1885 Sch . . . F. T. Fr. B. 2,006 1245 - -do . Public Library . 1872 Gen .. 0. T. F. B. 37, 818 1246 . do . Rockford College . 1849 Col ... F. C. Fr. B. 6,797 1247 Rock Island . Augustana College . 1862 Col . . . F. C. Fr. B. 14, 000 1248 . do . Public High School . Sch . . . F. T. Fr. R. 1,415 1249 . do . Public Library . 1 1872 Gen .. 0. T. F. B. 15, 406 1250 . do . Villa de Chantal . Sch . . . F. C. Fr. B. 1,660 1251 Rockton . Talcott Free Library . 1888 Gen .. 0. T. F. B. 3, 950 1252 Rossville . Public High School . Sch . . . F. T. Fr. B. 1, 000 1253 St. Charles . Library .\ssociation . 1889 Gen .. R. C. S.Fr. B. 2,r20 1254 _ do .. . Public High Sc.liool .... 1896 Sch _ F. T. Fr. B. 2, 400 1255 Sandwich . Public High School . Sch... F. T. Fr. B. 1,000 1256 Savanna . Public Library . 1 1896 Gen .. R. T. F. B. 2,684 1257 Shah bon a . T’ublic School 1 Sch F. T D. F. B. 1,800 1258 Shelbyville . Free Public Library . ! Gen .. 0. T. F. B. 2, 000 1259 Sibley . Public School . 1 Sch... T? T. F. B. 1,000 1260 Smithton . Smithton Lese-Verein . I860 ' Soc ... F. T. S.Fr. B. 1,000 1261 Sparta . Public High School . 1872 1 Sch... F. D. S.Fr. B. 1,360 1262 Springfield . Academy of Our Lady of the Sch... F. C. S. B. 1,000 Sacred* Heart.* 1 1263 . do . Bettie Stuart Library . ! 1868 Sch... F. C. Fr. R. 2, 000 1264 . do . Eyangelical Lutheran Sem... ! 1874 ! Theo . 0. C. Fr. B. 5, coo 1265 . do . Lincoln Library . ! 1887 i Gen .. 0. T. F. B. 56,833 1266 . do . St. Joseph’s Ursuline Acad... 1868 I Sch... F. C. Fr. R. 1,500 1267 . do . Supreme Court Library . 1839 Law . . F. T. F. R. 16, OOO 1268 . do . State Historical Library . ! 1889 State . F. T. Fr. R. 14, 747 • 269 State Library . 1 1839 State . F. T. Fr. R. 39, 700 1270 . do . State Museum of Nat. Hist... i 1858 Sci ... F. T. Fr. R. 1,500 1271 Spring Valley . Public Library . I 1892 j Gen .. F. T. F. B. 3, 000 1272 Sterling . ^ . Public Library . 1878 Gen . . F. T. F. B. 10, 522 1273 Strentor . Public Library . 1899 Gen .. 0. T. F. B. 9, 207 1274 . do . Tr)^VT1.‘^h ip TTiph Schr.ol Sch F T. F. B. 1,803 1275 Sycamore . Pu1)lie Library . 1891 Gen .. R. T. F. B. 4, 221 1276 . do . Public School . Sch . . . F. T. Fr. R. 1,050 3277 . do . AVaterman Hall . 1889 Sch . . . F. C. Fr. B. 3,000 1278 Taylorville . Public Library . 1900 Gen .. 0. T. F. E. 1,897 1279 Tolona . Public High School . Sch... F. T. Fr. B. 1,200 1280 Teutopolis . St. JoseplPs College . 1861 Col ... F. C. Fr. B. 5, 000 12S1 Tuscola . Public Library . 1898 Gen .. R. T. F. B. 1,996 1282 Upi)er Alton . ShurtlelY College . 1827 Col ... F. C. S. Fr. B. 10, 000 1283 . do . Shurtletf Divinity School I . Theo . F. C. Fr. R. 3,000 (Baptist). 1281 Urbana . Chamjtaign County Teachers 1890 Sch... F. D. Fr. B. 3, 220 and Pupils’ Library. 1285 . do . Free Library . 1872 Gen .. F. T. F. B. 12, 397 1286 . do . University of Illinois . 1867 Col . . . 1 0. T. F. B. 57, 594 1287 . do . College of Law . Law .. F. T. Fr. R. 2, 275 1288 . do . State Laboratory of Nat- I Sci ... F. T. Fr. B. 5, 000 ural History. | 1289 Vandivlia . Pul)lir‘, High Sc.liool . . Sch . . . F. T. Fr. B. 1,000 1290 Vermilion . Vermilion Academy . 1 Sell...! F. C. Fr. B. 1, 000 * Statistics of 1900. 823 States of 1^000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] U O Receipts from — 0) 53 S S Pamphlets. Volumes adc during yea Books issued home use Taxation. Ihiblic ap- prop r i a - tion. Productive funds. Total incom d ■+-> o d d ^ a ^ Ph^ Value libr: building. Name of librarian. 10 11 12 13 14 15 16 17 18 19 500 50 75 67 S200 760 $280 4, 500 235 5.487 774 E. Frances Barber . 407 24; 219 57, 733 1,200 1,327 1,000 $10, 000 Nell Thornton . 1, 450 620 $1,000 Geo. Buttterworth 372 23, 368 400 $834 1,391 3, 000 Agues N. Robinson . 2,223 65, 489 5, 000 5,216 $550: 40, 000 Margare t Ringier . 200 Rev. Si las Barth, 0. F. M. Laura B. Woodruff . 100 50 50 85 85 200 100 40 40 365 291 100 100 Florence M. Foster . 1,905 111 94, 585 8,283 8, 933, o o o o' Jane P. Hubbell . 1 . 6, 000 270 2 ,.000 2, 000 Carl 0. Givmere . 150 150 S. Mae Lidclers . 501 39, 779 5, 364 20, 463 80, 000 Ellen Gale . 50 6, 000 400, 50 450 2, 500 Mary C. Forward . 50 300 t 200 200 W. R. Hatfield . . 72 258 12, 868 731 791 Emma L. Bowen . . . 1,029 1,029 20, 000 105 70 . 1 Albert Colvin . 6' 18 II. Keim . 100 50 3,500 75 i L. J. Sexton . 20 Mrs. E. J. W. Brocks _ 1,000 5,000 100 100 ! . 100 10, 000 75, 000 J. Herz . 5,101 108, 855 300 5, 811 5,811 James P. Bryce . 20 100 700 1,200 3,500 1,200 Ralph H. Wilkin . 3, 500 1, 500 Jessie Palmer Weber .... 2,000 1,500 1,000 C. H. Crants . 700 300 8,000 19, 000 43,470 30 159 1,750 7,200 26, 501 Sadie F. Murphy . 1,920 1,351 279 3, 171 3, 360 35, 000 Mrs. M. L. Wright . 300 900 R. R. TTnton _ 1,040 600 669 _ i Flora..!. Dow . . Rev. Dr. B. F. Fleetwood. 11, 049 1,400 1, 465 14, 500 Aline E. Emery . 161 8, 697 600 648 Lillie Hostetler . TdO 550 5,000 Howard C. 'Oil ton . 2,770 77 Chas.K. Watts . 650 3,100 47, 984 1,200 1,200 10, 000 Ida, B. Hanes 0,281 5, 357 10, 000 160, 000 Katharine L. Sharp _ 14, 600 350 Charles A. Hart . I 1229 1230 1231 1232 1233 1234 1235 1236 1237 1238 1239 1240 1241 1242 1243 1244 1245 1246 1247 1248 1249 1250 1251 12.52 1253 1254 1255 1256 1257 1258 1259 1260 1261 1262 1263 1264 1265 1266 1267 1268 1269 1270 1271 1272 1273 1274 1275 1276 1277 1278 1279 1280 1281 1282 1283 1284 1285 1286 1287 1288 1289 1290 824 EDUCATION REPORT, 1903, 1291 1292 1293 1294 1295 1296 1297 1298 1299 1300 1301 1302 1303 1304 1305 1306 1307 1308 1309 1310 1311 1312 1313 1314 3315 1316 1317 1318 1319 1320 1321 1322 1323 1324 1325 1326 1327 1328 1329 1330 1331 1332 1333 1334 1335 1336 1337 1338 1339 1340 1341 1342 K 1343 1344 1345 134(; 1347 1348 1349 1350 1351 1352 1353 1354 Puhlic, society j and school libraries in the United [Column 5: Building — O, owned; R, rented; F, furnished free. 6: Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. Building— Supported by— Free, subscrij)- tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 O 3 4 5 6 7 8 9 ILLIXOLS— cont’d. Public School . 1891 Sch . . . F. T. F. B. 1,400 1872 Gen . . R. T.D. F. B. 5, 626 Watseka . Public Library . . . .' . 1898 Gen .. R. T. F. B. 2,958 Public High School . ! 1890 Sch . . . F. T. Fr. C. 1,399 _ do . Public Lib. and Read. Room. 1898 Gen . . ' 0. T. F. B. 5, 138 Wenona . Bond Library . Gen . . R. D. F. B. 1,398 1870 Col . . . F. C. S.Fr. R. 2, 000 Wheaton . Adams Memorial Library .... 1891 Gen .. 0. C. F. B. 3,800 _ do . Public High School . 1 Sch...i F. D. Fr. B. 1,000 _ do . Wheaton College . iseo Col ...1 F. C. F. B. 3, 720 Whitehall . 1875 Sch ... F. T. Fr. R. 1,500 1901 Gen . . ! R. T. F. C. 2, 342 1885 Gen ..! F. T. F. B. 4,000 1877 Gen ..! F. T. F. B. 3,500 _ do . Todd Seminary for Bovs . 1848 Sch ... I F. C. Fr. R. 2, 000 Yates City . School and Public Library*.. 1878 Gen .., F. c. F. B. 1,912 IXDIAXA. A 1 hi on . . - Public High School . 1890 Sch _ i F. T. Fr. B. 1,372 Alexandria . Public High School . Sch...! F. T. Fr. B. 2,342 Anderson . Public Library . 1894 Gen .. R. T. F. B. 9, 885 Attica . Public Library . 1885 Gen . . 0 T. F. B. 2,000 Auburn . Public High School . l.«t88 Sch ... i f! T.D. Fr. B. 1,000 Aurora, Public Library . 1882 Gen . . 1 F. T. F. B. 3, 500 Batesville . Public High School . Sch . . . ! F. T. Fr. B. 1,000 Bedford . Public Library . 1898 Gen .. ! 0. T. F. B. 6, 244 Bloomfield . Public School . Sch . . . F. T. F. C. 1,000 Bloomingdale..... AVorking Men’s Institute . 1 . Sch... ! F. C. F. R. 1,500 Bloomington .. . Indiana University . 1820 Col ... 1 0. T. Fr. B. 45, 360 _ do . School of Law . Law . . i F. T. Fr. R. 4,000 . do . Monroe County Library . 1850 Sch . . . i F. D. S.Fr. B. 2,000 Bluffton . Public High School . ^ _ Sch . . . F. T. Fr. B. 1,000 . do . Public Library . 1893 Gen .. F. T. F. B. 9,000 Borden Borden Institute . 1885 Sell . . . F. C. Fr. R. 3,000 Brazil Public Library . 1880 Gen .. R. T. F. C. 7,000 Bremen . Public School . Sch . . . F. T.D. F. B. 1,000 Brookyille . Township Library* . Sch . . . F. T. F. R. 1,000 Cambridge City . . . Public High School . 1880 Sch . . . F. T. Fr. R. 1,800 Cannelton . City Library . 1896 Gen . . F. T. F. C. 1,726 Charlestown . Public High School* . Sch . . . F. T. Fr. B. 2, 511 . do . Township Library . Gen .. R. T. F. C. 1,500 Cicero . Public School . 1 1897 Sch . . . F. C. S.Fr. B. 1,000 Collegeville . St. Joseph’s College . 1891 Sch . . . F. D. Fr. R. 3,000 Columbia City .... People’s Free Library . 1901 Gen .. R. C. F. B. 8,500 . do . . Public School . Sch . . . F. T. Fr. B. 5, 545 Columbus . Public High School* . 1 1887 Sch . . . F. T. F. R. 5,000 . do . Public Library . 1 1897 Gen .. 0. T. F. B. 6,123 Corvdon . Ohio Valley Normal School .. i 1896 Sch . . . F. T.C. Fr. B. 4,200 . do . Public School . Sch . . . F. T. F. R. 1,000 Crawfordsville .... Carnegie Public Library . 1898 Gen .. 0. T. F. B. 5, 000 . do . Wabash College . 1832 Col . . . 0. C. Fr. B. 38, 500 Crownpoint . High School . 1880 Sch... F. T. F. B. 1,200 Culver . Military Academy . 1896 Sch . . . F. C. Fr. B. 2,248 Ban vi lie . Central Normal College . 1876 Sch _ F. C. Fr. R. 2,000 . do . Public Library . 1903 Gen .. 0. T. F. B. 1,700 Decatur . Public School (The Jefferson)* 1 1890 Sch . . . F. T. F. B. 2,000 Delphi _ ... Public High School * . 1 Sch . . . F. T. F. B. 2,000 . do . Public Library . 1 1897 Gen .. F. T. F. B. 3,000 Dublin . Pul)lic School . 1870 Sch . . . F. T. F. B. 2,200 Edinburg . High School . 1892 Sch . . . F. C. Fr. R. 1,200 Elkhart . Public School . ! 1882 Sch... F. T. Fr. R. 5,442 . do . Elkhart Institute . Sch . . . F. C. Fr. B. 1,000 Elwood . Public Library . 1899 Gen .. F. F. B. 4,280 Evansville . Evansville Law Library* . 1 1892 Law . . F. c! S. R. 2, 250 . do . Public High School . . Sch . . . F. T. Fr. B. 2,500 . do . Vanderburgh County Library Gen .. F. T. F. C. 4,000 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBEARIES, 825 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8; C, circulating; B, both.] 0) • O Receipts from — g fl rrt Pamphlets. Volumes adc during yea Books issued home use, Taxation. Public ap¬ propria¬ tion. Productive funds. Total incom 11 !■§ Value libn building. Name of librarian. 10 11 12 13 14 15 16 17 18 19 100 140 60 9, 020 12, 742 $375 $350 $843 780 $5, 000 Tdzzie T. Baldwin 310 $780 Lillian Barnes . 76 W. .1. Ptebbins 32, 320 2,630 2, 728 $27, 500 TiUev l\r. rilnrke 1,296 133 5, 975 36 7, 300 Anna M. Hoge . 325 0. H. Charles . 156 12, 723 28, 000 Katharine A .Wei Is 60 E. Whipple . 150 509 11, 809 950 1, 029 840 Anna E. Law . 221 8; 498 10, 000 Grace E. Sloate . 150 500 515 Mrs. C. M. Curtis . . Noble Hill . 120 37 1,800 ■; . 59 400 804 46, 690 3,500 3,614 Katherine A. Chipman.. Katherine Fisher . 600 11,430 100 350 380 Julia Mott Hodge . 300 273 11, 000 278 298 Luella Wymond . 200 1,500 35, 212 O ' o ■ o o o 150 2,386 21, 000 Georgia A. Friedley . C. B. McLinn . 5 Cloyce Maris . 2, 500 8, 000 50, 000 500 100 4,260 50 Zora Miller . 1,000 500 23, 9.57 1,000 1, 021 Bertha B. Craven . Wm. \\h Borden . 500 1,000 1,750 1,750 33 800 500 121 100 340 5, 200 275 795 Charles A. Loesch . 300 125 4, 786 50 189 400 50 115 3, 300 34, 000 4,000 68 Lois And..3w Adams .... 146 652 68 Ida Galbreath . 525 582 23, 787 3, 000 3,000| 50 18, 090 400 19, 000 Miss June Deming . 3, 000 100 500 Emma K. Hallett . 100 125 1,000 25, 075 2, 400 100 2,585 ^ O o o C<1 CO Sue K. Beck . 817 H. S. Wedding . 35 150 600 200 200 55 214 5, 000 240| F. L. Hunt . C. A. Hargrave . 300 o o ■ o »o lO _ 1 n.^no' _ Miss Lou Robinson . 100 400 1,500 450 210 8, 000 600 612 Emma Meyer . 1, 500 50 2,000 85 88 Georgia Hicks . 500 100 500 Lcoa JI. Foster . i 639 31, 366 3, 000 3, ooo; 100^ Nellie B. Fatout . 200 50 100 Fred J. Woerner . 1291 1292 1293 1294 1295 1296 1297 1298 1299 1300 1301 1302 1303 1304 1305 1306 1307 1308 1309 1310 1311 1312 1313 1314 1315 1316 1317 1318 1319 1320 1321 1322 1323 ]324 1325 1326 1327 1328 1329 1330 1331 13.32 1333 1334 1335 1336 1337 1338 1339 1340 1341 1342 1343 1344 1345 1346 1347 1348 1349 1350 1351 1352 1353 1354 82G EDUCATION EEPOET, 1903, Public, societii, and school libraries in the United [Column 5: Building— O, ov/ned; H. rented; F, furnished free. 6; Supported by— T, taxation; R, reference; Location. Name of librarj'. Founded. Class. 1 Building— Supported by— ii-g d li-i d 0 ^ yy 'ir .5 Circulating, ref¬ erence, both. Volumes. 1 2 1 3 4 5 6 7 8 9 INDIAXA— cont’d. 1885 Gen .. 0. C. F. B. 28, 238 1350 Fairmount . Fairmount Acad, and Nor. Sch Sch . . . F. C. Fr. B. ~2, OCO 1357 Public School . Sch . . . F. T. Fr. R. 1, 163 1358 1^6 Col . . . 0. C. Fr. B. 1’ 000 1359 . do . Public High School . Sch . . . F. T. Fr. B. 5^ 000 1300 . do . Public Librarv . 1 1893 Gen .. 0. T. F. B. 16^ 767 1301 . do . Railroad Dept. Y. M. C. A _ 1884 Y. M.. F. C. S. Fr. B. 2, 000 1302 . do . St. Augustine’s Academv . 1 Sch... F. C. Fr. B. 5,000 1303 Frankfort . Public High School . 'i892' Sch... F. T. Fr. B. 2, 100 1304 . do . Public Library . 1880 Gen .. F. T. F. B. 2^ 426 1365 Franklin . Franklin College . 1844 Col . . . 0. C. S. Fr. B. 14, 500 1360 Goshen . Go.shen College". . 1894 Sch . . . F. C. Fr. B. li 000 1367 . do . Public High School . 1390 Sell . . . F. T. Fr. B. 4,000 1308 Greencastle . Carnegie Librarv . 1891 Gen .. 0. T. F. B. 7,148 1309 . do . De Pauw University . 1843 Col ... F. C. Fr. R. 24, 800 1370 . do . Public High School* . Sch . . . F. T. F. B. 6, 824 1371 Public Library . 1898 Gen .. F. T. F. B. 3’ 500 1372 Carnegie Librarv . ! Gen .. 0. T. F B. '2, 000 1373 . do . Public School . . 1901 Sch . .. F. T. Fr. B. lil72 1374 Hammond . Public School . 1887 Sch . . . F. T. Fr. R. 1 479 1375 Hanover . ' Hanover College . 1828 Col . . . 0. i c. Fr. i B. 13| 000 TST6 do Philalcthian Lit. Soc . 1 823 C. Soc. F. C. F. c. 1 500 1377 . do . Union Literary Society *. . 1834 C. Soc. F. a S. 1 K. lisoo 1378 Hartford City . Public Library . 1897 Gen 0. T. F. i 1,500 1379 Huntington City Free Librarv . Gen .. 0. T. F. B. 13, 000 1380 Indianapolis (Ir¬ Butler College ( Bona Thomp¬ ^ 1902 Col ... 0. C. Fr. 11’ 000 vington). son ISIemorial Library). 1 1381 ■ Indianapolis . Central Col. of Physicians and 1879 Med ..^ F. C. Fr. 1 R. 2,000 1 Surgeons (Clark Lib.). * 13S2 . do . Central Indiana Hospital for ! 1848 Asy . . . ' F. T. Fr. R. 3, 210 j Insane. 1 1383 . do . : Indiana Historical Society _ ' 1831 Hist ..' F. C. Fr. R. 2, 000 13;s4 . do . 1 Ind. Industrial Sch. for Girls. 1901 Sch...i F. T. Fr. R. i 1,000 1385 : . do . Indiana Institution for Edu¬ 1847 Asy...j F. I Fr. c. j 1,800 cation of the Blind. 1 1 1380 . do . ‘ Ind. Kindergarten and Pri- 1884 Sch... c. Fr. B. ! 1, 634 maryNormal Training Sch. 1 1 1387 . do . i Indiana Law School . 1891 ‘ Law . . ' R. ! C. Fr. R. 1, 500 1388 . do . i Indianapoli.s Bar Association.! 1378 Law . . 1 F. i C. S. B. 8, 000 1389 . do . ' Indianapolis College of Larv. . * Law . . F. ! c. Fr. R. 1, 500 1390 . do . Institution for the Education i Asy . . . ! F. 1 T. Fr. B. 3, 364 of the Deaf. i 1391 . do . ' Kniekerb'oeker Hall * . i Sell...! F. i C. S. R. 1, 500 1392 . do . : Law Building Library . ’isoo’ Law..; F. 1 C. Fr. R. 5, 000 1393 . do . IManual Training High Sch. . . 1395 T. Fr. R. 3,400 1394 . do . ' Harion County Library . 1847 Gen .. F. , T.C. F. C. 5, 200 1395 . do . : Public Library . ‘ . 1873 ! Gen .. 0. : T. F. 1 B. 101, 534 ]39t') . do . i Shortridge High School 1880 j Sch ... F. ! T. Fr. ! R. 6, 500 1397 . do . I State Law Library . 1867 Law . . F. i T. F. R. 33, 672 139.8 . do . State Library . 1825 State . F. T. F. B. 35, 021 1399 .lelfersonville . Indiana Reformatory Library Asy...l F. T. Fr. R. 3, 000 1400 . do . Jeffersonville Township Pub¬ 'i960' Gen ..! 0. T. B. 2, 800 lic Library. 1401 Ivondallville . . . Public School . 1890 Sch . . . ! F. T. F. B. 1,500 1402 Knightstovu . Indiana Sailor.s and Soldiers’ 1890 State .j F. T. Fr. B. 1,969 Orphans’ Home. 1403 j Kokomo . Public High School . 1889 Sch ... F. T. Fr. R. 1,000 llOi . n Alorgnn 500 200 1, 000 108 100 600 120 1,000 300 Rev. F. de S. Schoeppner. Pearl IM. Clark . 1, 000 16, 132 Ida A. Lewis 200 100 75 inn Abraham Bowers . 4, 572 260! . 1414 1415 1416 1417 1418 1419 1420 1421 1422 1423 1424 1425 1426 1427 1428 1429 1430 1431 1432 1433 1434 1435 1436 1437 1438 1439 1440 1441 1442 1443 1444 1445 1446 1447 1448 1449 1450 1451 1452 1453 1454 1455 1456 1457 1458 1459 1460 1461 1462 1463 1464 1465 1466 1467 1468 1469 1470 1471 1472 1473 1474 1475 1476 1477 1478 830 EDUCATION EEPOET, 1903, PubUc, wciefu, and school libraries in the United [C'olumn 5: Building— O, owned; R, rented; F, furnished free. G: Supported by — T, taxation; R, reference; Location. Name of library. (Jass. 1 •g; 1 1 ! 55 jf.2 - " c ‘C ^ ^ S O fc- o Volumes. 1 2 3 • 1 5 G 1 _ ! i s 9 IXDIAXA — COnt'd. 1479 South Bend . Public High School . 1881 Sch . . . F. T. Ft. B. 2,075 14S0 1888 Gen. . . 0. T. F. B. 10, 561 1481 . do . St. Joseph County Teachers’ 1882 Sch... F. T. S.Fr. B. 1,250 L/ibrary. 1482 . do . Y. M. C. A. Library * . 1883 Y. M . . 0. C. S. B. 1,000 1483 1870 Sch . . . F. C. F B. 3, 000 1484 Terre Kaute . Indiana State Nornial Sch. . . . 1889 Sch . . . 0. T. S.Fr. B. 33, 219 1485 . do . Public Library . 1882 Gen .. 0. T. F. B. 20,000 1486 . do . Rose Polytechnic Institute... 1.883 Col ... F. C. Fr. B. 10, 000 1487 Public High School . 1885 Sch . . . F. T. Fr. B. 1,760 1488 ...r.do . Public Library . 1902 Gen .. 0. T. F. B. 1,234 1489 Sch . . . F. T. F. B. 1,112 1490 Union High School* . Sch . . . F. T. F. B. 1,000 1491 Upland . Taylor Uhiy. (Mooney Lib.) .. 1893 Col ... F. C. F. B. 4, .500 1492 . do . Reade Theol. Sem. (M.E. ) . Theo . F. c. Fr. R. 1, 200 1493 Valparaiso . Normal College . ’1873’ Sch . . . F. c. F. B. 10, 000 1194 . do . Public High School . 1890 Sch... F. i T. Fr. R. 2,000 1195 Vincennes . St. Francis Xayier Cathedral 1800 Theo . 0. : C. Fr. R. 10, 000 Library. 1496 . do . Vincennes Uniyersity . 1808 Sch... F. ! C. F. R. 7,000 1497 Wabash . Carnegie Library . 1901 Gen .. T. F. B. 4,618 1198 Warsaw . Carnegie Public Library . ; 1885 Gen .. F. I T. ' F. C. 8, 000 1499 Washington . Carnegie Public Library . Gen .. 0. ! T. ' F. B. 3, 200 1500 . do . Public High School . 1890 Sch . . . F. ! T. F. B. 2, 050 1501 Westfield . I Public High School . 1877 Sch . . . F. D. F. R. 1,000 1502 Winamac . j Public Library . , 1899 Gen .. F. ! T. F. C. 1,000 1503 Winchester . ' Randolph Co. Law Library* . ! 1883 Law . . F. 1 C. S. R. 3, 000 IXDIAX TERRITORA'. ! 1504 Atoka . 1 Knights of Pythias Pub. Lib . 1900 Soc . . . R. 1 C. 1 F. R. 1,000 1505 Bacone . Indian Uniyersity . ■ 1884 Col ... F. C. ! Fr. B. 1,500 1506 Muscogee . Henry Kendall College . 1898 Col . . . F. c. ’ S. Fr. B. 1,200 1507 Tahlequah . Cherokee Male Seminary . 1866 Sch . . . F. T. 1 Fr. B. 1,000 1508 . do . Cherokee National Library... Gen .. F. T. F. R. 4, 500 IOWA. 1509 Ackley . Public High School . Sch . . . F. T. 1 Fr. B. 1,000 1510 4]gona . Free Public Library . 1809 Gen .. R. T. ! F. B. 4, 310 1511 Alta . Public High School . Sch . . F. T. iS.Fr. R. 1,600 1512 Ames . Iowa State College . 1869 Col . . . F. T. Fr. B. 17, 000 1513 A n a ni osn . I’ublic Library . 1903 Gen .. 0. T. ! F B 2, 052 1514 . do . State Penitentiary Library... 1 1898 Asy . . . I? T. 1 Fr. R. 6, 695 1515 Atlantic . J. K. Powers Meniorial Lili . . . 1889 O.F .. f! c. :S.Fr. B. ■ 2, 300 1516 Audubon . Columbian Library . ; 1893 Soc . . . F. C. jS.Fr. B. 1,300 1517 Avoca . Public Library . 1899 Gen .. F. C. Fr. B. 1,000 1518 Bloomfield . Southern Iowa Normal Sch. . . ! 1871 Sch... F. c. Fr. B. 1, 000 1519 Boone . Ericson Free Public Library . 1 1889 Gen .. T. F. B. 8, 573 1520 . do . Public High School . j 1879 Sch... ! F. T. Fr. B. 3,100 1521 Brooklyn . Public High School . I 1892 Sch . . . i F. D. F. B- 1,310 1522 Burlington . Free Public Library . 1885 Gen .. 0. T. F. B. 24, 769 1523 i . do . Public High School* . 1 1883 Sch . . . F. T. F. R. 2, 000 1524 Carroll . Public Library . ' 1894 Gen .. R. T. F. B. 1,815 1525 1 Cedar Falls . Public Library . ‘ 1878 Gen ..! 0. T. F. B. 7, 537 1526 . do . State, Normal School 1876 Sch...^ F. T. Fr. B. 15, 300 1 527 ! Cedar Rapids . Boheannan Reading Society . [ 1868 Soc ...1 R. c. -F. B. 12,000 1528 * . do . Coe College . 1881 Col ... 1 F. C. F. B. 3, 776 1529 1 . do . Free Public Library . ' 1S97 Gen .. 1 R. T. F. B. 10, 708 1530 ! . do . Iowa Ma.sonic Library . : 1844 Mas... [ 0. c. F. R. 20, 000 1531 ! . do . St. Joseph’s Academy . 1875 Sch ... F. c. Fr. R. 1,025 1532 ' . do . i Washington High School . 1 Sch ... 1 F. T. Fr. B. 1,500 1533 1 . do . 1 Y. M. C. A. Library . Y. M.. F. c. S. Fr. B. 2, 000 1534 i Centeryille . Drake Free Public Library... I’ijo-j’ Gen .. 0. T. F. B. 4,535 1535 ! Central City . John C. Clegg . 1 1895 Gen .. R. T. Fr. B. 1,600 1536 Chariton . Free Public Library . ’ 1898 Gen .. R. T. F. B. 1,713 1537 1 Charles City . 1 Charles City College . ! 1891 Col ... F. c. Fr. B. 1,840 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBK ARIES, 831 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, S, subscription; Fr, free for rcierencc. 8; C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from— Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 72 4,320 Thilk.n, 8nck 1479 189 33, 523 Virginia Tutt . 1480 l' 050 Wm. Clem . 1481 2,100 6 $70 1482 Homer H. Cooper . 1483 1,500 2, 118 . 43, 654 ]$3, 475 12, 193 $75, 000 Arthur Cunningham .... 1484 '788 58, 000 $4, 228 6,303 Leatha M. Paddock . 1485 F. P. Wadleigh . 1486 250 100 100 100 1487 440 12, 834 800 800 $1, 300 iirs. Sam Matthews . 1488 300 12 400 1489 200 25 I 1490 1,000 400 W. W. Herrington . 1491 1 1492 3, 000 0. P. Kinsey . I 1493 1494 200 1,500 ’ 1 1495 2,000 . Grace Egeler . 1496 328 518 15, 778 2,000 2, 051 25, 000 Miss D. Henley . 1497 300 12, 000 412: 417 1498 50 14,122 2,400 2, 400 22, 000 Annie H. Gibson . I 1499 200 100 5, 756 200 279 1500 175 70 1 Irvin Stanlev . 1501 188 2, 761 154 156 W. H. Kellv". . 1 1502 1,000 100 600 1503 25 D. N. Linebaugh . 1504 1301 80 Ella M. Haves . 1505 3,000 100 72 E. M. Patterson . 1506 200 50 50 Clarence Markham . 1507 ■ ■ i J. T. Parks . 1508 1509 50 210 16, 060| 900 1, 032 Mrs. L. M. Horton . 1510 150 750 80 Willis J. Bell . 1511 1,800 4, 900 . i Vina E. Clark . 1512 Cornelia McCarn . 1513 678 20, 965' 1 905 . 1514 1,650 50 50l . 1 W. B. Martin . 1515 . . 1 Elizabeth Davis . 1516 2, 487' 191 M. S. Consignv . 1517 100 400 1518 1,600 1, 655 11,439 1,748 . 1 2, 283 12, 000 Bessie Moft’att . 1519 300 456 1520 128 141 124 Eugene Henely . 1521 5, 000 1,719 62, 237 6,491 7,521 60, 000 Miriam E. Carey . 1522 250 45 1523 48 158 5, 460 780 780 Martha H. Bangs . 1524 900 596 14, 570 2, 702 2,721 3,902 1525 1,859 1,456 22, 550 3, 500 Anna M. Baker . 1526 500 Frank Kurka . 1527 99 1, 620 ^i!25 494 1528 1, 981 49, 427 Harriet W ood . 1529 4, 500 500 3,000 i 50, 000 Newton R. Parvin . 1530 400 100 1 1531 1532 25 250 - -- 1 Chas. W. Donaldson . 1533 18, 410 1, 050 2, 838 . 1 35, 000 Linn a Ullrich . 1534 125 45 250 1 Mrs. Howard Bliss . 1535 387 14, 101 697 743 Margaret W. Brown . 1536 845 36 61 1537 832 EDUCATION KEPORT, 1903 PahJic, societij, and school libraries in the United [Column 5: Building— O, owned; R, rented; F, furnished free. 6: Supported by— T, taxation; R, reference; Location. Name of library. Founded. Class. . ! u s j Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. A’'olumes. 1 2 i 3 4 5 1 1 6 i 7 8 9 IOWA— continued. ! 1033 Charles City . 1 Free Public Library . 1886 Gen .. R. T. F. B. 4, 000 153.) 1899 Gen . . R. T. F. B. 3, 418 1540 do 1899 Seh . . . F. T. Fr. B. 1 555 1541 1888 Asy F. T. Fr. 1 R. 1 000 1542 Public Library . 1890 Gen . . 0. C. S. Fr. ' C.' 1, 389 1543 Clinton . Mt. St. Clare’s Academy . i 1893 1 Sch ... F. C. Fr. 1 c. 5,000 1544 . do . Public Library . I 1902 Geir .. 0. T. F. B. 6, 000 1545 . do . Public School . i 188-5 ! Sch... R. T. S.Fr. B. 6,034 1546 . do . AVartburg College . ; 1868 Col ... F. C. Fr. R. 2, 970 1547 i 1893 Gen .. F. T. F. B. 1, 000 1.548 College Springs . . . Amity College . 1 1860 Col . . . F. T. S. B. 1,500 1549 Public School . Seh . . . F. T. F. R. 1,000 1-550 Corning Academy . Sch . . . F. C. Fr. B. 1,500 T551 . do . Free Public Library . I 1899 Gen .. 0. T. F. B. 2, 380 15.52 Correcticnville ... Library Association . ! 1899 j Gen .. R. C. p B. 1,202 1553 Council Bluffs .... Free Public Library . 1882 1 Gen .. R. T. F. B. 23, 253 1554 . do . Iowa School lor the Deaf . 1878 Asy... F. T. Fr. B. 3,500 1871 Sell F c. Fr. B. 2 500 1556 Creston . Creston Library _ . 1875 Gen ! ! F. T. F. b! 2, 800 1-5.57 l)s,vpn]')orf _ Academy of Sciences . 1867 Sci ... 0. C. Fr. R. 6, 215 1558 I . do . Dayenport Turngemeinde . .. 1852 Soc ... F. C. Fr. B. 2, 760 15.59 . do . Immaculate Conception Acad 1856 Gen .. F. c. Fr. R. 4,000 1560 . do . James Grant Law Library =•' _ Lacy . . F. c. S. R. 12, 000 1561 . do . Public High School . 1 1873 Sch . .. F. T. D. Fr. B. 2,396 1562 . do . Public Library . i 1900 Gen .. 0. T. F. B. 11,650 1.563 . do . St. Ambrose College . 1885 ! Sch... F. C. S. B. 5, 000 1-564 do St. Katharine’s Hall . F. C. Fr. B. 1, 800 1-565 . \ . . do . Soldiers’ Orphans’ Home . 1863 ■ State . F. T. Fr. R. 2,557 1566 Decoi’sh . Decorah Institute . 1874 Sch... F. c. Fr. B. 1,500 1567 1 . do . Luther College . 1861 ! Col . . . F. C. S. Fr. B. 13, 000 1568 Denison . Public School . 1873 Sch... R. T. S. Fr. B. 1,600 1569 Denmark . Denmark Academy . 1-843 1 Sch . . . F. C. F. B. 2, 000 1570 Des Moines . Des Moines College . 1865 Col ... F. c. S. R. 4, 770 1571 ! . do . Drake Uniyensity . 1884 Col . . . F. c. Fr. B. 7, 518 1572 1 . do . Iowa Colleye of Law . Lary . . F. c. Fr. R. 1,200 1-573 ! . do . East Side High School . Sch . . . F. T. Fr. B. 1,200 1574 . do . Free Trayehng Lib. of Iowa.. 1896 State . R. T. F. C. 10, 979 1575 1 . do . Grand Ahew College . 1896 Sch . . . F. C. Fr. R. 3, 500 1576 ! . do . Highland J’ark College =*= . Sell . . . F. c. Fr. B. 5, 000 1577 . do . Public Library . 'i869’ Gen .. 0. T. F. B. 31,487 1578 ! do State Board of TTenlth 1880 State F. T. Fr. R. 2, 500 1579 State Horticultural Society 1866 Sci . . . F. T Fr! r! i!075 1-580 i rlo State Library. ... 1838 State . F. t! F. R. 94, 850 1581 j . do . AA’cstDes Moines High School. Sch . . . F. T. Fr. B. 1,000 1.582 1 De AVitt . Public Library . 1897 Gen .. R. T. F. B. 1,400 1583 Dubuque . Academy of Ah.sitation . Sch . . . F. C. S. B. 1,500 1584 ' . do . Carnegie-Stout Free Public i902 Gen .. 0. T. F. B. 20, 310 1 Liljrary. 1-585 1 . do . German Theological Semi¬ Theo . F. C. F. R. 4, 500 nary of the Northwest.* 1-586 . do . Public High School . 1897 Sch... F. D. Fr. B. 1,700 1.587 . do . St. Joseph’s College . 1873 Col . . . F. C. S. B. 3, 000 1588 . do . AA’artburg Seminary . 1854 Theo . F. C. Fr. B. 6,900 1589 Young Men’s Library Associ¬ 1856 Gen .. R. c. S. B. 17, 500 ation.* 1590 Dunlap . Public High School . 1888 Sch . . . F. T. Fr. R. 1,000 1591 Eld ora . Industrial School for Boys ... 1875 Sch . . . F. T. Fr. B. 1,-520 1592 . do . Public Library . . 1878 Gen .. 0. T. F. B. 2, 800 1.593 Elkader . Public High School . Sch . . . F. T. Fr. B. 1, 000 1-594 Emmitsburg . Public School . Sch... F. I). F. B. 1, 897 1595 Epworth . Epworth Seminary . 1883 Sch . . . F. T. F. B. 2, 000 1596 Estherville . Free Public T-iltrary . . 1880 Gen . . 0. T. F. B. 2, 200 1597 Exira . Public High School . Sch . . . F. T. Fr. B. 2, 000 1.598 Fairfield . Free Public Library . 18.53 Gen .. 0. T. F. B. 18,619 1.599 _ do . Parsons College . 1875 Col . . . F. C. Fr. R. 1,000 1600 I'^ayette . Uy)pcr Iowa Uniyersity . 18-57 Col ... 0. c. p R. 1,095 1601 Forest City . Public Library . . 1899 ; Gen .. 0. T. F. B. 1,454 =*= Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRAEIES 833 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circiilating; B, both.] 'd Am Receipts from — Pamphlets. Volumes adc during yea Books issued home use Taxation. Public ap¬ propria¬ tion. Productive funds. Total incom Permanent dowment fui Value libn building. Name of librarian. 10 11 12 13 14 15 16 17 18 19 300 12, 500 Katharine R. Ellis . 646 lo; 655 1,000 $778 $842 Mrs. J. H. Burlingame .. Estella Boot . $128 128 50 50 200 $1, 300 Hannah Bowers . 1,000 300 3,000 3, 000 940 5, 084 889 Mrs. 0. P. Bostwick . 150 60 $150 150 H. Kuhlmann . 203 5, 014 456 486 Floretta Ogan . 30 300 2, 225 25 179 Marshall C. Crouch . 300 10, 011 639 709 2, 000 111 2,670 142 Mrs. W. M. Wright . 426 51, 584 3, 507 3, 802 Mary E. Dailey . Sister M. Antonia . 224 6,548 122 75 222 Gertrude Jav . 37, 784 125 500 1, 030 $24, 000 C. E. Harrison . 40 1,080 100 Ludwig Berg . 1,000 300 559 174 11, 650 50 19, 153 12, 884 55, 942 75, 000 Marilla, V/. Freeman . 1,000 Chas. V. Birkhiser . . Sister Esther . 150 870 3, 400 1,205 4, 946 331 462 Chr. A. Naeseth . 600 Georgia W. McClellan . . . J.R. Childs . 100 20 Caroline E. Laird . 3,695 Mary A. Carpenter . 500 40 P. P. Hornsyld . 1,486 137, 078 15, 258 15, 902 256, 524 20 500 23 Wesley Greene . 6, 124 5, 806 12, .500 12, 500 Johnson Brigham . 50 8,000 Elsie F. Saxton . 2,107 71, 044 7,500 « 7,500 80, 000 Bessie S. Smith . 1,600 300 150 75 Carrie Langworthy . Jolm P. Carroll . 1,500 100 2, 000 26, 710 150 M. Fritschel . 228 78 3, 285 ! . 35 35 1 E. 0. Bronson . 790 485 2, 665 12, 590 ROOO 1,000 1,000 . B. J. Miles . 560 1,000 10, 000 Clara Estabrook . 168 1,624 H. E. Blackmar . 1,800 25 449 86 Helen J. Hanna . 150 15, 000 1,000 1,055 Sade M. Dave . 525 13, 037 1,500 1,700 40, 000 H. M. Dysart . Kate Hinitt . 341 1,387 9,335 403 . Perrie Hurd Alderson _ 220 600 608 i;:;:;:::: 4, 000 Pearl Bahner . 1538 1539 1540 1541 1542 1543 1544 1545 1546 1547 1548 1549 1550 1551 1552 1553 1554 1555 1556 1557 1558 1559 1560 1561 1562 1563 1564 1555 1566 1567 1568 1569 1570 1571 1572 1573 1574 1575 1576 1577 1578 1579 1580 1581 1582 1583 1584 1585 1586 1587 1588 1589 1590 1591 1592 1593 1594 1595 1596 1597 1598 1599 1600 1601 ED 1903 - 53 834 EDUCATION EEUOET, 1903. IhihUc, society, and school libraries in the United [Column 5: Building — O, owned; R, rented; F, furnished free. C: Supported by — T,' taxation; R, reference; 1602 1603 1604 1605 1606 1607 1608 1609 1610 1611 1612 1613 1614 1615 1616 1617 1618 1619 1620 1621 1622 1623 1624 1625 1626 1627 1628 1629 1630 1631 1632 1633 1634 1635 1636 1637 1638 1639 1640 1641 1642 1643 1644 1615 1646 1047 1648 1649 1650 1651 1652 1653 1654 1655 1056 1657 1658 1659 1660 1661 1662 1663 1664 Location. Name of library. Founded. ! j Class. 1 t P 3 3 Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 1 4 5 0 7 S 9 low.A— continued. Fort Bodge . Free Public Library . 1874 Gen .. c ). T. F. B. 10, 700 . do . Public School . 1 Sch... 1 F. T. Fr. R. 1,800 . do . Webster Co. Teachers’ Library 1882 Sch... i F. C. S. B. 1, 328 Fort Madison . Cattermole Memorial Library 1893 Gen .. 0. T. F. C. 6, 000 . do . State Penitentiary Library... Asy _ F. T. Fr. B. 7,000 Garner . Ladies’ Library Association.. 1871 Geii .. 1 0. C. S.Fr. C. 1,030 Glenwood . Iowa Institution for Feeble- 181V3 A.sy . . . F. T. Fr. R. 1, 200 Minded Children. . do . 1896 Gen . . F. C. Fr. B. 1,300. 1872 Gen . . R. C. S.Fr. R. 1,800 1894 Gen . . 0. T. F. B 7, 000 . do . Iowa College . 1848 Col ...1 0. C. F. B. 29, 652 Grundy Center _ W.C.T.U. Library . 1895 Gen ..I 1 C. S.Fr. B. 1,000 1886 Sch ... F. T. S. B. 2, 100 Hampton . Carnegie Hampton Pub. Lib. . 1896 Gen .. 1 F. T. F. B. 2, 345 Public High School . Sch . . . F. T. Fr. B. 1,200 . do . P. E. 0. Public Library . 1898 Gen .. R. C. S.Fr. B. 1,130 Free Public Library . 1901 Gen . . 0. T. F. B. 1,000 Free Public Library . 1898 Gen .. F. T. F. C. 1, 150 Holstein . Public High School . Sch . . . F. T. Fr. B. 1,269 Hopkinton . Lenox College . 1859 Col ... 0. C. S.Fr. B. 3,380 Hull . Hull Educational Institue _ 1885 Sch . . . F. C. Fr. B. 2,000 Humboldt . Hum bol d t College . 1895 Sch . . . F. C. S.Fr. B. 5,000 Ida Grove . Public High School* . Sch... F. T. Fr. B. 1,181 Independence .... Free Public Library . ’1873’ Gen .. 0. T. F. B. 5,901 Indianola . Public Library . 1884 Gen . . R. T. F. B. 4, 705 . do . Simpson College . 1867 Col ... F. C. Fr. B. 3, 500 Iowa, City . Public High School . Sch . . . I T Fr. B. 1,100 . do . Public Library . 1897 Gen .. 0. T. F. B. 6,854 . do . State Historical Soc. of Iowa . 1857 Hist . . F. T. Fr. R. 28,000 . clo. . . State University of Iowa . 1857 Col ... F. T. Fr. B. 60, 000 . do . . . Law Library . 1868 Law .. I T. S. Fr. B. 11, 240 Iowa Falls . Ellsw'orth College . 1890 Sch . . . F. C. Fr. B. 1,500 . do . Public Library . 1896 Gen .. R. T. F. B. 2, 113 JelTer.son . Public Library . 1901 Gen .. R. T. F. B. 2, 581 Keokuk . I. 0. 0. F. Library . 1877 O.F... F. C. Fr.- R. ' 3, 500 . do . Public High School . 1893 Sch . . . T T. Fr. B. 1,197 . do . Public Library . 1863 Gen .. 0. C. F. B. 13, 764 Keosauciua . I. 0. O..F. Library . 1850 0. F. . . F. c. Fr. R. 1,000 Kingsley . Library Association . 1897 Gen .. F. c. S. C. 1 , 038 Knoxviile . Odd Fellow’s Encampment 0. F... R_ c. Fr. C. 1,002: Library. . do . Public School . Sch . . . 1 D. Fr. R. 1,500 T,!i7110Tli Grace! and ColR'ge . 1894 Col ... F C. F. R 1, 250 . do . Reorganized Church of Lat¬ 1865 Gen .. F. C. F. B. 3,000 ter Bay Saints. Leclairc . Public School . Sch . . . F. T. Fr. B. 1,000 Legrande . Palmer College (Summerbell Col . . . F. C. F. B. 1, 000 Library). Leniars . Public High School . Sch _ F. T. Fr. B. 2,856 . do . Public Library . 1876 Gen .. 0. T. F. B. 4,417 . do . Western Union College* . 1900 Col . . . F. C. Fr. R. 1,650 Leon . Public Library . 1901 Gen . . F. T. B. F. R. 1,587 Lyons . Young Men’s Association Lib . 1863 Gen .. R. C. S.Fr. B. 5, 898 IM cGregor . Public High School . Sch . . . F. T. Fr. B. 1.000 l\lanchester . Free Public Library . Gen . . 0. T. F. B. 4,300 INI an. son . Public High School . Sch . . . F. T. Fr. B. 2, 000 Maquoketa . Boardraaii Library Institute.. 1885 Gen .. R. C. S.Fr. B. 3,941 INIarcus . Public High School . Sch . . . F. T. Fr. B. 1,000 Marengo . Public School . 1894 Sch. .. F. T. Fr. B. 1,800 Marion . Free Public Library . 1902 Gen . . R. C. F. B. 1,004 Marshalltown. . Iowa Soldier.s’ Home . 1888 State . F. T. Fr. B. 1,760 9,180 . do . Public Library . 1892 Gen .. 0. T. F. B. . do . Public School . 1892 Sch... F. T. Fr. R. 3,500 Mason Citv . I’ublic Library . 1888 Gen .. 0. T. F. B. 3, 491 Ma.vnard _ Public High School . 1885 Sch . . . F. T. F. B. 1,000 Missouri Valley... Free Public Library . 1881 Gen .. F. T. F. B. 1 2,300 * Statistics of 1 900. PUBLIC, SOCIETY, AND SCHOOL LIBKAEIES, 835 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8; C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from— Total income. 4 Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 1,000 500 22, 000 . .TnnelM. Farpcntpr . 250 180 850 $100 A . T/. Brown 344 39, 675 ^2, 085 2,165 Jennie Ingalls 1, 100 ^900 900 A. H. Jessup . 70 1, 520 141 $1, 000 Lulu L. Lovell . . . 100 140 1, 100 145 306 jNirs. C. H. Lvons . 300 100 $72 97 $1, 200 Walter V. Greene . 810 22, 208 1,450 2,507 15, 000 Mary E. Wheelock . 1,268 8, ioo 2, 720 62, 720 13, 000 23, 000 M. H. Douglass . 50 ' 649 65 1, 000 Stella G. Sargent . 220 4,006 . 195 Etta Hoke . 9; 950 1,000 1,021 10,666 Carrie 0. Barker . 368 188 2, 625 301 388 Mrs. Chas. Booth . 227 8^935 336 519 .Tennie P. Smith _ 90 2, 000 50 55 110 Albert Ridley . 1,000 336 215 11,385: 8, 500 Ella Kennedy.... ...... i J. P. Peterson . 130' 251 14, 509 1,075 1, 075 15, 000 Effie Jacobs . 322 7,237 766 830l Hanna.h M. Ba bb 750 1,400 181 i . 1 1,240 36, 315 3, 705 8,500 47, 205! Adelaide C. Lloyd . 2, 899 9,664 10, 286! Margaret Budington .... 3,199 4.400 4, 400i 520 i;200 1,200 10, 000 Merton Ti. Feraon . . 215 337 10, 275 1, 053 i 1, 095| 269 10, 441 914 919' Ida B. K. Head .. 150 3, 500 . .! Jas. Whitfield . I Bertha. Reed Craig 642 50, 397 2, 000 836 2,953 10, 000 Nannie P. Fulton _ 1 C. F. Henry . 81 108 1 . Percy Iliff . 150 2, 295 Amanda Elliott . 600 75 300 75 Richard C. Kelley . 2,000 400 43 43 100 50 300 62 7o C. B. Fortner ! 377 13, 935 1,257 1,312 12, 500 Mollie E. Brown . 1 . 1 7, 400 278 Ida Brooks . 160 12, 100 . . i 180 581 3, 666 .leannette F. Balch 1 1,000 256 11,000 930 1, 130| Jennie Jones . 203 5, 450 227 438' 5,000 Ida M. Simpson . 1 300 5, 000 300' C. H. Carson . 133 9,447 . 1 •521' Marv Tj. Pa.rklinrst 220 13 3, 960 155 155' Geo. Terry . 6, 147 2,578 38, 234 3,425 3, 610 30, 000 370 205 18, 348 2, 067 2, 892 Anna H. Chapin . 25 200 40' 40 175 8, 981 i65 1 181' Estelle Turner . 1602 1603 1601 1605 1606 1607 1608 1609 1610 1611 1612 1613 1614 1615 1616 1617 1618 1619 1620 1621 1622 1623 1624 1625 1626 1627 1628 1629 1630 1631 1632 1633 1834 1635 1636 1637 1638 1639 1640 1641 1642 1643 1644 1645 1646 1647 1648 1649 1650 1651 1652 1653 1654 1655 1656 1657 1658 1659 1660 1661 1662 1663 1664 836 EDUCATION EEPOET, 1903, Public, society, and school libraries in the United [Column 5: Building — O, owned; II, rented; F, furnished free. 6: Supported by — T, taxation; R, reference; Location. Name of library. Founded. i Class. Building — Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volume.s. 1 2 1 3 4 5 6 8 9 1 0 w A— e 0 n t i n u e d . 1 1 100.1 Mitchellvillc . Industrial School (Girls’ Dept. ) ; 1886 Sch... F. T. Fr. B. 1,200 1000 1903 Gen . . 0. T. F B. 3, 000 1007 Sch . . . F. T.D. Fr B i|ooo 1008 Mount Pleasant... Free Public Library . : 1872 Gen .. R. T. F. B. 6,190 1009 . do . German College . i 1873 Col . . . F. C. 1 Fr. B. 1,020 1070 . do . Iowa Hospital for Insane * . . . 1 xVsv . . . F. T. 1 Fr. B. 3,086 1071 . do . Iowa Wesleyan University ... risoo’ Coi . . . F. C. S. B. 8,600 1072 Mount Vernon .... Cornell College . i 1854 Col . . . F. C. F. B. 23, 251 1073 IMuscatine .... - P. M. Musser Public Library.. 1901 Gen .. 0. T. F. B. 5, 875 1074 Free Public Library . 1901 Gen .. R. T. F. B. 1,000 1870 Gen . . 0. T. F. B. 4, 500 1070 Gen . . 0. T. F. B. 4,014 1077 1901 Sch . . . F. T. F. R. 1,000 1078 Ode bolt . Gen .. F. T. Fr. B. 1,693 1079 Public School . 1897 Sch . . . F. T. D. Fr. R. 1,400 1080 1903 Gen . . 0. T. F. B. 2, 500 1081 Northwestern Classical Acad. Sch . . . F. G. F. B. 3,200 1082 . do . . Public School . 1890 Sch... F. T.D. Fr. R. 1,200 1083 . do . Rapelve Library . 1883 Sch . . . 0. C. F. R. 3,250 1084 Osage . Cedar Vallejo Seminary . 1865 Sch . . . F. C. S. R. 3,000 108.1 _ ."do . Sage Public. Library . 1875 Gen .. 0. T. F. B. 4, 500 1080 Oskaloosa . Oskaloosa, College* _ 1807 Col ... F. C. Fr. B. 3,000 1087 . do . Penn College . 1873 Col . . . F. C. S. Fr. R. 5, 000 1688 . do . Public High School . Sch . . . F. T. Fr. B. 1,000 1089 . do . Public Library . 1895 Gen .. 0. T. F. B. 3,200 1090 Ottumwa . Public High School . Sch . . . F. T. Fr. R. 1,302 1691 . do . Public Library . 1900 Gen .. 0. T. F. B. 9,451 1692 Oxford . Masonic Library* . 1892 Mas .. F. C. S. B. 1,300 1093 Panora . Guthrie County High School. 1876 Sch . . . F. T. F. R. 2,000 1694 Pa ton . I’ublic Library . 1898 Gen .. R. T. S. C. 2,000 1696 Pella . Central University of lorva .. 1853 Col . . . F. C. S. B. 6, 000 1696 . do . Pul)lic High School . Sch . . . F. T. Fr. R. 1,000 1697 Perry . Perry Normal College . 1893 Sch... F. C. Fr. B. 1,200 1098 Redoak . Public High School . 1882 Sch . . . F. T. Fr. B. 1,500 1099 Rockford . Public School . 1899 Sch . . . F. D. Fr. R. 1,400 1700 Rock Rapids . Public Library . 1894 Gen .. 0. T F. B. 3,400 1701 Sabula . Public High School* . Sch . . . F. T. Fr. B. 1, 010 1702 St. Ansgar . Public School . ’igoo" Sch . . . F. T. F. B. 1,000 1703 S.anborn .. Public School . Sch . . . 1 F. T. Fr. R. 1,000 1704 Slieldon . Public Library* . 1895 Gen .. j R. T. F. B. 1,000 1705 . do . Public School * . Sch . . . ' F. T. F. B. 1,000 1700 Whpiia.ndoii h . . Western Normal College . 1882 Sch... 1 F. C. Fr. R. 2,100 1707 Siblec. . Public School . Sch . . . ' F. T. Fr. B. 1,200 1708 Sioux City . Morningside College . 1895 Col . . . i F. C. Fr. B. 5, 000 1709 . do . Public Library . 1877 Gen .. ! 0. T. F. B. 17, 323 1710 Spencer . Free Public Library . 1880 Gen .. i F- T. F. B. 3,000 1711 . do . Public School . Sch . . . F. T. Fr. B. 1,000 1712 W|>irit T.nko . Public School . Sch . . . F. D. F. R. 1,200 1713 Siorm T;C.ke Buena Vista College . 1891 Col . . . i F. C. S. Fr. B. 4, 000 1714 . do . Public School . 1898 Sch . . . F. T. F. B. 1,500 1715 Stuart . Free Public Library . 1902 Geii .. R. T. F. B. 1,051 1710 Sutherland . Gen. N. B. Baker Library . 1874 Gen .. R. C. S. Fr. B. 1,875 1717 . do . Public School . Sch . . . F. T. F. C. 1,200 1718 Td hor Tabor College . 1800 Col . . . F. C. S. Fr. B. 12, 000 1719 Tama . Woman’s Club . 1893 Soc . . . R. C. S. B. 3, 000 1720 Tipton . Free Public Library . 1901 Gen . . 0. T. F. C. 1,873 1721 . do . Public School . 1890 Sell . . . F. D. Fr. B. 1,000 1722 3''f)ledo Public High School . Sch . . . F. T. Fr. B. 1,100 1723 . do . Western College . 1850 Col . . . F. C. S. Fr. B. 3,237 1724 Trenton . Henry Co. Instituteof Science. 18(i9 Sci ... 0. C. S. C. 1,650 1725 Vi disc;). I’uhlio T.ihr.a.rv _ _ 1899 Gen . . F. C. S. Fr. B. 1,935 1726 Vintf)!! . Free Public Library . 1902 Gen .. R. T. F. B. 1,370 1727 . _ do. Iowa College for the Blind . . . Asy _ F. T. Fr. B. 2, 000 1728 . do . Tilford Collegiate Academy.. 1883 Sch . . . F. C. S.Fr. B. 1,200 1729 Walnut . Public High School . 1873 Sch . . . F. T. F. R. 1,300 1730 Washington . Jane A. Chilcote . 1877 Gen .. 0. t'. Fr. B. 6, 000 1731 Waterloo . East Waterloo High School . . 1902 Sch... F. T.D. Fr. B. 1,000 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBEARIES, 837 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7; F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Beceipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Publie ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 X7 i 18 19 8,000 300 760 1665 $2, 045 $13, 845 $10, 000 INIary Marvin . 1666 780 '202 252 C. McCracken* . 1667 679 540 15, 907 $1,129 2, 000 4, 239 Mrs. L. A. Janes . 1668 120 1669 1670 380 1,229 470 M. Blanche Swan 1671 1,720 16, 023 950 May L. Fairbanks . 1672 1,275 42^ 969 2, 000 3,122 32, 000 1673 200 'l92 s', 048 ' 525 603 Fannie V. Eastman . 1674 1,000 300 8;204 1, 500 1,640 10, 000 Kate E. Thompson . 1675 1,137 lO; 063 i;ooo 12, 201 10, 000 Belle E. Smith . 1676 100 30 Mrs. Henry Cooper . 1677 197 7,696 289 321 Mrs. E. P. Potteiger 1678 100 100 1679 2, 500 5,000 3, 000 Maude E. Oliver . 1680 1681 50 75 1,628 25 27 O.W.Herr . 1682 500 45 1,500 75 $10, 500 17, 000 Phil. Soulen . 1683 1,000 75 $14 149 Otis Wrigle . 1684 1,000 300 17,000 600 800 Ella M. Stacy . 1685 1686 1, 000 Rosa Lewis . 1687 25 1688 234 11, 959 1,359 1,414 20, 000 Priscilla. Pickrell . 1689 1690 6, 451 57, 676 5, 000 200 5, 200 50, 200 Mary E. Downey . 1691 500 100 200 1692 100 150 15 615 1693 Nina G. Harris . 1694 1,000 [ . 200 \V. A. Young. 1695 1,000 200 1696 1697 1698 300 400 1699 100 240 4, 000 576 656 1,000 Mrs. Forrest . 1700 1701 500 150 500 John P. Lund . 1702 24 40 i, 2661 25 25 1703 3, 520 293 299 1704 . i 1705 700 850 L. H. Mattox . 1706 150 30 600 50 Tj. B. Parsons . 1707 500 D. C. Hall . 1708 500 1,246 53, 513 3,896 4,119 100, 000 l\Irs. R. A. Oberholtzer . . 1709 100 14, 000 850 1,000 Mrs. H. J. Brow'n . 1710 150 25 100 100 1711 1,280 1712 250 600 500 Rev. Daniel Williams... 1713 150 1,503 135 135 Grace Parsons . . 1714 451 400 400 Mrs. J. R. McMullin . 1715 35 40 Roma Wheeler Woods. . . 1716 50 [ 50 F. E. Tellier . 1717 6,300 350 900 500 Harriet King Avery . 1718 1719 170 354 11, 619 900 989 Anna Shaw Tates . 1720 100 1721 1722 87 182 H. W. Ward . 1723 25 Airs. C. Aiorrison 1724 125 1,517 149 Aliss Frankie J. Barker . . 1725 142 8, 604 1, 300 1,330 Airs. .T.R. Adams . 1726 40 1727 200 500 1728 100 200 200 220 1729 26 13, 873 j 1,518 1,536 8, 000 Aliss N. J. Springer . 1730 100 400 250 300 400 F, H. Bloodgood . . 1731 838 EDUCATION EEPOET, 1903, society, and school libraries in ihe United [Column 5: Buikliug — (), o-\vued; R, rented; F, furuLdied free. 6. Supported by— T, taxation; R, reference; LcK'atioii. Name of library. Class. Building. Supported by— Free, subscri]/- tion, or free for reference. Circulating, ref¬ erence, both. Volume.s. 1 O 3 4 5 6 1 8 1 9 IOWA — continued. 1732 IVaterloo . Public Library . . . . . 1898 Gen .. F. T. F. B. 8,000 1/3.1 1895 Gen .. R. T. F. R. 1,750 1731 . do.: . Public School * . 18,84 Sch . . . F. T. F. B. 1,200 1735 . do . Wartburg T eachers’ Seminary 1894 Sch . . . F. C. F. B. 1,207 1730 Webster City . Kendall Young Library . 1898 Gen . . 0. I). F. B. 5, 578 1 Westl'ranch . Scattergood Library . 1890 Gen . . F. C. Fr. R. 1,200 1738 West Liberty . Free Public Library . 1895 Gen .. R. ! T. F. B. 1,695 1.39 Sch . . . F. i T. Fr. R. 1,000 1710 Wilton Junction.. German English College . 1894 Theo . F. ! c. Fr. B. 1,921 1711 Wiuterset . Public Library . . 1891 Gen .. R. 1 T. F. B. 3,800 KAX.SAS. 1712 Sch . . . R. T. Fr. R. 1,400 1713 . do . Public Library . 1902 Gen .. R. C. S. Fr. B. 1,342 1711 Anthony . Public High School . Sch... F. T. Fr. B. 1,000 1/15 . do . Public Library . ‘1897’ Gen .. F. T. F. B. 2, 000 1/10 Firth Library . 1871 0. F .. F. C. Fr. B. 1,200 1717 . do . John A. Martin Memor’l Lib. 1888 Gen .. F. D. Fr. B. 1, 200 1718 . do . Midland College . 1887 Col ... F. C. F. B. 7,785 1719 . do . Public Library . 1879 Gen .. 0. ! c. S. Fr. B. 7, 400 17.50 . do . St. Benedict’s'College . 1858 Col ... F. c. F. B. 17, 200 1751 . do . Western Theological Sem .... 1895 Theo . F. c. Fr. B. 3,000 1752 Baldiyin . Baker Uniyersity . 18.58 Col . . . F. c. S.Fr. B. 11, 235 17.53 Belleplaine . Public School . . 1890 Sch... F. T. Fr. C. 1,000 17.51 Belleyillc . Public School . Sch. .. F. T. F. B. 1,000 1755 Beloit . Public School . 1820 Sch . . . F. 1 T. Fr. B. 2, 000 1750 . do . State Industrial Sch. for Girls. Sch _ F. ; T. Fr. B. 1,373 17,57 Blue Rapids . Ladies’ Library . 1874 Gen .. 0. ; C. S. Fr. B. 3, 475 17.58 Burlingame . Public School* . 1870 Sch . . . F. ! T. F. B. 2,000 17.59 Burlington . Free Public Library . 1,884 Gen .. R. T. F. B. 2,000 1760 Gawker City . Public Library . 1880 Gen .. 0. 1 C. S. Fr. B. 2,200 1701 . do . Public School* . 1880 Sch... F. I T. F. B. 2,000 1702 . do . Women’s Hesperian Library . 1883 Soc . . . 0. 1 C. S. Fr. B. 2, 250 1703 Chanute . Public High School . . Sch . . . F. 1 T. Fr. R. 1,000 1761 Chapman . Dickinson County High Sch. . 1890 Sch... I*- 1 T. Fr. B. 2, 600 17k5 Clay Center . Public Library . 1901 Gen . . 1 F. i T. F. B. 1,000 1766 _ .do . Public School* . Sch . . . F. T. F. B. 1,000 1767 Columbus . Public High School* . 1884 Sch . . . F. 1 T. F. B. 1,650 17(vS Concordia . Ladies’ Library Association . . 1902 Gen .. 1 R. C. S. Fr. C. 2,146 1709 . do . Library Association* . 1892 Gen .. R. c. s C. 1,300 1770 . do . Nazareth Academy . 1SS4 Sch... F. c. Fr. B. 2, 000 1771 . do . Public High School . 1,893 Sch... F. T. Fr. B. 1,600 1772 . do . St. Aloysius School* . 1884 Sch... F. C. Fr. B. 2,000 1773 Lodge City . Public High School . 1888 Sch . . . F. T. Fr. R. 1,000 1771 Soule College. . 1894 Col ... F. C. Fr. R. 1,200 1775 Edwardsyille . Public High School . . Sch F. T. Fr. B. 1,000 1776 Effingham . Atchison County High School 1892 Sch... F. T. F. B. 2,000 1777 Ellis . Y. M. C. A. Library . 1896 Y. M.. R. C. S.Fr. B. 1,600 1778 Emporia . Atchison, Topeka and Santa I 1898 Gen .. F. C. Fr. B. 10, 000 Fe reading room libraries. « ! 1779 . do . College of Emporia (Anderson 1 1888 Col ... 0. C. Fr. B. 7,000 1 Memorial Library). I 1780 . do . Free Library . .* . 1886 Gen .. R. T. F. B. 5,027 1781 . do . State Normal School . 1865 Sch... F. T. Fr. B. 16, 327 1782 Eureka . Southern Kansas Academy ..' 1886 Sch . . . F. C. F. C. 1,600 1783 Fort Leayen^yorth General Seryice and Staff Col.' 1881 Sch... F. T. Fr. B. 12,600 1781 . do . Post Library . ! Gar. .. F. T. F. C. 2, 278 1785 . do . United States Penitentiary... Asy... F. T. Fr. B. 7,134 1786 Fort Scott . Public High School . * _ ' "iS9-5‘ Sch... F. D. Fr. R. 3, 154 1787 . do . Public Library . 1891 Gen .. 0. T. F. B. 4,000 1788 Garnett . Anderson County Public Lib.' 1880 Gen .. F. C. F. B. 1,104 1789 Harper . Free Library . . _ i 1883 Gen . . F. T. 'F. B. 1,500 1790 Hays City . Public High School * . ' Sch . . . F. T. Fr. B. 2, 500 1791 Hazel ton . Ladies’ Library A.ssociation . . ! 1897 Gen .. F. C.D. S.Fr. R. 1,180 1792 Hiawatha . Hiawatha Academy . i 1890 Sch . . . F. C. Fr. R. 2, 150 1793 . do . Morrill Public Library . 1 1882 Gen .. R. T. S. Fr. B. 7, 000 * Statistics of 1900. o Including 15 branches. PUBLIC, SOCIETY, AND SCHOOL LIBE ARIES, 839 Stales of 1 ,000 volumes and over in 1908 — Continued. C, corporation; D, donations. B, both.] F, free; S, snbscription; Fr, free for reference. 8: C, circulatiug Pamphlets. Volumes added during year. Books issued for home use. Keceipts from— Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ pro pria- tion. Productive funds. 10 11 12 13 14 15 . 16 17 18 19 354 44, 177 S3, 000 S3 162 Miss G. E. Banhson . l $625 625 May Brotherton . 200 100 C. S. Fritschel . ■600 416 21, 466 $2, 000 2, 023 S150,000 Edward D. Burgess . 300 23 12, 330 70S 752 Mrs. Lou Haner . 48 20 115' L. J. Aver . 2, 000 Mvra N. Manning . 200 n , 756 880 880 Mary Cassidy. . 20 147 Welcome May Barcus . . . 39 117 7,693 850 Lida Romig . 150 200 200 Jennie Davy . W. S. Vader . 200 20 30 E. L. Hillis . 1,473 220 257 Bobert J. Peters . . . 270 9,06.5 300 418 1,104 5,000 S5, 000 Mrs. Leontine Sedfield . . 1, 900 750 400 1 . 1,425 635 4, 665 180 860 2,500 S. A. Lough . 250 300 50 145 C. 0. Smith . 50 . J. C. Wright . i . . 300 Ada Thomas . 1,500 75 3,328 1 105 2,700 Cora J. McPherson . 80 85 Mary E. Newman . 191 6,000 500 508 Della Hall . 35 3, 500 110 1,500 300 375 1, 876 125 1401 40 800 133! 1,500 Mrs. James Dougherty. .. 125! W. E. Royster . . . .1 200 10, 172 396 426' Adeline E. Story . 100 150 1,000 60 220 1 389 4, ,380 302 Mrs. M. M. Allendoerfer. 100 227 4, 475 276 20 1,000 200 2,000 70 125 C. A. Smith . 1,000 120 E. H. Vaughan . 800 300 500 375 875 Minnie Green . 200 1,230 J. W. Kempton . 97, 334 5,500 1,000 900 30, 000 Martha R. McCabe . 415 18,750 1,144 1,216 Mrs. M. L. Whildin . 1,024 16, 358 1,000 1,000 Elva E. Clarke . 225 J. W. Scroggs . 50 835 C. Collins . 814 1 Joseph R. Flack . 569 12, 870 F. J. Leavitt . 300 45 345 150 W. C. Lansdon . 13, 912 1,800 1, 800 18, 000 10 10 Ti. R. McTjellp,u 4, 984 99 99 Ada E. Crocker . 20 10 50 Marie Perry . 500 450 315 Henry J. Aten . 800 666 . 1 60! 660 Julia W. Smith . 1732 1733 1734 1735 1736 1737 1738 1739 1740 1741 1742 1743 1744 1745 1746 1747 1748 1749 1750 1751 1752 1753 1754 1755 1756 1757 1758 1759 1760 1761 1762 1763 1764 1765 1766 1767 1768 1769 1770 1771 1772 1773 1774 1775 1776 1777 1778 1779 1780 1781 1782 1783 1784 1785 1786 1787 1788 1789 1790 1791 1792 1793 840 EDUCATION KEPOKT, 1903, Public, societif, and school libraries in the United [Column 5: Building— O, owned; R, rented; F, furnished free. 6: Supported by— T, taxation; R, reference; Location. Name of library. Founded. Class. 1 Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 5 6 7 8 9 KANSAS- eont’d. I 1794 Highland . Highland University... . 1860 Col . . . F. C. Fr. R. 1,500 1795 Campbell College . 1881 Col . . . F. c. Fr B 2, 600 1790 . do . Public High School * . 1880 Sell... F. T. Fr. R. 2,875 1797 1887 Sch _ F. T. S. Fr. B. 1, 186 179 CL, ft ^ > 10 12 13 14 15 10 18 19 50 $120 Geo. R. Crissman . 150 $125 143 140 1, 825 i, 055 172 $1, 500 1,800 Rose M. Nelson . 1,009 100 40 'Maude Smith . 150 125 125 150 85 1,500 130 350 200 100 205 53 28 100 C. K. Holliday . 1,009 150 84, 850 4, 742 $701 5,623 450 $12, 800 45, 000 2, 000 $300 100 G. P. Grimsley . 4, 000 79, 271 2, 500 50 4 100 4, 3S3 6,640 10, 500 6, 797 S^OOO 327 10, 500 5, 000 James L. King . 4, 000 4, 468 Nellie G. Armen trout.... 5,000 73 Albert K. Wilson . 126 161 H. A. Maynard . 300 2, 500' 1 550 550 25, 000 .Jessie T)efi,n . 30 1 "b-m 2,500 200 1 1 . 200 Laura E. Kirby . 763 2, 900 600 3, 500 564 AnnaE. Wiegand . 576 254 1,248 10 . A . W. Afeyer . . . 800 . ;;::l L. T. Weeks . 100 T. AJ. Ps tterson 100 100 300 . i 1,100 100 1,500 100 100 25 H. K. Tavlor . 898 1,200 Euphemia K. Corwin _ 850 300! 195 200 366' 800 97,227 8, 500 8, 500 85, 000 A AT Spe.n rs . 350 65 3, 203 34 N. F. Smith . 6,827 781 1,237 J. C. Fales . Henry A. Wise . . ;i 2, 000 W. T^. Grow . 110 7, 500 299 40 .Tnshna, H. Harrison. 2, 000 500 100 100 5,000 700 700 1,200 420 Pauline H. Hardin _ 2, 000 150 420 15 200 35^ W. P. Dils 50 75 150 _ :l Thomj).son Lewis . 300 120 . ! 150 100 3,000 75 96, .'.... 1 1858 1859 1860 1861 1862 1863 186-i 2865 1836 1867 1868 1869 1870 1871 1872 1873 1874 1875 1876 1877 1878 1879 1880 1881 1882 1883 1884 1885 1886 1887 1888 1889 1890 1891 1892 1893 1894 1895 1896 1897 1898 1899 1900 1901 1902 1903 1904 1905 1906 1907 1908 1909 1910 1911 1912 1913 1914 1915 1916 1917 844 EDUCATION KEPOKT, 1903, Fuhlic, society^ and school libraries in the United [Column 5: Building— 0, owned; R, rented; F, furnished free. 6: Supported by— T, taxation; R, reference; Location. Name of library. Founded. 3C Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref-" ercnce, both. Volumes. 1 2 3 4 5 1 6 7 8 9 KENTUCKY— con. 1918 Lexington . Agr. and Mech. College of Kv. Col . . . F. T. Fr. B. 5, 492 1919 . do . Hamilton Female institute*. Col . . . F. C. Fr. B. 2, 000 1920 . do . Kentuckv University . 1783 Col . . . F. c. Fr. B. 18, 000 1921 . do . Public Libra rv . 1793 Gen . . 0. T. 1 i F. B. 15, 000 1922 . do . Russell High School (col.)*... 1895 Seb . . . F. T. Fr. R. 1,000 1923 . do . St. Catherine’s Academy . Sch . . . F. c. S. R. 1,100 1924 . do . State Geological Department. 'im Sci ... F. T. Fr. R. 1,000 1925 Louisville . Bovs’ High School (Maurice 1897 Sch . . . F. T. D. Fr. B. 4,000 Kirby Memorial Library). 1926 . do . Filson Club Library « . 1884 Soc . . . F. c. Fr. R. 50, 000 1927 . do . Girls’ High School . 1899 Sch... F. T. Fr. B. 3,000 1928 . do . Grand Lodge of Freemasons . Mas... F. c. F. B. 4,000 1929 . do . Kv. Institute for the Blind*.. 4842* Sch . . . F. T. Fr. B. 2,000 1930 . do . Louisville Law Library . 1839 Law . . F. T. S. B. 10, 000 1931 . do . National Library* . 1891 Gen .. R. C. S. C. 7,000 1932 . do . Soc _ 0. C. s. B. 52, 923 1933 . do . Pre.sbvterianTheologicarSem. 1853 Theo . F. C. F. B. 16, 000 1934 . do . Presentation Academy* . 1893 Sch . . . F. C. s. B. 1,040 1935 . do . Public Librarv . 1878 Gen .. 0. C. S. Fr. B. 56, 208 1936 . do . St. Xavier’s College . 1864 Sch... F. C. Fr. R. 1,850 1937 . do . Southern Baptist Theol. Sem . 1859 Theo . 0. C. Fr. B. 23, 000 1938 . do . State University . Sch _ F. C. Fr. B. 1,000 1939 . do . Young Ladies of St. Bene- Sch . . . F. C. S. B. 1,000 ! diet’s Academy.* 1940 Lyndon . Flentucky Military Institute*. Sch... F. C. Fr. B. 4,000 1941 Maysville . Limestone Lodge, No. 36, K. i888 Soc . . . F. C. Fr. B. 1,750 of P., Library.* 1942 . do . MaysvilleandMa.sonCo. Lib., 1878 Gen .. 0. c. F. E. 4,606 liist., and Scient. Assoc.* 1943 . do . Odd Fellows De Kalb Library. 1850 0. F .. F. c. Fr. B. 2,500 1944 _ do . St. Francis De Sales Academy* Sch . . . F. c. Fr. B. 1,000 1945 Morehcad . Morehead Normal School .... 1887 Sch . . . F. c. F. B. 1,100 1946 Morganfield . St. Vincent’s Academy* . Sch . . . F. c. Fr. B. 1,060 1947 Nazareth . Nazareth Academv . 4822' Sch . . . F. c. S. B. 5, 000 1948 . do . St. Vincent’s Academv . 1903 Sch . . . F. c. Fr. B. 1,200 1949 Nerinx . Loretto Literary and Benevo¬ Sch . . . F. c. Fr. B. 1,625 lent Institution. 1950 Ne-vvport . Acad. Notre Dame de la Sch . . . F. c. Fr. B. 1,600 Providence. 1 1951 . do . Mount St. Martin’s Sem* . Sch ... 1 F. c. Fr. B. 1,127 1952 . do . ■ Public Librarv* . Gen . . R. T. F. B. 2,258 1953 Paducah . Public High School . 1 . Sch . . . F. T. Fr. R. 1,156 1954 Paris . Public School . 1896 Sch . . . F. T. Fr. B. 1,020 1955 . do . Tipton (Miss) Private School* 1880 Sch.... F. c. F. c. 1,000 1956 Princeton . Collegiate Institute . 1879 Sch... F. c. Fr. R. 1,500 1957 Richmond . Central Univ.andLandisLib.* 1874 Gen .. F. c. Fr. R. 5, 000 1958 . do . Walters Collegiate Institute.. Sch . . . F. c. Fr. B. 2, 000 1959 Russellville . Bethel College . Col ... F. c. Fr. B. 6,000 196)0 . do . Logan Female College . 1860 Col . . . F. c. Fr. R. 1,500 1961 St. Catharines . St. Catharine of Sienna Acad.* 1822 Sch . . . F. c. s B. 2,500 1962 St. Joseph . Mount St. Joseph’s Academy. 1882 Sch... F. c. Fr. R. 2, 962 1963 St. Marys . St. IMary’s College . 1872 Col . . . F. c. S. R. 3, 200 1964 St. Vincent . St. Vincent’s Academy . 1820 Sch . . . F. c. S. B. 1,300 1965 Shelbyville . Science Hill School . 1825 Sch. . . F. c. s. B. 2, 000 1966 Stanford . Stanford Female College . Col . . . F. c. Fr. B. 1,000 1967 Trappist . Gethsemani College . 1851 Sch . . . F. c. Fr. R. 15, 900 1968 Versailles . . Woodford Countv Lit. A.ssoc . Gen . . R. D. F. B. 4, 000 1969 tVaddv . Central Normal College* . 1886 Sch . . . F. c. Fr. R. 1,000 1970 Williamsburg . Williamsburg Acad. (Beals Sch... F. c. Fr. B. 2,550 Library.) 1971 Winchester . Kentucky Wesleyan College . 1868 Col . . . F. c. F. B. 5, 000 LOUISI-CN.V. 1972 Baldwin . Gilbert Academy and In¬ 1876 Sch . . . F. c. Fr. B. 2,500 dustrial College'. * 1973 'Baton Rouge . Louisiana State Univ. and 1877 Col . . . F. T. Fr. B. 21, 500 Agr. and Mechanical Col.* * Statistics of 1900. a private library, to become the property of this club. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES 845 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, fi’ee for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 11, soo 192 1918 1919 1920 1,275 60, 885 $6, 000 $6, 408 $7, 500 M. K. Bullitt . 1921 700 15 1922 100 1923 1924 600 200 R. N. Halleck . 1925 R. T. Durrett . 1926 W. H. Bartholomew _ 1927 1,000 30 68 1928 290 1929 200 1,800 Sami. F. Johnson . 1930 1,000 140 . 505 1931 889 24, 568 4,087 £03, 000 1932 3, 000 . Rev. Edw. Leroy Warren. 1933 50 1934 975 15, 374 . 1,008 Miss A. V. Pollard . 1935 Brother James . 1936 60, 000 Edgar Allen Forbes . 1937 1938 1 1939 1940 1941 2, 449 186 1, 150 4, 000 1942 850 $40 40 John W. Thompson . 1943 1944 150 100 400 15 Magdalena Stukey . 1945 1946 100 1947 1948 1949 1950 500 1951 947 28, 609 $2, 000 2,200 1952 20 Marian P. Noble. . . 1953 280 307 8 J. S. Lawhorn . 1954 20 100 1955 1956 1957 1958 1959 1960 7, 000 1961 500 50 . Sister M. Aloysius . 1962 1,050 200 100 . MichaelJaglowicz . 1963 3, 000 100 1964 1 1965 1966 900 * Rev. F. M. Pmnne . 1967 252 4,720 427 $40, 000 Sara Graddy . 1968 100 100 1969 300 600 1,211 456 _ 1 A. S. Hill . 1970 1,500 400 420 J. L. AVeber . 1971 500 150 200 H. AAh McDonald . 1972 1973 1 846 EDUCATION EEPOET^ 1903 Public, sftciety, and school libraries in the United [('olumn 5; Building— O, owned; R, rented; F, furnished free. G: Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. Building— Supported by— Free, subscrip¬ tion, or free for reference. 1 Clrculating,ref- 1 erence, both. Volumes. 1 3 4 1 1 ' G 8 9 LorisiAXA— con. 1974 Baton Rouge . Public Librarv . 1900 Gen .. F. C. Fr. B. 2, 000 1975 . do . State Univ. (Hill Mem. Lib.). Col ... 0. T. Fr. B. 21, 000 1976 Clinton . Clinton Female Academy 4820' Sch. .. F. C. Fr. B. 1,000 (M unday Librarv). 1977 . do . Col ... F. c. F. B. 2, 500 1978 1861 Col ... F. c. Fr. R. 6, 300 1979 Sell . . . F. c. F. B. 1,100 1980 Sell . . . F. c. Fr. B. 1,500 1981 Grand Coteau . St. Charles College . 1838 Sch . . . F. c. Fr. R. 18, 000 ]982 Jackson . Centenary College . 1825 Col . . . F. c. S. Fr. B. 3, 000 1983 Keatchie . Louisiana Female College. . . . 1856 Col . . . F. c. Fr. R. 2,000 1984 Lake Charles . Public High School . 1893 Sch... ' F. T. F. R. 1,783 1985 Man.stield . Mansfield Female College. . . . Col . . . F. c. F. B. 5, 000 1986 Monroe . Public School . . 1900 Sch... F. D. F. B. 2, 500 1987 Natchitoches . State Normal School . 1856 Sch... F. T. Fr. B. 4, 000 1988 Public School . Sch... F. T. Fr. R. 1, 000 1989 Sch . . . F. C. F. B. 1, 175 1990 . do . Gen . . F. C. F. B. 1,200 1991 . do . Charity Hosp. Med. Lib. * _ 1887 Med . . 0. T. Fr. B. 4, 700 1992 . do . College of the Immaculate Col ... F. C. Fr. B. 15, 000 Conception. 1 1993 . do . Grand Lodge of F. and A. M.. 1850 Mas... F. C. F. R. 5,000 1994 . do . Holv Cross College Sch F. c. F B. 2, 000 1995 . do . Home Institute . Sch... f! c! Fr. R. 1,500 1996 . do . Howard Memorial Library... 1887 Gen .. 0. c. F. R. 34, 005 1997 . do . H. Sophie Newcomb Memo¬ 1892 Col ... 1 F. c. Fr. B. 6, 000 rial College. * 199S ' . do . Immaculate Conception Col¬ 1847 Col ... F. c. Fr. R. 15, 000 lege (Jesuits). 1999 . do . Jewish Orphans’ Home . 1887 Asv... F. c. Fr. R. 1,300 2000 . do . Leland University . 1869 Col . . . F. c. Fr. R. 3,000 2001 . do . Louisiana Bar Association .... 1847 Law . . F. c. S. R. 18, 000 2002 . do . McDonogh HighSchool, No.l. 1890, Sch... F. D. F. B. 2,000 2003 . do . McHonogh High School, No. 2. 1885 Sch . . . F. D. F. B. 1,417 2004 . do . McDonogh Pligh School. No. 3. 1890 Sch... F. D. F. B. 1,500 2005 . do . New Orleans Public Library. 1887 Gen .. 0. T.D. F. B. 55, 000 200(4 . do . New Orlea.ns University . Col . . . F. C. F. B. 3, 000 2007 . do . Flint Medical College .... Med . . F. T. F. R. 1,000 20G8 . do . Normal School . 1897 Sell . . . F. D. Fr. B. 1,455 2009 . do . Orleans Parish Medical Soc.. 1878 Med . . R. C. S. R. 3,943 2010 . do . Public School . Sch . . F. 1 T. F. R. 25, 511 2011 . do . Public School (colored) . Sch... F. T. F. R. 1,098 2012 . do . St. Aloysius College . Sell . . . F. 1 C. F. B. 1,000 2013 . do . St. Alpiionsus Circulating Lib . 'isGo' Gen .. F. ! C. S. B. 1,500 2014 . do . St. Mary’s Dominican Col * .. 1862 Col ... F. 1 C. Fr. B. 3,000 2015 . do . Soule Com. Col. and Lit. Inst. 1856 Sch . . . F. 1 c. Fr. R. 2,495 2016 . do . Southern University and A. 1880 Sch... F. T.C. Fr. R. 3, 993 and M. College. 2017 . do . State Library of Louisiana *.. 1838 Gen .. F. i T. Fr. R. 28, 619 2018 . do . Straight University . 1869 Col ... F. C. F. B. 2, 000 2019 . do . Tulane University. . i . 1885 Col ... 0. C. F. B. 22, 000 2020 . do . Medical Department . Med . . F. C. Fr, B. 3,400 2021 . do . Ursuline Convent . Sch... F. c. Fr. B. 4,590 2022 . do . Y. M. C. A. Librarv . 1870 Y. M . . F. c. S. Fr. B. 1,400 2023 Opelou.sas . St. Landry High School . Sch . . . F. T. Fr. B. 1,500 2024 Riiston . Industrial Institute . 'isoi' Sch . . . F. T. F. B. 2, 000 2025 Shreveiiort . People’s Library Association . 1895 Gen .. R. T.C. S. B. 3, 000 MAINE. 2026 Alfred . I'arsons Memorial Librarv _ Gen . . 0. T. C. F. B. 3,000 2027 . do . York Bar Lilirarv . 1840 Law . . F. C. Fr. R. 2, 000 2028 Andover . Public Library .'. . 1893 Gen .. F. T.C. F. B. 4, 543 2029 Atlantic . Public Library . 1898 Gen .. F. D. Fr. C. 1,C00 2030 Auburn . Androscoggin Co. Law Lib... 1893 Law . . F. T. Fr. R. 4,277 2031 . do . Jhiblic Library . 1890 Gen .. O. T.C. F. B. 10, 952 2032 Augusta . Kennebec Historical Library. 1891 His . . . F. C. F. R. 1,500 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBKAKIES, 847 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. B, botli.] 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. 1974 1975 1976 1977 1978- 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2000 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030 2031 2032 c o a Eh O • 0 > CO u 10 11 12 13 14 15 16 17 18 1 19 200 389 1,100 $350 2, 500 Mary Pavis . $2, 500 $33, 000 Chas. H. Stumberv . 500 INlrs. 8. E. IVfundfiy 2,700 100 11. J. Beadle . 6,000 150 40 22 350 80 20 100 80 450 E. Mattern, S. J . John M. Roberts . 250 800 G. W. Thigpen . 654 E.F. Gayle . 200 5, 000 285 $80 80 Israel Heinberg . 100 75 B. C. Caldwell . H.D. Wilcox . 1,150 43 . 60 100 Richard Lambert . 300 12, 040 950 5, 000 Sophie B. Wright . 583 300 200 175 200 150 $7,500 7,500 $26-0, 000 115, 000 William Beer . 1,650 C.M.Widman,S. J . 1 Michel Seligmann. . 1,000 1,000 200 i Mrs. George H. Felton . . . Walter II. Probst ... . 2, 575 i . E. L. Mahen . 10 27 5, 600 Elizabeth V. Sanford _ Jennie Clark _ 3,000 93, 746 8, 500 4,440 16, 145 80, 000 45, 000 William Beer . . . 31 350 350 62 2,400 Grace Leeds . 1,200 Homer Dupuy . 50 Rev.G.Robinson,C.S.S.R. 350 1,360 70 Geo. Soule . 700 8, 000 2 Emily W. Nichols . M. M. Bell . 300 200 400 170 W. E. Hearon . 3,000 400 150 50 60 40 300 215 800 18, 000 120 300 550 C. Billin . 150 500 500 248 23, 000 Rev. B. P. Snow, A. M _ Willis T. Emmons . 500 500 1, 245 860 500 1,770 150 4, 000 125 1,070 Gertrude D. Newhall _ H. W. Small . 500 140 A. R. Savage . O O CO O 00 33, 228 1,400 85 1, 500 Annie Prescott . Chas. E, Nash . 848 EDUCATION KEPORT, 1903. Public, society, and school libraries in the United [Column 5: Building — O, owned; R, rented: F, furnished free. 6: Supported bj’ — T, taxation; R, reference; Location. Name of library. Founded. Class. 1 Building — Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. • 2 3 4 5 6 7 8 9 MAINE — cont’d. 2033 1830 Laiv . . F. T. Fr. R. 2, 000 2031 . do . Lithgow Library and Reading 1882 Gen .. 0. T.C. F. B. s’, 000 Room. 2035 . do . Maine Insane Hospital (Col. 1853 Asy... F. T. Fr. B. 1,500 Black Library). 2036 . ..do.. . State . F. T. F. B. 85, 000 2037 Bangor . Bangor Theological Seminary isil Theo . F. C. F. B. 24^ 000 2038 . do . Univ. of Maine, Sch. of Law. . Law . . F. c. Ft. B. 3,000 2089 . do . Penobscot Bar Library Assoc. Law . . F. T. Fr. R. 3, 500 2010 . do . Public Library . 1883 Gen .. R. T.C. Fr. B. 53, 790 2011 Bar Harbor Village Library.. Gen .. 0. C. S. Fr. B. 8, 000 2012 Bath . Patten Free Library . Gen .. F. T.D. F. B. 12, 000 2013 . do . Public High School . Sch... F. T. Fr. B. 1,000 2041 . do . Sagadahoc County Law Lib.. 1854 Law . . F. T. Fr. R. 4, 327 2045 Belfast . Free Library . 1887 Gen . . 0. C. F. B. 11, 046 2046 . do . Waldo County Law Library.. 1828 Law . . F. T. Fr. R. 1,600 2017 1850 Sch ... F. T. Fr. B. 1, 000 2048 . do . McArthur Library . 1862 Gen .. 1 0. T. F. B. 7, 000 2019 Blue Hill . 1868 Soc . .. F. C. S. Fr. B. 1, 850 2050 Bridgton . Public Library . 1895 Gen .. 0. C. S.Fr. c. 1,232 2051 Brunswick . Bowdoin College . 1791 Col . . . ' 0. C. Fr. B. 76, 240 2052 . do . Medical School of Maine. Med .. F. c. Fr. R. 3, 700 2053 . do . Public Library * . 1883 Gen . . F. T. F. B. 8,340 2051 Buckfield . Zadoc Long Free Library . 1901 Gen .. 0. T. F. B. 2,845 2055 Biicksport . Buck Memorial Library . 1806 Gen . . 0. D. Fr. B. 4, 077 2056 . do . East Maine Conference Sem.. Sch . . . F. C. Fr. B. 6, 000 2057 . do . Public School * . Sch... F. T. Fr. B. 6,000 2058 Calais . Free Lib. and Reading Room. 1893 Gen .. 0. T.C. F. B. 8, 000 2059 Camden . Public Library . 1896 Gen .. R. T.C. F. B. 3,452 2060 Caribou . Public Library . Gen .. R. T.C. S. Fr. B. 1,438 2061 Ca Stine _ . Eastern State Normal School. Sch . . . F. T.C. Fr. c. 1, 000 2062 . do . Town Library . 1801 Gen .. F. T. F. B. 2,515 2063 Charleston . Higgins Classical Institute . . . Sch . . . F. C. Fr. B. 1,800 2064 . do . Tibbetts Library . 'isoi' Sch . . . 0. C. Fr. R. 1, 723 2065 Cherryfield . Public Library . 1837 Gen .. R. T. F. c. 1,000 2066 Clinton . Brown Memorial Library _ 1899 Gen .. 0. T.C. F. B. 2,808 2067 Corinua . Stewart Free Library . 1898 Gen .. 0. T. F. c. 3,935 2068 Cornish . Library Association . 1867 Gen .. R. T. S.Fr. B. 1,535 2069 Cumberl’d Center. Greely Institute . Sch _ F. C. F. B. 1, 200 2070 Cumberland Mills. Cumberland Mills Library . . . 1879 Gen .. 0. C. F. B. 3^ 729 2071 Hamariscotta . Skidompha Library . 1885 Soc . . . R. C. S. Fr. B. 1,360 2072 Deering . Westbrook Sem. ( Frost Lib. ) *. Col ... F. C. Fr. B. 3, 500 2073 Dennysville . Dennysville Library . 1868 Gen .. F. S. D. S.Fr. c. 1, 655 2071 Dexter . Town Library . 1881 Gen .. 0. T. F, B. 7, 242 2075 Dover . Piscataquis County Law Lib . 1886 Law . . F. T. Fr. R. 1, 753 2076 . do . Thompson Free Library . 1897 Gen .. 0. T. F. B. 4,080 2077 East Machias . Public Library Association... 1871 Gen .. F. T. Fr. c. 1,500 2078 Eastport . I’ublic Library . 1893 0. T. D. F. B. 8, 000 2079 Eliot . Lib. Assoc. and'Reading Room. 1887 Gen .. F. C. F. B. 1,564 2080 Ellsworth . City Library . 1870 Gen . . 0. T. F. B. 4,492 2081 . do . Hancock Law Library . Law . . F. T. Fr. R. 3, 000 2082 Fairfield . Lawrence Library . 1901 Gen .. 0. T.C. F. B. 4, 125 2083 Farmington . Abbott Family School (Little 1811 Sch . . . F. C. Fr. B. 3, 000 Blue Library).* 2081 . do . Franklin County Law Lib¬ 1810 Law . . F. T. F. R. 1,000 rary Association. 2085 . do. . . . Public Library . 1891 Gen 0. C. S. Fr. B. 8, 000 2086 . do . State NormalSchool * . 1861 Sch . . . F. T. Fr. B. 2, 000 2087 Fort Fairfield . Public Library . 1895 Gen F. T. D. F. B. 1,474 2088 Foxcroft . Fo.xcroft Academy . Sch... F. C. F. R. 1.000 2089 Frankfort . Waldo Peirce Reading Room. ‘i892’ Gen .. R. D. F. c. i; 000 2090 Freeport . B. H. Bartoe Library . 1900 Gen .. R. T. F. c. 1,000 2091 Fryeburg . Woman’s Club . Gen . . 0. C. S.Fr. B. 1,100 2092 Gardiner . Public Library . 1874 Gen . . F. T. F. B. 7,517 2093 Gorl'iarn . Library Association . 1882 Gen .. R. C. S.Fr. B. 4.139 2094 . do . Normal School . 1878 Sch . . . F. C. Fr. R. 1,968 2095 Gray . Pennell Institute . Sch... F. c. F. B. 1,000 * Statistics of 1900, PUBLIC, SOCIETY, AND SCHOOL LIBEAEIES, 849 States of 1,00C volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating- B, both.] Volumes added during year. <2 Receipts from — C'6 0) G Pamphlets. Books issued home use Taxation. Public ap¬ pro p ria- tion. Productive funds. Total incom s s ii <1^ 0 Value libri building. Name of librarian. 10 11 12 13 14 15 16 17 18 19 $500 0. IV. .Tone.s 147 31, 000 $1, 100 2, 500 $5, ‘200 j Julia M. (31a, pp. 20 300 162 $3, 221 H. B. Hill . 11, 700 11, 700 Tj. T). (Jarver . 10, 000 600 700 Carrie S. Greeii . . 500 500 Milton S. Clifford. . 3,907 3, 242 81, 572 15, 595 $4, 7-20 7, 847 100 116, 000 Mr.s. Mary H. Curran _ Adeline M. Bunker . 350 100 600 33, 054 $1,250 125 941 2, 435 11, 329 M. R. Foote _ 268 500 Walter S. Stidden . 610 23, 665 1,831 1,958 500 52, 844 E. M. Pond . 500 Tileston Wadlin . 1,000 100 1,203 3,080 498 26, 000 2,080 50 400 11,000 30, 000 Emma Hatch 200 2; 754 2,600 122 Emma J. McHowell . 183 11 291 2,500 250, 000 2, 788 7,991 1,260 9, 570 Geo. T. Little _ 2, 059 50 24, 000 6,561 300 313 3,500 Tazzie !>. A lien . . . 1‘20 4,119 9,500 Alice R Gardner 2, 300 58 C. D. McCready. 223 16, 083 13, 100 1, 024 244 1,377 819 6,500 11, 000 .1. C. IMoore 157 550 Emma C. Tobin . 261 3,600 100' 200 Mary E. Luce . Nellie F. Harvey 126 100 24 144 Katharine F. Davenport. 1,000 Roy A . Kane . . . 20 50 70 250 25 100 375 5,000 Ti Grace tVevmontb 250 175 6, 259 446 44 504 73, 000 J. H. Winchester . 41 1,000 50 Mary I. Marr . . 165 5, 029 Ti. S. Anderson 100 William K. Hilton . 75 416 21,038 750 75 225 1, 078 6, 000 30, 000 Tiizzie S Sprinp-a ll 500 Alfred R. Peake 130 575 12, 854 500 86 400 1,032 45 10, 000 8, 000 Marv E. Averill . 55 Josiah Harris . 16, 0-29 600 832 600 10, 000 Charlotte Wood 182 100 111 Howard P. Libbev- 199 800 73 1, 148 Adelaide Tine . 200 100 500 500 John F. Knowlton . 500 15, 870 450 45 1,118 15, 000 Frances Kenrick . 350 350 B.M. Small . 20, 000 235 5, 000 35, 000 Flora A. Brooks . 400 75 120 15 5,300 V . 220 335 C.E. Hoit,jr . Fred W. Ward . 75 2, 834 Maude Averill . 400 8, 736 200 2, 757 Miss A. H. Aldrich . Emilv F. Stone . 700 800 80 940 Mrs. E. C. Curtis . 177 4, 314 9 160 Hattie M. Files . 1,160 98 216 tv. J. Corthell . ‘2033 2034 2035 2036 2037 2038 2039 2040 2041 2042 2043 2044 2015 2046 2047 2048 2049 2050 2051 2052 2053 2054 2055 2056 2057 2058 2059 2060 2061 2062 2063 2064 2065 2066 2067 2068 2069 2070 2071 2072 2073 2074 2076 2077 2078 ‘2079 2080 2081 2082 2083 2084 2085 2036 2087 2088 2089 2090 2091 2092 2093 2094 2095 ED 1903- 54 850 EDUCATION REPORT, 1903 l*uhlic, societfi, and school libraries in the Zaiifed [(Column 5: Building — (), owned; K, rented; F, furnished free. 0: Supported by — T, taxation; R, reference; Location. Name of library. 5 Class. Building — 1 1 i ! n 1 5 I ^ ! 9; 1 X Free, sub.scriYi-, tion, or free for reference. Circulating, ref¬ erence. both. Volumes. , *2 3 5 ! 6 7 8 9 >i.\iXE — cont’d. i 2090 Guilford . Free Public Library . 1903 Gen .. R. T. F. B. 1,501 2097 Hallowell . Hubbard Free Library . 1842 Gen .. 0. D. F. B. 9, 000 2098 1895 Gen .. F. c. F. C. 1 350 2099 Hebron . Hebron Acad*. (Hamlin Lib.). Sell... F. C. F. B. 2. 000 2100 Law . . F. ' T. F. R. 2, 7031 ‘>101 Seb F. C. Fr. B. 1, 260l 2102 1893 Gen . . R. T. F. B. 1, oooi 2103 Kennebunk . First Congregational Parish.. 1862 Gen .. F. C. Fr. B. 3, 600! 2101 . do . 1882 Gen .. 0. ' T. C. F. B. 3, 800; 2105 Kcnnebunkport .. Talbot Free Library . 1890 Gen .. F. i D. F. B. 2, 400 2106 Kents Hill . Maine Wesleyan Sem.and Col . 1820 Col ... F. 1 T. F. B. 9, 0001 2107 1875 Gen . . 0. c. F. B. 5, 6101 2108 1863 Col . . . 0. i <-'• Fr. B. 21, 000 2109 . do . Cobb Diyinity School - 1S40 Theo . F. c. Fr. 4,44P 2110 . do . Public Library . 1901 Gen .. 0. 1 T. F. B. 10, 000 2111 Public Librar3' . 1868 Gen .. 1 0. ! c. S.Fr. ! B. 1, 350 2112 1899 Gen .. R. ' c. s. 1 F. 1,600 2113 1891 Gen .. 0. T. F, B. 4,039^ 2111 . do . Washington County Law Lib. Law . . ' F. ! C. Fr ! 1,400 2115 Madison . Public Library . 1880 Gen .. R. T.C. F.' B. 1,400 211(3 Mechanic Falls . . . Public Library . 1898 Gen .. R. T. C. F. B. 1,678; 2117 l\r on month _ Cumstou Public Library 1900 Gen .. F. C. F. B. 1 850 2118 New Gloucester. .. Public Library . 1889 Gen .. 0. ' T. F. B. 3, 460 2119 Newport . Public High School . Sell... F. T. Fr. B. 1, 000 2120 do . Public Librarj" . 1899 Gen . . F. T. F. ' C. i,ioo! 2121 New Sharon . Public Library . Gen . . 0. T. C. F. i B. 2, 400; 2122 North Anson . Anson Academy . 1823 Sell... F. c. Fr. i K. 1,000; 2123 . do . Public Library . 1899 Gen . . R. c. S. Fr. B. 1,000! 2121 North Bridgton . . . Bridgton Academy . Sell . . . F. c. F. B. 1,900 2125 Northeast Harbor. Northeast Harbor Librarj' _ 1891 Gen .. 0. ' I). B. 3, 840 2126 North Yarmouth.. Hamilton Place Library' . 1893 Gen .. F. c. Ft. C. 1,500; 2127 Norway . Public Library . 1892 Gen . . R. T. I). F. B. 7,000; 2128 Oa kin n d Public Hi eh School * i Sell F. ' T. Fr. B. 1 000 2129 Ogunquit . Free Memorial Library . 1897 Gen .. o. ! r». F. B. 1 2, 056 2130 Old Orcliard . Free Public Library . 1893 Gen .. F. T. F. B. ! 3, 000 2131 Oldtown . Public Library . 1892 Gen . . F. ! T. F. B. 3,283 2132 Orono . Uniyer.sity of Maine . 1863 Ccl ... F. 1 c. F. B. 24, 061 2133 1 . do . W. C. T. u: Free ITiblic Lib . . . 1886 Soc . . . R. T. C. F. B. 2,000 2131 Oxford . Freeland Holmes LibrarA'=^. . . 1873 Gen .. F. T. F. B. 1,200 2135 Paris . Hamlin ^Memorial Hall . 1900 Gen . . 0. ' C. F. E. 1,553 2130 Phillips . Free Public Library . 1894 Gen .. R. 1 T. F. B. 2,626 2137 Pittstield . Public Library _ . 1895 Gen .. R. T. C. F. C. 1,900 2138 Portland . Clark's Circulating Library*. 1877 Gen .. F. C. S. C. 5, 000 2139 . do . Green leaf Law Library . Law . . F. C. S. R. 8, 500 2110 . do . Me. Charitable Meeh. Assoc.... 1815 Gen .. G. C. s B. 14, 780 2111 . do. . . ! . Maine Genealogical Society.. 1884 Soc . . . F. C. Fr. R. 2,584 2112 . do . Maine Historical Society..'... 1822 Hist .. F. C. S.Fr. R. 10, 000 2113 . do...L.. . . Portland Soc. of Nat. Historj’. 1843 Scien . 0. C. Fr. R. 3, 876 2111 ...r.do...l . Post Library (Fort Preble)*'.. 1807 Gar... 0. T. Fr. R. 2, 412 2115 . do...l . Public High School . 1872 Sell . . . F. T. Fr. R. 2, 500 2110 . do...'. . Public Library . 1867 Gen ..i 0. T. C. F. B. 53, 297 2117 . do...'. . Rossini Club. ! . 1869 Soc . . . R. C. i s. C. 1,780 2118 ! . do...'. . State School for Boys . 1854 Asy . . . F. T.C. : Fr. B. 2,386 2119 . do . Warrens Circulating Library. 1901 Gen .. R. c. i s. C. 4, 500 2150 Pre.sque Isle . Library Association* . 1870 Gen .. F. D. I S. C. 1,600 2151 . do . Public' Library* . 1885 Gen .. R. D. ! s. c. 1,800 2152 KicUiuond ... Libra rj' Association . 1867 Gen .. R. c. 1 c. 5, 105 2153 Ripley . Crocker Free Library . 1897 Gen .. R. T. f'. 1 R. 1,000 2151 Rockland . Public Library . 1893 Gen . . 0. T. F. 1 B. 8,187 2155 Saco . Dyer Library Association _ 1881 Gen .. 0. C. F. B. 15, 000 2156 . do. . .' . Thornton Academy (Sweetser 1889 Sell . . . F. D. ! Fr. B. 3,290 1 1 School Library). 2157 1 . do...' . Yorlc Institute. 1807 Hist . . 0. C.D. ' Fr. R. 1,000 2158 Sanford . Public Library . 1898 Gen . . F. T. C. i F. i B. 2,500 2159 Scarboro . Public Library Association... 1897 Gen .. O. c. 1 F- B. 1,000 2100 Searspf)rt . Sears Public Library . 1860 Gen .. It. T.l). 1 F- R. 1,850 2161 Skowhegan . Free Public Library . 1889 Gen .. 0. T.C. 1 F. ! B. 10, oool * Statistics of 1900. PUBLIC, SOCIETY, AIID SCHOOL LIBRAEIES 851 Spates of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8; C, circulating; B, both.] ^ F-‘ o Receipts from — 53 G t' Pamphlets. Volumes adc during yea Books issued home use Taxation. Public ap- IJ ropria- tion. Productive funds. Total incomi 33 0) gS 0 0 pH'0 Value libri building. Name of librarian. 10 11 1-2 13 14 15 16 17 IS 19 1,501 1,797 10,000 S200 §200 1, 100 Ernestine Hale . 250 §25,000 §30, 000 Annie F. Page . 70 86 40 Blanch M. Russell . 50 §60 211 1,000 §500 500 John Bluddegan . Harriet F. Holmes . 12 50 3, 000 150 10 160 Mrs. D. D. Kelley . 3,000 90 120 Fred P. Hall . 8, 000 13, 000 200 20 431 688 10, 563 1,500 Ella A. Clark . 105 400 Annie P. Brooks . 3,000 10, 869 5,775 300 500 1,000 J. 0. Newton . 500 200 1,626 30, 000 18, 000 45, 104 818 500 580 Caroline A. Woodman. . . 100 100 200 2, 000 H. R. Purinton . 2,000 349 30, 000 1,188 5, 000 5,000 78 60, 000 1,000 Josephine B. Ileywood . . Bertha E. Thestrup . 20 3 75 100 15? 2,000 I. W. Case . 29 e; 933 400 40 463 '"is, 000 Miss M. 0. Longfellow . . 3a P. H. Longfellow . 400 100 200 510 Mrs. C. 0. Small . 150 CO 1^ CO o o o 1 330 350 Lizzie Jewett Butte . 300 100 100 ' 100 407 Caroline C. Pierce . 250 294 33l 434 Helen A. Mosely . . 50 6, 000 220 260 Sophia H. Howe . 60 6 40 46 Nellie C. Neal . 150 4, 000 100 ! 1 10 200 1, 500 1 40 732 1, 000 Ina M. Spurling . 300 300 1 La,ura A. Hamilton . 300 3-50 9,396 t 495 5S| 607 2,350 Alice R, Woodcum . 86 3,086 7, 957 13, 515 Annie M. Norton . 1 1,500 39 250i 300 Mary W. Means . 203 250 25 325I Charlott C. Scott . 8, 000 2,091 50 6, 872 1,000 5, 332 Ralph K. Jones . o5 91 102 1, 874 Una Prentiss Taylor . 135 150 15* 180 Pearl Hovt . 12, 156 400 47' 485 Elizabeth G. Kimball . . . 500 i 356 864 488 9,500 1, 150 50, 000 Charles H. French . 2,479 10, 000 3, 442 60 72 313 1,200 Joseph P. Thompson _ H. W. Bryant . 450| 123' 450 1,085 342 140 3,500 8,000 Josei^h P]! Thompson .... 24' 200 30 50 500 125 Albro E. Chase . 5,000 2, 400 87, 059 6, OOOj 6, 889 18, 272 99, 000 75, 000 Alice C Fvirbisb 25j 42 67 700 E. P. Wentworth .. 150 7,500 300 J. E. Warren . 125 250 125 5, 000 325 200 134 1,700 80 141 Wm. H. Stuart . ' 75' . E. H. Ramsdell 646 30, 550 2,000 164' 35 2,334 1,000 20, 000 25,000 Nancy T. Burbank 1 ! 100 27, ooa John Haley’’ . 200 3,743 . 1 500 500 10, 000 Henrietta, kfoodv 5,000 150 100 300 L^i 10,350 300 30 1,030 1 Bentley Aveyard . 500 Emery IVoodv . 80 ■ ■ 1 1 107 . 1 320, ! 14, 000 500 .. . . 2, 000. 12, OOOl 17, 000 Clara A. Morrison . 2096 2097 2098 2099 2100 2101 2102 2103 2101 2105 2106 2107 2108 2109 2110 2111 2112 2113 2114 2115 2116 2117 2118 2119 2120 2121 2122 2124 2125 2126 2127 2128 2129 2130 2131 2132 2133 2134 2135 2136 2137 2138 2139 2140 2141 2142 2143 2144 2145 2146 2147 2148 2149 2150 2151 2152 2153 2151 2155 2156 2157 2158 2159 2160 2161 852 EDUCATION KEPORT, 1903, Pablic, societal, and school libraries in the United [(’oluniii 5: Building — O, owned; R, rented; F, furnished free. C: Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. Building— j Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. > O 3 4 5 6 7 8 9 21 G2 MAINE — cont’d. Skowhegan . Somerset Bar Law Library... Law . . F. T.C. Fr. 1 R. 1,000 2168 South Berwick.... Fogg Memorial Library . 'i895' Gen .. O. C. F. B. 5, 301 2164 South Livermore.. Washburn Memorial Library. 1883 Gen .. 0. D. F. B. 2,000 2165 South I’aris . Oxford County Law Library.. 1860 Law . . F. T. Fr. R. 1,000 2166 . do . Paris Public Library . 1885 Gen .. R. C. S. Fr. C. 3, 120 2167 South Portland . .. Public Library . 1885 Gen .. F. c. Fr. B. 2, 500 2168 Southwest Harbor . Tremont Public Library . 1880 Gen .. 0. T. C. S. Fr. B. 1,700 2169 1898 Gen . . R. C. F. B. 5,497 2, 050 2170 . do . State prison .". . 1824 Asy... F. T. Fr. C. 2171 1866 Govt F. T. Fr. F. B. 9, 598 1, 000 2172 Oak Grove Seminary and Baily Institute. Sch . . . F. C. B. 2173 2174 1888 i Gen .. R. F. T. F. B. 3, 150 1,350 3, 200 Library Association . 1860 Gen .. C. S. B. 2175 ' Sell.. F. D. Fr. B. 2176 . do . Colby College . 1818 Col . . . 0. C. S. Fr. B. 39,’ 000 2177 . do . Free Library . 1896 Gen .. R. T. i F. B. 3,400 2178 . do . Woman's Association . 1888 Gen .. R. C. S. Fr. B. 3,000 2179 2180 2181 1885 ! Gen .. R. c. S. C. 1,075 8,600 1,000 1893 Gen 0. T. C. F. B. West Brooksville. . Brooksville Public Library... 1903 Gen .. F. T. F. C. 2182 We.st Kennebunk . Temperance Free Lib. Assoc. . 1885 Soc . . . R. ! C. 1 Fr. C. 1,250 2183 Wilton . Wilton Academy . 1867 Sch . . . F. c. i F. B. 1,000 2184 Winterport . Free Library Association*.... 1895 Gen .. R. T. 1 F. B. 1,300 2185 . do . Ladies’ Circle . 1865 Gen .. F. C. 1 S. Fr. C. 1,831 2186 Wiscasset . Lincoln Law Library . Law . . F. T. : Fr. R. 1,500 2187 . do . Social Library . 1799 Gen .. F. I c. i S. B. 2,000 2188 Woodfords . Westbrook Seminary . Col ... F. c. j Fr. s. B. 3, 000 2,000 2189 5’^arninntb . North Yarmouth Academy _ Sch . . . F. C. 1 B. 2190 Yarmonthville. . . . Hillside Library . ' _ 1891 Gen .. F. c. 1 S. B. 1,300 2191 Y'ork Beach . Library Association . 1893 Gen .. F. C. ' S.Fr. C. 1,000 2192 Y'ork Harbor . Y'ork Lib. and Reading Room. 1888 Gen .. 0. c. : S.Fr. B. 3, 500 2193 MARYLAND. Ammendale . Ammendale Normal School.. Sch... F. c. Fr. B. 5, 340 2194 2195 Annapolis . _ do. . St. John’s College . State Library . 1827 Col . . . State F. F. c. T. Fr. F. B. R. 10, 000 50, COO 44, 650 2196 1 . do . United State's Nayal Acad _ 1845 Col ... 0. T. Fr. B.! 2197 1 Baltimore . Academy of the Visitation ... 1837 Sch... F. C. Fr. B. 10, 700 7,000 2198 . do . Archbishop’s Library . 1808 Theo . F. c. Fr. R. 2199 . do . Baltimore City College . Sch . . . F. T. Fr. B. 7, 000 2200 2201 . do . Baltimore Law School . Law . . F. c. Fr. R. 1,000 4,000 . do . Baltimore Monthly Meeting 1799 Gen .. F. c. 1 Fr. B. 2202 do of Friends. Balto. Normal School (col.) .. ! Sch _ F. c Fr. B. 2,000 2203 . do . B. and 0. Employees’ Free 1885 Gen .. F. 1 c. Fr. C. 15’ 000 2204 . do . Circulating Library. Balto. Polytechnic Institute.. Sch... F. T. Fr. B. 2,000 2205 . do . Bovs’ Home Society . 1866 1 Asy... 0. C. Fr. B. 2, 000 2206 . do . Bryn Mawr School . I ! Sch... F. C. Fr. B. 1,300 2207 . do . Calvert Hall College . 1 1891 1 Sell... F. C. Fr. R. 5, 210 2208 . do . City Library* . 1875 i Gen .. 0. T. F. R. 17, 000 2209 . do . Enoch Pratt Free Library.... 1882 I Gen .. 0. D. F. B. 219, 865 2210 Balto. (Wal brook ) . Epiphany Apostolic College .. 1889 1 Sch . . . F. C. F. R. 1,000 2211 Baltimore . F. Knapp’s Institute . 1852 Sch... R. C. Fr. B. 2,900 2212 . do . Germania Turnverein Lib. *.. 18.80 Gen .. R. c. Fr. B. 1,000 2213 . do . . Girls’ Latin School . 1895 Sch... F. c. Fr. B. 1,143 2214 Baltimore, Sta. 1). . House of Refuge . 1855 Asy . . . F. c. Fr. B. 1,500 2215 Baltimore . I. 0. 0. F. Library . 1845 O.F .. F. c. Fr. B. 30, 000 2216 . do . Johns Hopkins Hospital Lib. . 1889 Med . . F. c. Fr. B. 8,000 2217 . do . Johns Hopkins University. . . . 1876 Col ... F. c. Fr. B. 110, 000 2218 2219 . do . IMedical School . Med .. F. c. Fr. R. 2, 500 20, 144 . do . Library Company of the Bal¬ 1840 Law . . F. c. S.Fr. R. 2220 . do . timore Bar. Loyola College . 1852 * Col ... F. c. Fr. R. 35, 500 2221 . do . Maryland Diocesan Library.. 1879 i Theo . 0. c. Fr. B. 30, 000 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBEAKIES, 853 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. | Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 1*2 13 14 15 16 17 18 19 tc o« Ci o o o 341 50 300 36 19 60 127 6,417 200 $160 $18, 000 $65, 000 16, 000 Mentie E. Ayer . $500 500 170! 115* 145 615 604 Walter L. Gray . 2, 560 25 Alice B. Knight . 500 Margaret A. Trickett _ Mrs. 0. W. Cousins . 25 1,000 10, 796 562 12, 174 321 C. A. Plumer . 185 35, 149 Hudson Sawyer . ■ 153 66 75 1, 200 360 12, 000 444 444 35 150 Thos. J. Lyons . Sade W. Knight . 958 20, 000 50 652 5, 040 20, 486 3,793 1, 216 24, 950 150 3, 000 4,736 Carolyn L. Johnston . Edward W. Hall . 11, 000 50 1, 112 100 68 2,030 370 2 70 210 Agnes M. Johnson . Miss L. E. McLain . 84 525 600 1,300 130 320 600 10, 000 Eliza M. Atkinson . 164 300 3,000 1,768 E. L. Caine . 75 200 54 D. T. Horthorn . 200 200 Harriet N. Abbott . 150 150 Charles L. Macurda . . 1 1 50| 90 250; 1,000 1,500 Ellen S. Mitchell . 50 W. N. Gough . 500 800 2, 000 150 900 1,486 500 500 5,100 2,000 F. E. Daniels . 5,100 2,000 Anne Burton Jeffers . 10, 379 A. N. Brown . 700 Sisters of the Visitation. . . 1 33 900 Mabel M. Reese . j 200 30, 000 1 A. M. Irving . 1 50 1 1 . 1 i 1 . 15, 000 6,185 634, 243 1 . 54, 220 56, 773 1,2.50,000 Bernard C. Steiner . 1 1 1 100 30 ! 1 10, 000 ! 700 Benj. F. Cooper . 1 . j......... Eva Minnie W. Blogg . . . N. Murray . 100, 000 5,000 1 . 202 427 1 8,683 5, 000 Andrew H. Mettee . John F. Quirk, S.J . 574 686 528 2, 163 12, 000 G. B. Utley . 21G2 2163 2164 2165 2166 2167 2168 2169 2170 2171 2172 2173 2174 2175 2176 2177 2178 2179 2180 2181 2182 2183 2184 2185 2186 2187 2188 2189 2190 2191 2192 2193 2194 2195 2196 2197 2198 2199 2200 2201 2202 2203 2204 2205 2206 2207 2208 2209 2210 2211 2212 2213 2214 2215 2216 2217 2218 2219 2220 2221 854 EDUCATION EEPORT, 1903, Public, society, and school lihrari-es in the United [Column 5; Building— O, owned; B, rented; F, furnished free. 6: Supported by — T, taxation; R, reference; Location. Name of library. Founded. i Class. j Building— Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 5 6 - : 8 0 M.4KYL.4.ND— con. j 2222 Baltimore . Maryland Historical Society. . 1844 Hist.. 0. C. i S.Fr. B. 41, 000 222.1 . do . Maryland Inst. for the Promo- 1847 Gen .. 0. C. S. i 20, 461 tion of the Mechanic Arts. j ; 2224 . do . Maryland Penitentiary . ' 1840 Asy... F. T. Fr. i B. 4. 200 222.'! _ do . Maryland Pythian Library... 1877 Soc . . . F. C. 1 Fr. : c. 8,500 2226 . do . Mar'vlandSc'hool for the Blind 1853 Asy. . . F. T. ! Fr. 1 B. 2, 762 . do . Maryland State Homeopathic Med . . F. T. 1 Fr. B. 1,000 Medical Society.* ' 1 1 2228 . do . MarylandState Normal School, 1865 ,Sch... F. T. 1 Fr. R. 4, 600 2229 . do . Ma.sonic Library Association.' Mas... ' F. C. Fr. i B. 4,000 2230 . do . Medical and Chirurgical Fac- i 1830 Med . . 0. C. I B. 13, 260 ultv of Maryland. j 2231 1867 I Col ... F. C. F. B. 4,000 2232 Baltimore, Sta. 1). . IMount St. Josexjh's College. . . 1876 Sch . . . F. c. S. B. 7,000 2233 1888 Gen... R. c. s! 1 c. 72, 000 2231 . do . Notre Dame of Maryland . 1896 Col ... F. c. Fr. 1 B. 4, 500 223.a . do . Peabody Library . i ia57 Gen... 0. c. 1 : R. 148, 000 2236 . do . Red Men’s Library (Im- 1858 ; Soc ... F. T. Fr. ' B. 4,000 X)royed Order). ! 2237 . do . St. Joseph’s Seminary . - 1888 Theo . F. , ‘ c. i F. i B. 9,000 2238 . do . St. Mary’s Seminary . 1791 Theo . 0. c. i Fr. R. 30, 000, 2239 do Samuel Ready School (The)* Sch... F. c 1 Fr. i R. 1, 154' 2240 Baltimore, Sta. K. . Sparrow Point Free Library.. j 1891 Gen . . F. 1 c. 1 1 C. 1,150| 2241 Baltimore . Southern Home School . Sch... F. ' c. ' Fr. B. 2, 000 2242 . do . Uniy. of Maryland Law Sch.. 1884 Law . . F. c. i s. i R. 1,000, 2243 Univ. of Md. Sch. of (Medicine. 1813 Med F. 1 c. i S. Fr. B. 2, 500' 2244 . do . Woman’s Col. of Baltimore. . . 1888 Col . . . F. : c. i Fr. R. 12, 000 224.8 Cambridge . ' Cambridge Library . 1901 Gen .. R. ! C. S. C. 1,300 2246 Catonsville . Mount De Sales Academy *. . . 1852 Sch . . . F. ! C. s. R. 5, 000 2247 Charlotte Hall _ Charlotte Hall School . Sch . . . F. ' c. i Fr. B. 2, 000' 2248 Cheltenham . House of Reformation (for 1893 Asy... F. ! T. i Fr. B. 1, 800 colored boys). 1 1 2249 t'hestertown . Washington College . 1783 Col . . . F. ; c. i Fr. B. 3,000 2250 ; Col. of St. James . . Col. of St. Jame.s Irving Soc.*. . 1842 Sch... 0. c. i s. C. 14, 000 2251 ! College Park . Maryland Agricultural Col... 1859 Col . . . F. c. i Fr. B. 1 3, 7501 22.52 I Cumberland . . . Allegany County High School Sch... F. T. F. B. 1, 500' 2253 Ellioott City . Rock Hill College . 1857 Col F. C. s R. 8, ooo! 2254 . do . St. Charles College . 1848 Col . . . F. c. : Fr. B. i 15, 500 1 Reading room for stu¬ C.Soc. F. c. Fr. C. 1 4, 000 dents. 22.55 Emmitsburg . St. Joseph’s Academy . 1809 Sch... F. c. Fr. R. o o o 2256 Forest Cleii . National Park Seminary . Sch . F. i c. Fr. B. i 1,000, 2257 Frederick . Frederick College . 1797 Sch . . . F. c F. B. ! 0, 000; 2258 ! . do . Law Lib. of Frederick County. 1880 Law .. R. c! s. R. ' 3, 000, 2259 ' _ do . Maryland School for the Deaf. 1870 Asy . . . F. T. ! Fr. B. ! 4,121 2260 do St. .Tnhii’s Lit. InstitntinTi Sell F. C. i F. B 8, 000 2261 . do . Woman’s College . 1893 Col ... f'. c! i s. B. 3, 000 2262 j Gaithersburg . Fair View Seminary . Sell.. F. c. 1 Fr. B. : 1,000, 2263 Girdletree . High School . ' 1899 Sell . . . F. c. 1 Fr. R. ! l,450l 2264 Hagerstown . Kee Mar College . : 1852 Col . . . F. c. S. B. 1 8. 000 2265 1 . do . Washington County Free Lib. 1901 Gen .. 0. T.D. F. B. 1 IRCOO 2266 ' . do . Y. M. C. A. Library . 1895 Y. M.. R. C. : F. B. ' 3, 000 2267 ! Ilchester . IlehesterCollege (Redemptor- 1 1867 Theo . F. C. i Fr. B. ! 18, 000 ist Library). 2268 Laurel . Tianrel TJbrarv.. 1897 Gen F T. ! Fr. R. [ 1,000 2269 Lutherville . Maryland College for Women. 1853 Col ... F. C. S. B. 1,000 2270 iMcBonogh . IMcDonogh School . 1873 Sch . F. c. ‘ Fr. B. 4, 000 2271 Mount St. Marys.. Mount St. Mary’s College _ 1808 Col ... F. c. i Fr. B. 26, 000 2272 Mt. 'Washington .. Mount St. Agnes College . : 1867 Sch... F. c. ! S. R. 2, 000 2273 New Windsor . New Windsor College Col _ F, c. Fr, B. 2,000 227 4 Port De[)Osit . Jacob Tome Institute . 1894 Sch F. c. Fr. B. 8,000 2275 Reisterstown . Tillard Memorial PYec Lib... ! 1888 Gen .. R. c. i F. C. 1,854 2276 St. George . St. George’s Hall for Boys* i 1876 Sch F c Fr R. 1,000 2277 St. James School.. St. James Sch . ( IryingSoc. Li b. ) ia5o Sch... F. c. i Fr. R. 10, 000 2278 Westernport . Public .Sphof)l 1891 Sch F T Fr. C. 1,350 2279 Westminster . Western Maryland College... 1870 Col . . . F. C. 1 Fr. R. 6,500 22.80 1 . do . Westminstertheological Sem . 1882 Theo . F. D. i S. R. 3, 000 2281 1 Woodstock . Woodstock College . 1 lt6J Theo . 0. C. 1 Fr. B. 67, GOO * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRAEIES 855 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Bee ci _o "S X ci H eipts fr o Cl • CU S 3^2 Ph Productive ? funds. ‘ Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. 10 11 12 13 11 15 IG 17 18 19 12, 000 541 $7, 500 George VV. MeCrenrv 2222 118 Thf)S. B. Kverist . 2223 900 2224 200 ' 5, 000 336 2225 1,122 95 $325 325 2226 2227 E. B. Prett'. man . 2228 400 George II. Rogers . 2229 810 1,974 2,600 $3, 000 $18, 000- Marcia C. Noves . 2230 2231 640 190 Brother Bede . 2232 Margaret F.. Watkins _ 2233 2234 18, 000 3, 000 $10, 000 10,000 P. R. Uhler . 2235 100 6 300 $50 50 James I). Gorsuch . 2236 1,000 500 2237 2238 2239 540 72 2240 2241 2242 1,000 Eugene F. Cordell, M. D . 2243 300 128 . 1 Joseph S. Sheiloe . 2244 200 ; 149' 2245 2246 . 1 2247 B. S. Lucas . . 2248 2249 . 1 1 2250 150 . J E. T. Harrison . 2251 2252 5, 000 50 - 1 2253 650 240 380 5, 000 P. F. Roux . 2254 . 1 1 Rev. P. Mahon . 1 . 1 - Sister Henrietta . 2255 2256 E. E. Cate.s . 2257 200, 150 . j 800 2258 1 47 . 1 2259 2260 150 300 ICO Susan H. Garrott . 2261 2262 . 5 Sallie Redden . . 2263 2264 1,000 75, 000 2, 500 2,500 5, 500 50, 000: IHary L. Titcomb . 2265 2266 200' t Joseph C. Hild, 0. S. S. R. 2267 1 1 Edward Phelps . 2268 100 2269 20 . 1 Frank R. CraAvford. 2270 100 . 1 . 1 W. L. O’Harra . 2271 1 2272 . 1 2273 780 3,104! 2, 250 2,. 250: Mary R. Caldwell . 2274 l,.000j 55 2, 500 96 2275 2276 2277 7oo; JMis.s Mary Lewis . 2278 150 . ! 1 Mrs. F. M. Handy. 2279 400 1 . 1 Hugh L. Elderdice . 2280 • 10, OOOi 1 500 . 1 50, 666 A. L Maas . 2281 856 EDUCATION EEPORT, 1903, Public, society, and school libraries in the United [Column 5: BuiMing — 0, owned; R, rented; F, furnished free. 6; Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. 1. Supported by — Free, subfscrip- tion, or free for reference. ^5 .S o a Volumes. 1 2 3 4 5 6 1 7 8 y M.\.SSACHUSETTS. OORO 1878 Gen . . R. T. F. B. 13j 873 22.S3 1890 Gen . . 0. T. b. F B. 8^200 22S4 Adams . Free Public Library . 1863 Gen .. 0. T. F. B. 10, 900 228.0 Free Public Library * . 1870 Gen .. i F. T. F. B. 2,400 2286 Public Library _ *. . 1856 Gen . . 0. T. D. F. B. 11, 000 2287 . do. . . Y. M. C. A. Library . 1888 Y.M.. F. C. S. Fr. B. 2, 000 2288 1821 Col . . . 0. c. Fr. B. 77, 000 2289 . do . Mass. Agricultural College... 1883 Col . . . F. T. F. B. 24, 258 2290 . do . Public Library . Gen . . F. T. F. B. 9, 605 2291 1829 Sch . . . F. C. Fr. R. 5, 000 2292 . do . Andover Theological Sem . . . . 1804 Theo . 0. C. Fr. B. 54, 200 2293 . do . Memorial Hall Library . 1873 Gen .. 0. D. F. B. 16, 330 2294 . do . Sch . . . F. C. Fr. B. 4,000 2295 . do . Tavlor Memorial Library * . . . 1788 Sch... F. C. Fr. B. 3,300 2‘>96 Pub. High Sch (B.E. C.Lib) Sch . . . F. T. Fr. B- 1, 200 2297 . do . 1835 Gen .. 0. T. I). F. B. 18, 453 2298 1875 Sch . . . F. D. Fr. B. 2,000 2299 Gen . . 0. T. F. B. 3, 273 2300 Gen . . F. C. F. B. 5, 3.50 2301 . do . Sanderson Academy and Sch... F. T. I Fr. B. 5, 000 High School.* 1 2302 Ashland . Public Library . Gen .. F. 1 T. F. B. 6,000 2303 Assonet . Guilford H. Hathaway Lib . . . 1892 Gen .. 0. ! T. F. B. 1,256 2304 Athol . Public Library . 1882 Gen . . R. i T. F. B. 6,023 2305 Attleboro . 1 Public Library . 1885 Gen . . R. T F. B. 8,341 2306 Auburn . i Public Library* . 1872 Gen . . R. T. F. C. 2,500 2307 .\uburndale . Lasell Seminary . 1851 Sch . . . F. i c. Fr. R. 2, 117 2308 Avon . 1 Free Public Library . 1892 I Gen . . F. 1 T. 1 T. ' B. 2, 8.88 2309 .Vyer . Aver Library . 1871 t Gen .. 0. T. F. B. 8,000 2310 B:i rTisfs ble Sturgis Tiit)rary 1867 1 Gen .. 0. D F ' B 14, 648 2311 Barre . Woods Memorial Library .... 1857 Gen .. 0. i T.C. F. B. 10, 000 2312 Becket . ' Becket .\themeum . 1888 Gen .. 0. 1 T. C. F. ! B. 1, 750 2313 Bedford . ^ Free Public Lib. Corp)oration . 1840 Gen .. F. T.D. F. ! B. 6, 366 2314 Belchertown . ! Clapp Memorial Library . 1887 Gen .. 0. T.C. F. i B. 7, 200 2315 Bellerica . : Mitchell’s Military Boys Sch.. Sch... F. Fr. B. 1,000 2316 . do . ' Public Library (Bennett) _ 1880 Gen .. 0. ! D. F. : B. 4, 078 2317 Bellingham . Free Public Library . 1895 Gen . . F. 1 T. F. i B. 1,569 2318 Belmont . Puljlic Library . 1868 Gen .. 0. i T. F. B. 11,6.59 2319 Berlin . Free Public Library . 1891 Gen .. F. i T. F. B. 1,699 2320 Bernardston . Cushman Library .' . 1862 Gen .. U. T. D. F. B. 7, 472 2321 Beverly . Public Library . 1855 Gen .. F. ! T. F. B. 24, 624 2322 Blackiuton . Free Library * . 1859 1 Gen .. F. . T. F. B. 3, 502 2323 Blackstone . Public Library . 1.889 f Gen .. R. T. F. B. 6, 693 2324 Blandford . Free Lil^rary . 1892 Gen . . 0. ' T. F. B. 2, 700 2325 Bolton . Public Library . 18.56 1 Gen . . F T. F. i B. 3, 306 2326 Boston . Academy of Notre Dame . 1849 1 Gen .. F. 1 C. Fr. 1 R. 5, 000 2327 Boston (()18 Massa¬ 1 Academy of the Sacred Heart* Sch . . . F- ! C. Fr. B. 1,400 chusetts ave.'i. i 1 2328 Boston (Back Bay) American Academy of Arts 17.S0 : Sci.... R. c. S. Fr.: B. 25, 000 and Sciences. 1 1 2329 Boston (25 Bea¬ American Unitarian Associ¬ 1880 Theo . F. c. F. R. 1,000 con St.). ation. 2330 1 Boston (14 Bea¬ American Board of Commis¬ 1810 Theo . R. c. F. R. 9, 2.53 con St.). sioners for Foreign Missions. 1 2331 Boston . Appalachian Mountain Club. 1876 ! Sci.... R. c. F. B. 2.000 2332 . do . Bibliothek des Boston Turn- 1865 Soc . . . 0. c. S. B. 3,500 vcreins. 2333 ! . do . Boston Athenaeum . 1807 1 Gen .. 0. c. p. B. 209, 000 2334 1 . do . Boston Bar Association . 1885 Lav/ . . F. c. s. R. 8, 502 2335 Boston (818 Ilarri- Boston City Plospital (Med¬ 1864 Med .. F. T.C. Fr. B. 3, 817 •son avenue). ical Library). 2336 Boston . Boston College . 1862 Col . . . F. C. Fr. R. 45, 000 2337 . do . Bostonian Society Library ... 1881 Soc . . . R. C. F. R. 2, 500 2338 Boston ( Mattapan Boston Insane Hospital . 1860 Asy... F. T. Fr. C. 1,000 Station). 2339 Boston . Boston Latin School Assoc ... 1635 Sch . . . F. C. Fr. R. 5, 316 2340 , Boston (Back Bay) Boston Library Society . 1792 Soc ... 0. c. S.Fr. B. 39, 636 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBEAKIES 857 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating- B, both.] Pamphlets. Volumes added during year. Booksissuedfor home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ pro pria- tion. Productive funds. 10 11 I. 13 14 15 16 17 18 19 350 23, 564 $1,349 $1, 426 Sara A. Tjoud . 400 6^ 685 '600 $181 939 $5, 000 $20, 000 Authur F. Tin, vis 621 34, 512 3, 000 3,305 Lucy (1. Richmond 150 4; 679 300 300 564 28, 441 1,708 $350 2,118 12, 000 25, 000 Alice n TTnnmi 20, 554 S;3,58iSl 1 _ .S14, 914 $192,355 .Tames R. Chadwick, IM. I) 2341 300 175 Wallace C.Bovden 2342 2,000 100 Johji Ritchie, jr . 2343 200 . 2344 15, 845 543 825 13, 174 16, 344 Glover M. Alien . . 2345 286 1, 858 ^^homas B. Lindsav . 2346 [ 2347 50 1, 400 A. T. Loverinv . 2348 2349 13, 192 100 Chas. F. Tidgin . 2350 ' 100 1,000 65, 000 Hattie M. Baker . 2351 1 Catherine J. Chamber- 2352 layne. 100 ' 2353 2354 50, 410 866 341 1,671 10,C0C William H. Cobb . 2355 125 Will. E. Murdock . 2356 100 800 1 2357 1 2358 1,050 1 2359 1 2360 500 150 500 35 35 Shepard Howland . ' 2361 . 1 2362 5, 000 640 1,050 4, 778 23, 000 40, 000 Rev. George A. Jackson. 2363 9 i Clara H. Hanks . 2364 2365 1, 500 200 S. D. Nickerson . 2366 2367 168 185 i ' 592 Ernest O. Hiler . 2368 2369 . 1 2370 21,238 2371 500 251 367 6,311 11, 927 1). N. Handv . 2372 140 2373 1, 923 207 171 5,000 2374 105, 000 600 1 j Sainnel Green 2375 12,000 Wm. P. Rich . 2376 1 2377 17 2S8 16 IG . Edward A. Whiston 2378 140 . 2379 150 100 500 1, 650 1,100 Evelvn M. Turner . 2380 i 2381 3,500 467 124, 000 2,400 2382 81,000 727 4, 884 6, 997 Wm. P. Greimlaw 2383 18, 948 12 2, 472 j 43, 875 Geo. Whitaker, I). D . 2384 50 Edith Gnerrier 238.5 75 j 24, GOO 1 Sisters of Notre Dame 2386 1 liarrison P> I’ayne 2387 . 1 118, 500 Sarah E. T.ane 2388 202 i 1 2389 1 2390 34, 635 1,489, 033 . 300, 000 11,881 331, 508 330, 150 Horace G. Wadh'n 2391 78 2392 550 250 CO o o 1 2393 860 EDUCATION EEPOIIT, 1903, IhihJic, socieiy, and school libraries in the United [Column 5: Building — 0, owned; R, rented; F, furnished free. 6: Supported by — T, taxation; R, reference; Loention. Name of library. Founded. Class. Building— Supported 1); i Free, subsci tion, or f for referen 1 (Circulating, : 1 erence, bol Volumes. 2 3 4 5 6 7 8 9 MASSACIirSETTS— continued. 2391 Boston ( Ruggles st ) Ruggles St. Bap. Bible School 1870 Theo . F. C. Fr. C. 1,203 2395 1-883 Theo F. C. Fr. B. 17, 000 2396 Social Law Library . 1804 Law . . F. c. ‘S. Fr. B. 35, 000 2397 . do . State Board of Health of Mass. 1869 State . F. T. 1 Fr. R. 3,500 2398 . do . State Librarvof Massachusetts : 1826 State . F. T. ! Fr. R. 120, 000 2399 Boston (B. Harbor) Suffolk Co. House of Cor . 1897 Asy. . . F. T. B. 5,461 2400 Boston . Warren’s Circulating Library 1875 Geh .. R. C. i S. C. 1,500 2401 . do . Weeks (Miss) and Lougee’s 1893 Sch... R. C. i Fr. R. 2,500 (Miss) School for Girls. 1 1 2402 . do . Wells Memorial Institute .... 1879 Gen .. F. c. i S. Fr. B. 1,200 2403 Boston (Jamaica West Roxbury High School . . 1 Sch . . . F. T. I Fr. R. 1, 356 Plain). 1 2401 Boston . Y. M.C. A. Library . ! 1851 ALM.. F. c. I S. B. 1 6, 322 2405 Boston (Back Bav) Young Men’s Library * . ! Soc . . . F. c. S. B. i 7, 200 2406 Boston (48 Bovi- Y. M. C. Union Library . 1851 Soc . . . 0. c. 1 s. B. 16, 782 ston). 1 1 2407 Boston (40 Berke- Y. W. C. A. Library . Y.W.. F. c. ! Fr. B. 1,000 lev street). 2408 Bourne . Jonathan Bourne Library .... i Geir . . 0. T. ! F. B. 2,500 2409 Boxford . Public Library . " . 1873 Gen .. 0. c. F. C. 2, 200 2410 Bradford . Bradford Academy . 1803 1 Sch . . . F. c. Fr. B. 6,000 2111 i Brewster . Ladies’ Library . Gen . . 0. c. F. B. 3,000 2412 i Bridgewater . Memorial Public Library .... . 1879 Gen .. 0. T. F. B. 12, 802 2413 ’ . do . State Normal School . 1840 Sch... F. T. Fr. B. 8,461 2111 1 Brimheld . Hitchcock Free Academy _ 1871 Sch . . . F. F. B. 5, 000 2415 I . do . Public Library . 1877 Gen .. F. T. ! F. C. 4,000 2416 Brockton Public High School . Sch . . . F. T. ! Fr. R. 3,000 2117 . do . Public Library . 1867 Gen .. F. T. I F. B. 43, 310 2418 Brookfield . Merrick Public Library . 1867 Gen .. 0. T. 1). F. B. 14, 549 2419 Brookline . Public High School . 1895 Sch . . . F. T. Fr. R. 1,300 2420 . do . Public Library . 1857 Gen .. 0. T. F. B. 62, 283 2421 Buck land . Public Church Library . 1890 Gen .. 0. C. F. B. 2, 905 2422 Burlington . Public Library . 1857 Gen .. 0. T. F. B. 3,330 2423 Cambridge . Abbott Parker’s Library . 1878 Gen .. R. C. S. C. 4,500 2421 . do . Cambridge Latin School*.... 1866 Sch . . . F. T. F. R. 1,000 2425 . do . Cambridge School for Girls *. 1866 Sch . . . F. T. Fr. R. 1,000 2126 . do . Cambridge Social Union . 1871 Soc ... 0. C. S.Fr. B. 5, 300 2127 . do . East End Christian Union _ 1889 Soc . .. F. C. F. B. 1,500 2128 . do . English High School . 1847 Sch... F. T. Fr. R. 3, 225 2429 . do . Episcopal Theological School . 1867 Theo . 0. C. Fr. B, 12, 000 2130 . do . Gilman Sell, for Young Ladies. 1886 Sch... F. C. Fr. R. 1,000 2431 . do . Harvard University . 1638 Col . . . 0. c. Fr. B. 453, 000 2432 . do . Alpha Delta Phi Club _ 1836 C.Soc. F. c. Fr. R. 4, 825 2433 . do . Arnold Arboretum . 1892 Sci.... 0. c. Fr. R. 9, 432 2434 . do . Bussey Institution . 1871 Sci.... F. c. Fr. B. 4,400 2435 . do . Diyinity School . Theo . F. c. Fr. B. 33, 184 2436 ; . do . Gray Herbarium . 1861 Sci. . . . F. c. Fr. R. 8,333 2437 . do . Harvard Union . ('■ Soc F. c. Fr. R. 6,506 2138 . do . Law Library . 1820 Law . . 0. c. Fr. R. 67, 000 2439 . do . Lawrence Scientilic Sch.. 1847 Sci.... c. Fr. R 6, 568 2410 . do . Museum of Comparative Sci.... F. c. Fr. B. 38, 082 Zoology. 2411 . do . Peabody Mu'^eiim (An¬ 1866 Sci.... F. c. Fr. B. 3, 017 thropological Library). 2142 . do . Phillips Observatory . 1849 Sci.... F. c. Fr. R. 10, 400 2113 . do . Poicellian Club . 1791 C. Soc. F. c. Fr. B. 11,500 2414 . do . Laboratory and class Sci.... F. c. Fr. B. 28, 000 room libraries.* 2415 . do . Twenty-eight special Sci.... F. c. Fr. R. 37, 200 reference libraries. 2116 . do . Latin School . 1886 Sch... F. T. Fr. R. 1,000 2147 . do . Lee School Library . Sch . . . F. c. Fr. B. 1,000 2418 . do . IMidcllesex Law Lib. Assoc.*.. 1815 Law .. F. T. Fr. R. 35, 000 2119 . do . New Church Theo. School - 1873 Sch... 0. C. Fr. R. 2,100 24.50 Public Library . 185? Gen . . 0. T. F. B. 62, 101 24.51 1 . do . Radcliffe College . 1879 Col ... F. C. Fr. B. 18,850l *Statisties of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES. 861 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8; (', circniating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. 1 Permanent en¬ dowment fund. Value library building. Name of librarian. S x H Public ap¬ pro pria- tion. Productive funds. 10 11 12 13 14 15 16 17 IS 19 37 30 935 100 4,395 3, 309 1,000 S26 Mr.s. B. J. Batson . 1,000 S300 25, 000 SI, 000 SI, 270 12, 862 Francis W. Vaughan _ Samuel W. Abbott, M. D O O ' O O ' O O tjT c^r ' o 5fl7, 300 17, 300 . George W. O’Donnell _ ■ . 100 .. 50 40 28 312 1 Emily Week and Su.san C. Lougec. 350 G. F. Partridge . 300 4,598 Frank P. Speare . . 1 790 100 150 98 234 100 409 307 ..... 24, 519 . 1 Richard Rav, jr . 50 125 200 45 170 505 98 400 65 1,480 S. J. Butterick . 3,000 1 Edith F. Nickerson . . 60! 18 200 500 250 4,000 33, 407 50 ; 500 2,500 Emily Rowe . Lucia L. Christian . 3, 980 1 136 5, 364 183 .1 86 270 2, 500 M. Anna Tarbell . Helen S. Masters . 3, 557 371 155, 343 20, 177 1,384 9, 500, 852; 244 400 11, 128 1, 252 4,000 10, 000 Clarence W. Aver . Eliza R. Hobbs . Abbie L. Paige . 3,417 64 128 137, 044 1,357 1, 935 17,000 1,500, 50 50 602 40 41 19, 929 100 218 15, 000 1,000 1,000 Louisa M. Hooper . Charles W. Trow . 125 SI, 800 Florence I. Foster . Abbott Parker . 182 5, 853 Legh R. Pear.son . 672 John H. Walker . 100 500 500 1,500 Martha L. Babbitt . 10, 000 500 1,500 10. 000 Edith D. Fuller . 280, 000 19, 300 800 648 76, 044 49,259 58, 852 1,027,000 Wm. C. Lane . F. D. Roosvelt . 8, 845 6,469 616 383 1, 787 2, 083 Marv R. Dav . 2, 148 22, 833 Arthur S. Crowlev . 7,000 5, 000 John H. Arnold . 1 1 N. Hollis . 1 . 2,895 50 390 300 P. W. Putnam . 400 Theodore Lyman . Annie S. Dodge . 3,000 15 3, 247 1,000 1 169, 779 19, 350 335 i9,704j 15,850 115,000 Wm. L. R. Gifford . 1,300 Caroline A. Farley . 2394 2395 239G 2397 2398 2399 2400 2401 2402 2403 2404 2405 2400 2407 2408 2409 2410 2411 2412 2414 2415 2416 2417 2418 2419 2420 2421 2422 2423 2424 2425 2426 2427 2428 2429 2430 2431 2432 2433 2434 2435 2436 2437 2438 2439 2440 2441 2442 2443 2444 2445 2446 2447 2448 2449 2450 2451 8G2 EDUCATION EEPORT, 1903, Public, society, and school libraries in the United [Column 5: Builfling— O, owned: li, rented: F, furnished free. 6: Supported by— T, taxation; R, reference; 1 Location. 1 M A SS A C H r S ETTS— continued. 2452 Canton . ! 2453 Carlisle . 2454 Centerville . 2455 Charlemont . 24.5(5 Charlestown . 2457 Charlton . 2458 Chatham . 2459 Chelmsford . 2469 Cbel.se.a, 2461 Cheshire . 2462 Chester . 2463 Chesterfield . 24(54 Chicopee . 2465 . do . 2466 Chilmark . 2467 Clinton . 2468 Cohasset . 2469 Colerain . 2470 Concord . 2471 ! * . do . 2172 . do . 2473 Concord Junction. 2474 Conway . 2475 Cotuit.' . 2476 Cumin inglon . 2477 Dalton . 2473 Dana . 2479 ; Danvers . 2180 . do . 2481 Dartmouth . 2482 . do . 2483 Dedham . 2484 . do . 24.'^5 . do . 2486 . do . 2187 Deerfield . 2488 . do . 2489 Dennis . 2490 Dighton . 2491 Dover . 2492 ' Dudley . 2493 Dunstable . 2494 Duxburv . 2495 . do. .' . 2496 i East Bridgewater . 2497 1 East Cambridge. . . 2498 East Douglas . 2499 Eastham . 2500 Easthamptoii . 2501 . do . 2502 East Northfield ... 2503 Enfield . 2504 Erving . 2505 Essex . 2506 Everett . 2.507 . do . 250.8 Fairhaven . 2.509 Fall River . 2510 . do . 2.511 Falmouth . 2512 . do . 2513 Fayville . 2514 Fitchburg . 2515 . do . Name of library Public Library . . Gleason Libra'ry . . Public Library . . Free Library ! . State Prison . Free Public Library . Eldridge Public Library .... Adams Library . Fitz Public Library . Cheshire Library . Free Public Library . Free Public Library . City Library . Public High School . Free Library . Bigelow Free Ihiblic Library Free Public Library . '. Free Library . Free Public Library . Rome School . Middlesex School . Massachusetts Reformatory . Field Memorial Library . Public Library Association.. Bryant Free Library . Free Public Library . . Free Public Library . . Danver's Historical Society .. Peabody Institute . Free Public Library . . Public High School . Dedliam Historical Society... Norfolk Co. Law Lib. Assoc. * Public Library . Public High School (Slafter Reference Library). Dickinson Library and Read¬ ing Room. PocumtuckVal. Memo. .4ssoc Library Association . Public'Library . Town Library . Nichols Acad. (Conant Lib.). Free Public Library . Free Library . .' . Powder Point School . Public Library . . Middlesex Law Lib Assoc, e., Douglas Free Public Library Public Library . , Public Library Association. . Williston Seminary . . Northtield Sem. (Talcott Lib.^ Public Library . ! Free Public Library . . T. O. H. P. Burnham Pub. Lib Parlin Memorial . Shute Memorial Library _ Millicent Library . . B.M.C. Durfee High School., Public Library * . . First Congregational Church, Free Public Library . . Emmanuel School .'. . . Fitchburg Law Library . . Public High School . 1 Class. Building — Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 3 4 o 6 7 8 9 Gen .. ! ■ 0. T.D. F. B. 11,300 1872 Gen .. 0. T. F. B. 3,000 1870 Gen .. i 0. C. F. R. 1,100 Gen .. ‘ F. T. F. B. 1,785 18C5 .4sv. .. ; F. T. Fr. B. 7, 238 1889 Gen .. i F. T. F. B. 3,071 1896 Gen .. 0. T.C. F. B. 4,000 1694 •Gen . . ' 0. T. F. B. 7,071 1868 Gen .. : 0. T. F. B. 18, 850 1866 Gen .. 0. T.C. F. C. 4,119 Gen .. R. T. F. B. 1,700 1837 Gen .. F. T. F. C. 1,300 1846 Gen .. 0. T. F. B. 22, 000 Sell . . . F. T. Fr. B. 1,445 1891 Gen .. F. T. F. B. 1,170 1873 Gen .. F. T. D. F. B. 26, 000 188,0 , Gen .. F. T. F. B. 7,000 1892 Gen .. ' F. T. F. B. 2,000 1857 Gen .. 0. T.D. F. B. 34, 056 Seh... F. C. Fr. B. 1,000 Sch . . . F. C. Fr. B. 1,£C0 .4sv . . . F. T. Fr. C. 3, 926 'iooi' Gen .. 0. D. F. B. 6,183 1885 1 Gen .. 0. C. F. B. 3,605 1872 Gen .. 0. T. F. B. 8, 000 1865 Gen .. F. T. F. B. 8, 500 1892 Gen .. F. T. F. C. 1,862 1889 Hi.st .. r’ C. F. R. 2,000 1867 Gen .. 0. C. F. B. 21, 200 1895 Gen .. F. T. F. B. 1,000 Sch... F. 1 T. Fr. B. 1,500 1862 ' Hist .. 1 0. C. S.Fr. : R. 4, 500 1898 i Law . . F. T. F. , R. 4, 175 Gen .. ! 0. T. F. B. 19, 700 1894 Sch... F. T. Fr. 1 R. 1 1,000 1878 Gen .. 1 F. T. D. F. ! B. 3,000 1870 Hist . . 0. C. F. F- 15, 000 1873 Gen .. F. C. s. 1 B. 1,003 1895 Gen .. F. T. f'. 1 1,500 1894 Gen .. F. T. F. B. 2,396 1881 Sch . . . 0. C. F. B. 5, 000 1878 Gen .. F. T. F. i B. 2, 467 1890 Gen . . 0. T.D. F. 1 B. 3, 720 1886 Sch. . . , F. T. Fr. i B. 1,000 1884 Gen .. 0. T.D. F. B. 3,500 1815 Law .. F. T. F- F. 20, 000 1879 Gen .. F. T. i F. B. 4,184 1878 Gen . . 0. T. F. B. 1,850 1869 Gen .. 0. T.D. F. B. 11,000 1841 Sch... F. F. I Fr. B. 3,700 Sch... F. C. Fr. B. 6, 193 1891 Gen .. F. T.C. F. B. 3, 800 1878 Gen .. F. T. F. C. 2,285 1894 Gen .. 0. D. F. B. 4,300 1879 Gen .. 0. T. F. B. 16, 288 1899 Gen .. 0. T. F. B. 4,241 1893 Gen .. F. C. F. B. 17, 093 1886 Sch... F. T. Fr. B. 1,300 1861 Gen .. 0. T. F. B. 58, 208 Gen .. F. C. F. B. 1,000 1891 Gen .. 0. T.D. F. B. 5, 094 1870 Sch... F. C. Fr. R. 1,000 Law .. F. T. F. B. 2,500 Sch . . . F. D. Fr. R. 1,000 * Statistics of 1900. a Includes 1 branch. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES 863 Slates of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Ileceipts from— QJ B o o .s 3 o H Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 400 21,000 ^2, 250 $299 $2, 952 60 2,400 175 276 $7, 000 Mary A. Green . 61 2,795 260 1,000 Sadie F. Bearse . 48 3,837 . 100 40 152 $1,000 Lizzie M. Temple . 200 417 37, 775 J. W. F. Barnes . 132 3,102 . 200 20 223 500 Hattie C. Carpenter . 1 000 500 250 900 1,150 26, 000 30, 000 Florence H. Bond . 3'00 510 12' 216 .“iisoo 841 710 25, 000 Chas. H. Greenleaf . 2, 143 914 75, 334 5, 100 5, 300 25, 000 Medora J. Simpson . 167 r>5 200 2, 500 Emma E. Martin . 3,000 9 500 60 2' 400 79 87 875 42, 562 3,200 3, 258 3,000 Anne A. Smith . . 131 623 Florence B. Mayhue . 371 40, 190 4,000 4,000 10, 000 Charlotte L. Greene _ 357 7,061 1,000 1,019 Sarah B. Collier . 228 2, 955 150 150 849 30, 899 2, 400 433 2, 307 5, 275 70, 527 70, 000 Helen W. Kelley . ! 357 6,370 2, 028 2,201 52, 000 86, 500 Grace Pease . 500 133 5, 995 33 340 834 2, 500 Adeline F. Bearse . 75 75 6,000 L. H. Tower . 252 10,141 675 724 Mrs. M. E. Davidson _ 430 1,353 Jean Mac Arthur . 300 3, 000 Evelvn F. Masury . 1,000 400 33, 000 600 3, 395 3,895 106,761 Emilie D. Patch.. 115 400 400 Mary A. Tucker . 1 3, ooo: 85 1,289 15, 000 John H. Burdakin .. 50 738 1,860 1 1,096 39, 122 35, 385 Frances M. Mann . 60 50 50 George F. Joyce, jr . 106 1,500 100 250 350 Minnie Hav/ke .... i... . 1 Georgy Sheldon . 48 j 500 j . 1 50 Flora Howes . ! 100 2,000 1 . 100 100 Emma, B. Horton. 150 2, 520 498 1 . 608 Alma M. Chickering _ 1 204 60 60 1,500 ' 66 1, 390 1 ioi j . 106 Tiizzie A. Swallow 321 8,239 350 350 730 7,900 4,000 Sara B. Higgins . i 153 11,789 1 600 1 81 846 2,000 12, 000 Lucy L. Siddell . 674 2,000 I 5, 168 John L. Ambrose . 200 159 9, 358 1 252 4 375 Alice E. Luther . 200 175 2, 529 1 75 135 Mrs. Herbert Clark 598 26, 620 1,300 700 2,071 18, 700 20, COO Miss D. C. Miller .... 250 Siflnev N. Morse 78 4,141 100 100 Virginia T. Smith 100 200 120 340 50 200 Ella L. Walkup ... 300 7, 746 . 1 689 714 20, 000 20,000 Jennie H. Woodman _ 823 59, 940 640 22, 840 . 2,300 2, 310 T,eona, T,vdird 811 45, 555 7, 500 7, 727 200, 000 Drew B. Hall . 25 15 400 Gertrude M. Baker 2, 191 159, 745 13, 335 240, 000 18 18 450 S A Holton 298 9,879 1, 950 120 2,070 3,000 Clara, T, Davis 200 . 40 50 10 1 . 60 Helen F, C tTnipht 1 1 W P Hall . 1 25 ; Helen F. Stratton . 2452 2453 2454 2455 2456 2457 2458 2459 2460 2461 2462 2463 2464 2465 2466 2467 2468 2469 2470 2471 2472 2473 2474 2475 2476 2477 2478 2479 2480 2481 2482 2483 2484 2485 2486 2488 2489 2490 2491 2492 2493 2494 2495 2496 2497 2498 2499 2500 2501 2502 2503 2504 2506 2507 2508 2509 2510 2511 2512 2513 2514 2515 8G4 EDUCATION EEPORT, 1903 Public, society, and school libraries in the Ziiited [Column 5: Building— (^, owned; R, rented; F, furnished free. 6: Supported by— T, taxation; R, referenee; Location. Name of library. Founded. K Building— Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 O 1 3 1 i 4 5 1 ^ C ‘ 8 9 M.\SS.A,CHrSKTTS— 1 continued. 2516 Fitchburg . Public Library . 1859 Gen .. 0. : T. F. B. 41,871 2517 . do . State Normal School . 1895 Sch... F. T. Fr. B. 3,497 2518 Gen 0. 1 T F B. 7 800 2519 Framingham . State Normal School . Sch . . . F. ' t! Fr. R. 4’ 800 2520 _ do . 1855 Gen 0. : T. D. F B. 25, 000 2521 Franklin . Dean Acad. (Pawtucket Lib. ) . Sch . . . F. 1 G. Fr. B. 4, 000 2522 . do . Public Library . 1786 j Gen . . R. ; T. F. B. 6, 620 2.523 Freetown . Guilford H. Hathaway Lib.*. Gen .. 0. 1 F. B. 1,000 2524 Gardner . Levi Heywood Mem’l Lib . . . . 'isstV 1 Gen .. 0. ' c. F. B. 9, 953 2525 Peabody Library . 1869 Gen . . 0. i 1). F. B. 10, 000 2526 Gill ' Gen .. F. i T. F. B. 1,800 2527 Glouce.ster . Free City Library . 1899 1 Gen .. ! F. 1 D. F. B. 5, 000 2528 . do . Gloucester Lyceum and Saw- 1872 Gen .. 0. i - C- F. B. 16, 204 yer Free Library. 2529 . do . Public High School . 1889 Sch... F. T. Fr. B. 3, 500 2530 Grafton . Public Library . 1866 Gen .. 0. ! T. F. B. 11,500 2531 1890 1 Gen . . F. 1 T. F. B. 1, 942 2532 1894 j Gen . . 1 0. T. F. B. 1, 200 2.533 Great Barrington . Free Library . 1881 i Gen .. F. T. F. B. 8, 908 2.534 Greenfield . Franklin Co. Law Library*.. 1860 ; Layy . . F. T. Fr. R. 7,000 2535 ' . do . Library Association . 1855 Gen .. 0. p. B. 13, 021 2536 . do . I’rospect Hill School for Young 1869 Sch... F. ! C. Fr. R. 1,000 1 Women. 1 2537 ' . do . Public Library . 1880 ; Gen .. F. i T. F. B. 14, 333 2538 - Greenwich Village Greenwich Public Library . . . 1891 i Gen .. F. 1 T. F. C. 1,500 2539 i Groton . Groton School . 1884 Sch... F. 0. Fr. B. 5,000 2540 ' . do . Lawrence Academy Library . 1793 : Sch... F. Fr. R. 1,500 2.541 ' . do . Public Library . 1855 ' Gen .. 0. T. F. B. 10, 394 2542 i Hadley . Goodwin Memorial Library .. 1902 Gen .. G. T. F. B. 4,000 2.543 Halifax . Holmes Public Library . 1876 ' Gen . . F. T. F. B. 3,000 2.544 ’ Hamiltc)!! . Public Library . ' Gen . . F. T. F. B. 3,150 2.545 Hampden . Free Public Library . 1891 ‘ Gen .. R. T F. ! B. 1,640 2546 Hancock . Public Library . 1894 : Gen .. F. ! T. [ F. ! c. 1,000 2547 Hanover . .Tohn Curtis Free Library . 1887 Gen .. F. T.D. F. c. 4, 663 2.548 Hardwick . Free Town Library' . 1892 i Gen . . F. ' T. 1 F. c. 1, 820 2549 Harvard . Bromfield School . 1875 Sch...| F. I C. Fr. ! R. 2,000 25.50 . do . Public Library . 1856 Gen . . 0. : T D. F. j B. 4,000 2551 Harwich . Broadbrooks Free Library*'.. 1812 Gen .. F. C. j F. j B. 3, 200 2552 Hatfield . Public Library . 1812 ' Gen .. F. T. ' F- 1 B. 4,900 2553 Haverhill . Public High School . 1899 ‘ Sch . . . F. i T. 1 Fr. 1 R. 1,200 2554 . do . Ihiblic Library « . 1873 Gen . . 0. T.D. F. 1 B. 75, 000 2555 . do . St. James Public School . Sch . . . F. T. F. B. 1,250 2.556 Hawley . Free Library . Gen . . F. T. F. R. 1,400 2557 Havdenvillc . . Public Library . 1884 Gen . . 0. T F. B. 2, 000 2.558 Heath . Free Public Library . 1893 Gen .. 0. T. D. F. ] B. 1,368 2559 Hingham Center.. Hingham Public Library . 1869 Gen .. o. C. F. B. 11,000 2560 Hinsdale . Public Library Association... 1867 Gen .. o. T. D. F. B. 4, 500 2561 Holbrook . Public Library . 1874 Gen .. F. i T.D. 1 F. B. 5, 251 2.5(;2 Holden . . Gale Free Library . 1888 Gen .. 0. T. F. B. 6, 410 2563 . do . Pnhlie Hip'b School* Sell F. T. Fr. B. 5, 000 2564 TTollistftn Public High l^cbnol F. T. Fr. B. 1,000 2565 . do . I’ublic Library . 1879 Gen . . F. T. F. B. 5, 500 25(;() Holvoke . Public High School . 1898 Sch . . . F. T. Fr. B. 1,800 2567 . do . Public Library . 1870 Gen .. 0. T. F. B. 25, 000 2568 . do . Teachers Library . 1879 Sch... F. C. Fr. R. 2, 000 2569 Ho])pda le . ... Bancroft Memorial Library.. Gen .. 0. T. F. B. 9, 796 2570 . do . Public High School . Sch . . . F. T. Fr. B. 1,500 2571 1 Topkintmi . Public Library' . 1867 Gen .. 0. T. D. S.Fr. B. 6,000 2572 Hubbardston _ Free Public Library' . 1872 Gen . . 0. T. 1 F. ' B. 5, 400 2573 Hudson . Public Library . 1867 Gen .. F. T. F. B. 7,648 2574 H\dl Hull School . F. T. F. B. 1,442 2.575 Huntington . Murrayfield High School* ... 1899 Sch . . . 0. T. F. B. 1,000 2576 . do . . Public Library . 1893 Gen .. R. T. ! F. C. 1,000 2577 Hvaiinis . Free Public Library' . 1865 Gen .. R. C. j F. C. 1,964 2578 Hyde Bark . Public Library' . 1874 Gen .. 0. T. F. B. 21,000 2579 Ipswich . Free Public Library . 1868 'Gen ..1 0. I). - F. B. 9,000 * Statistics of 1900. « Includes 2 branches. PUBLIC, SOCIETY, AND SCHOOL LIBEAKIES. 865 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; F, free for reference. 8: C, circulating; B, both.] 2516 2517 2518 2519 2520 2521 2522 2523 2524 2525 2526 2527 2528 2529 2530 2531 2532 2533 2534 2535 2536 2537 2538 2539 2540 2541 2542 2543 2544 2545 2546 2547 2548 2549 2550 2551 2552 2553 2554 2555 2556 2557 2558 2559 2560 25G1 2562 2563 2564 2,565 2566 2.567 2.'G8 2569 2.570 2571 2.572 2573 2574 2575 2576 2577 2578 2579 Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en- 1 dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 1,919 76, 297 $6, 500 $350 $9, 056 $10, 000 $94, 000 George E. Nutting . 225 12, 4,58 M. A. Fuller . 50 PhebeM. Beard 579 38, 562 Emma L. Clarke . 200 Edna M. Grafton 158 11, 356 800 800 3, 200 Ella G. Campbell . 540 22, 615 677 1,200 2,502 21,325 30, 000 Ellen B. Cramton . 1 337 200 12' 192 12 SaraNoves . 81 900 400 Annie G. O’Neill . 952 49, 092 3, 500 3, 705 120, 000 251, 000 Rachel S. Webber . 1,200 480 16, COO 700 A. W. Bacheler . 386 18, 322 $730 1, 100 10, 281 Mabel L. Ho’we . 120 2' 990 105 111 Cora H. Kellogg . 250 2, 524 300 50 627 9,000 Mable H. Root . 509 17, 913 1,200 1,727 Emma W. Sheldon . 1,000 524 4,479 741 11,000 Helen L. Mann . Caroline R. Clark . 870 15, 590 2, 000 445 2, 552 May Ash lev . 100 1,796 100 8 146 695 Helen I. Nevins . 50 500 575 20, 000 A. H. Woods . 20 H. H. C. Bingham . 384 15, 130 1,050 220 1, 481 4, 500 27, 500 Emma F. Blood . 2C0 191 202 9, 000 George C. L'arsli . 50 1,897 29 33 James T. Thomas . 197 5, 758 400 400 Grace C. Stone . 6, 304 150 150 Mrs. John Q. Adams _ 65 50 87 Daniel Shenardson . 228 5, 258 200 214 418 4,000 Alice L. Baily . 75 GO Hannah R. Spooner . 25 Lilia N. Frost . 109 5. 020 279 259 541 5,000 9, 000 Estelle E. Clark . 50 2,900 100 4,680 300 300 600 2, 852 154, 263 10, 365 7,385 18, 280 143, 000 50, 000 John G. Moulton . 15 15 Isaac Vincent . 300 100 pt o o 200 200 1,000 C. A. Phillips . 300 400 35 28 63 700 1,500 H. Kirk Smith . 244 15, 785 1,685 1, 685 25, 000 15, 000 Hav/kes Fearing .... 30 2,492 250 264 5, 000 20, 000 James Hosmer . 100 270 14, 907 300 120 915 3, 000 Zen as A. French ... 2,010 100 6, 116 1,000 1, 030 40, 000 Addie M. Holden . 175 14, 000 434 27 506 1,111 Josephine E. Rockwood. 2,701 73, 562 10, 000 j . 10, 343 94, 000 Frank G. Willcox . H. B. Tja ’wrence 686 18, 187 2,300 40 2, 789 Harriet B. Sornborger . . . 1.50 14, 000 Sadie P. Stewart 83 6,131 303 311 10, 000 Tjucy H Grimes 208 24, 527 957 957 Grace M.Whittemore 50 700 150 1.55 Carrie E ATitcbell 500 200 80 140 204 3,127 176 181 Adeliue F.Mnnsmt 25 7,416 355 907 64, 100 4,000 4, 965 25, 000 Elizabeth Ains'’iVorth .... 9, 300 ED 1903- ■55 86G EDUCATION EEPORT, 1903 Public, society, and school libraries in the United [Column 5; Building— 0, owned; R, rented; F, furnished free. G: Supported by— T, taxation; R, reference; Location. Name of librarj’. Founded. Class. Building— j Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. > 2 3 4 . 8 9 MASS A C H U. SETTS — 1 continued. 2580 Kingston . Frdk. C. Adams Public Lib .. 1897 Gen .. 0. T.D. F. B. 5, ;504 2581 Sch ... F. D. Fr. C. 1,200 ers Library). 2582 . do . Town Library . 1862 Gen .. 0. T. F. B. 32, 052 2583 Lanesborough .... Town Library . 1871 Gen .. ! F. T. D. F. C. 3, 200 2584 Lawrence . Free Public Library . 1872 Gen .. R. T. D. ! F. B. 54, 946 2o85 Lawrence (North North Andover Library . 1875 Gen .. ; K. T. j F. C. j 11,300; Andover) . 1 1 2.586 Lee . Public IJbrarv . 1874 Gen .. ' F. ! T. C. F. B. i 6. 000 2587 Leicester . Public Library . 1861 Gen .. ’ 0. IT. D. 1 F. B. 1 li; 722 2588 1856 Gen . . ' F. ! c. F. B. ' 15, 000 2.589 1853 Gen .. ' F. 1 T. D. F. B. I 20, 456 2590 Leverett . Leverett Center Public Lib. . . 1891 Gen .. ! R. T. F. B. 1 1, 250 2591 1S68 Gen .. ' F. 1 T.-D. F. B. 1 21,374 2592 1883 Gen .. 1 F. 1 T. F. C. 1 1, 525 2593 Gen . . : 0. T. F. C. 1 7, 516 2594 Littleton . 1887 1 Gen .. ' 0. 1 G. F. B. 1 8,800 2595 Longmeadow . Town Library . * . 1895 Gen . . F. ! T. F. C.. 2, 650 2596 Lowel i City Library . i 1844 Gen . . i F. T. F. B. 65, 000 2597 Lowell (Dracut Dracut Public Library ....... I 1900 Gen .. ! F. T. F. C. 2, 500 2598 Center) . T/< )wel 1 Public, TTigli School ^ Sch . . . F. T. Fr. B. 1.2C0 2599 - (io St. Anne’s Church (Rector’s [ Theo . F. C. Fr. R. 3; 000 Library). 1 2600 Ludlow . Hubbarcl Memorial Library..! Gen .. 0. C. F. B. 5, 000 2601 LunenbTirg . Public Lil)rarv . 1 1852 i Gen .. F. T. F. C. 5, 015 2602 Lvnn . Free Public Library . 1862 Gen .. 6). T. F. B. 65, 549 2603 .....do . Gen. Lander Post 5 G. A. R. 1898 Soc . . . F. C. Fr. B. 1, 200 Library.* 1 2504 . do . Y. M. C. A. Library . ' Y. M.. F. C. S.Fr. : B. 1,000 2605 T/vnnfield Center . Lynnfield Public Library . . . . j 'iS92'l Gen .. F. T. F. i B. 1,870 2606 Magnolia. . . . Magnolia Library . 1884 Gen . . 0. C. F. B. 4, 967 2607 i Malden . Public High School . 1860 ' Sch . . . F. T. Fr. I’- i!600 2ti()8 J . do . Public Library . 1877 1 Gen .. 0. T. D. F. 1 B. 43, 400 2f 09 Mancbaug . Free Library* . 1882 1 Gen .. R. T. F. ' C. 2, 035 2610 Manchester . Public I;ibrarv . 1871 i Gen . . 0. T. F. ' B. 11, 350 2611 Mansfield . Public Library . 1884 Gen .. F. T. f! i B. 3, GG6 2612 Marblehead . Abbot Public Library . 1877 Gen .. F. T. D. F. 1 B. 15, 500 2613 Marion . Tabor Academy . 1876 Sch . . . F. C. Fr. I B. 1,582 2614 Marlborough . Public Library . 1870 Gen . . 0. T. F. i B. 9, 000 2615 . do . Unitarian Parish Library* ... 1847 Gen .. R. C. F. B. 3, 300 2616 Mar.shfield . Free library . 1895 Gen . . F. T. F. C. 3, 460 2617 Marshfield Hills .. Clift Rogers Free Library .... 1898 Gen .. 0. C. F. B. 1,200 2618 Marstons Mills . . . . Public LUrarv . 1889 Gen . . 0. C. F. B. 1 , 250 2(d9 ■Mash me . Public Library . 1891 Gen .. F. T. F. B. 1,050 2620 Mattapoiselt . Free Public Library . 1881 Gen .. R. T. F. B. 3, 500 2621 IMavnard . Public Library . 1881 Gen . . R. T. F. B. 4,026 2622 Med field . Public Library . Gen .. F. T.D. F. B. 4,544 2()/'3 Medford . Public Higli School . . 1836 Sch . . . F. T. Fr. B 1, 000 2624 . do . Public Library . 1825 Gen .. 0. T. F. B. 26, 000 2625 Medway . Dean Library Association _ 1860 Gen .. F. 1 T. C. F. B. 7,000 2626 Melrose . Public High School . 1899 Sch . . . F. ! T. Fr. B. 1,153 2C'27 . do . Public Library . 1871 Gen .. 0. 1 4-. F. B. 14, 291 2628 Idendon . Taft Public Library . 1 1881 Gen .. F. T.' F. B. 6,000 2629 IMerrimac . Public Library _ 1 . 1876 Gen . . F. T. F. B. 6, 000 2630 iSIethueii . Neviiis Memorial Library .... 1884 Gen . . 0. D. F. B. 16, 236 2631 ■ Middlebnro . Public Library . 1 876) Gc-n .. G. T.D. F. B. 10, 000 2632 Middlcfield . Public Library . 1872 Gen . . F. T. F. C. 1,370 26.33 Middleton . Flint Public Libraiy . 1879 Geii .. 0. D. F. B. 5, 703 2631 : Milford . Thurbor Medical Association. 18i3 Ided . . F. C. Fr. B. 1,200 2635 . do . 4’owu f,n)r;irv 1 858 CJen . . F. T. F. B. 13. 696 2636 Millburv . Public Library . 1864 Gen . . F. T. F. B. 7,804 2637 . do.: . Sutton Free Library . 1876 Gen .. F. T. F. B. 5, 217 2638 , Minis . Public Library . 1885 Gen . . F. T. F. B. 2,836 26)89 Milton . IMilton Academy . Sch . . . F. C. Fr. B. 2,400 2610 . do . Public High School . Sch . . . F. T. Fr. B. 1, 0001 * Statistics of 1300. PUBLIC, SOCIETY, AND SCHOOL LIBEAKIES 867 States of 1,000 volumes and over in 1003 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books is.sued for home use. Taxation, ^ 0 Public ap- *5' propria- S' tion. n Productive ? funds. Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. 10 11 12 13 14 15 16 17 18 19 415 11,046 $900 $868 $1, 789 $20, 00(, $13, 000 Mrs. J. F. McLaugliten _ 40 38 1,000 Anna Hawly . 17, 822 970 13,276 1,452 2,000 9,000 45, 000 Virginia M. Keys . 25 2' 500 125 225 10, 853 1,.500 92, 435 10, 000 1,200 12, 842 1.200 Wm. A. tValsh . 275 10, 000 U, 658 1,658 312 7,882 GOO 18 860 500 331 12, 538 1,100 111 1, 376 3,000 35, 000 Mary W. Warren . 500 13, 529 300 1,800 5,000 Anna L. White . 400 3l' 632 1,800 972 291 3,063 Florence E. Wheeler . 2, 103 85 85 Elsie R. Ames . ' 761 3l', 814 542 888 1,430 14, 100 . 1 Marian P. Kirkland . 100 25 Mrs. E. S. Whitcomb . l 277 4,580 830 179 1,369 . 1 Lvdia J. Chapin . 800 314 530 8,445 50 230 250 264 Katharine C. Gates . I 1,600 iis, 163! 16,000 16, 511 ’ Frederick A. Chase . 200 6, 000 700 700 Mrs. T. W. Hill . I 1,000 . 1 1.50 6,000 75 Mary A. Birnie . 126 4, 257 274 30 304 1, 000 L. Frances Jones . 7, 800 2,283 193, 767 18,000 20, 6.55 225, 000 John C. Houghton . 100 Frank Mahan . 100 2, 136 no 36 158 Elizabeth W. Green . ' 312 8,248 1, 0.57 7, 500 E. T. Thornton . 50 50 7, 147 3, 328 132, 033 6,000 7, 845 15, 740 163, 500 136, 000 Miss L. A. Williams . 70 139 1,350 112 360 525 17, 843 1, 725 1,781 50, 000 D. L. Bingham . 101 13, .538 400 434 Ida F. Hodges . 2, 324 470 18, 560| 500 743 1,841| 3, 500 Marj'’ G. Brown . 100 . 1 . N. C. Hamblin . 52, 102 2,667 32 2, 826 750 38, 000 Sarah E. Cutting . 100 54 1, .520 ! . 124 5, 722 1 400 421 J. T. Baker . 100 70 1,000 1 203 j 618 3,500 Mrs. C. B. Lincoln . 20 1,100 M. E. Baxter . 30 500 j . 30 30 Clara N. Collins . 200 8,338 450 4.50 Clara F. Sherman . 178 6,000 547 547 Sarah F. Nyman . 103 8,654 422 CO 482 T/. l\r. .Johnson . 1,154 85, 645 9, 027 136 9, 356 3, 385 Marv E. Sargent- - .. 1.50 5,200 104 238 342 5,000 Bertha C. Nerveli . 193 130 200 200 458 , 62, 148 3, 575 175 3,877 4,368 C. M. Worth err . 1,000 100 175 203 Annie E. Kinsley . 50 95 8,623 500 575 496 20, 593 Harriet T, Crnshy 736 27, 934 1 OOnl 1 902 2,942 A. K. Tha.tcber 200 120 1,500 20 60 Metcalf J. Smith . 560 105 5, 215 1,002 1,249 15, 000 11,500 .Samuel A Fleteher G H Alhrn M H 4C0 28, 262 1, 433 1, 6.51 N F. Blake’ 115 11, 552 735 735 Carolyn C. Waters . 215 215 Sarah M. AT ills 128 7, 1.50 207 226 Mrs A A.TeTJnnonp'h W. L W. Field . 1 2580 2581 2582 2583 2,584 2585 2586 2587 2588 2589 2.594 2598 2599 2600 2601 2602 2603 2601 2G05 2606 2607 2608 2609 2610 2611 2612 2613 2614 2615 2616 2617 2618 2619 2620 2621 2622 2623 2624 2625 2626 2627 2628 2629 2630 2631 2632 2633 2634 2835 2636 2637 2638 2639 2640 2641 2642 2643 2644 2645 2646 2647 2648 2649 2650 2651 2652 2653 2654 2655 2656 2657 2658 2659 2660 2661 2662 2663 2664 2665 2666 2667 2668 2699 2670 2671 2672 2673 2674 2675 2676 2677 2678 2679 2680 2681 2682 2683 2684 2685 2686 2687 2688 2689 2690 2691 2692 2693 2694 2695 2696 2697 2698 2699 2700 2701 EDUCATION EEPORT, 1903. Public, society, and school Uhr* [Column 5: Building— O, owned; R, rented; F, furnished free. 6: Suppon Location. Name of library. Founded. Class. 1 Building— Supported by— 1 2 3 4 6 6 MASSACHUSETTS— continued. Milton . Public Library « . 1870 Gen . . R. T. Monson Academy (Flynt and Sch . . . F. C. Packard Library). . do . Free Library and Reading 1878 Gen .. 0. T.C. Room Association. 1866 Gen . . F. T. Free Library . 1891 Gen .. F. T.D. Montville . Sandisfield Public Library . . . 1893 Gen . . R. T. Mount Hermon . . . Mount Hermon School . 1884 Sch . . . F. C. 1819 Gen . . 0. T. 1834 Gen .. 0. T. D. . do . Sir Isaac Coffin’s Lancasterian 1826 Sch . . . 0. C. School. 1851 Gen .. 0. T. . do . Walnut Hill School for Girls . Sch . . . F. C. Needham . Public Library a . 1888 Gen . . F. T. N ew Bedford . Free Public Library . 1852 Gen .. 0. T. D. . do . Friends Academy* . 1812 Sch... F. C. . do . Hutchinson’s Circulating Lib. 1864 Gen .. R. c. . do . Public High School . Sch . . . F. D. . do . . Swain Free School . 1882 Sch... F. c. . do . Y.M.C. A. Library . 1881 Y.M.. F. C. New Braintree.... Free Public Library . 1878 Gen .. F. T. Newburvport . Public Library . 1854 Gen .. 0. T.D. New Salem . Free Public Library . 1890 Gen .. F. T. D. Newton . Free Library a . 1869 Gen .. 0. T. New ton Center.... Newton Theological Institu¬ Theo . F. C. tion (Baptist). Newtonville . New'ton High School . 1897 Sch . . . F. T.D. Norfolk . Public Library . ’. . 1883 Gen . . F. T. North Adams . Drury High School* . Sch . . . F. T. . do . Public Library . 1884 (ipn .. 0. T. North Amherst ... Public Library . 1869 Gen .. 0. T.D. Northampton . Burnham (IMary A.) School Sch . . . F. C. for Girls.* . do . Clarke School for Deaf . 1867 Asy... F. C. . do . Forbes Library . 1894 Gen .. 0. T. . do . Hampshire Law Library . Law . . F. T. . do . Insane Hospital . Asy. . . F. C. . do . Public Library . 1850 Gen .. 0. T.D. . do . Smith College Reference Lib 1871 Col .. . 0. C. Northandover .... Public Library* . 1875 Gen .. R. T. North Attleboro.. Richards Memorial Library.. Gen .. 0. T. North Billerica ... Talbot Library Association. . . 1880 Gen .. F. D. Northboro . Free Librarv' . 1868 Gen .. 0. T. North Brooklield. . Appleton Library . 1854 Theo . F. C. . do . Free Public Library . 1879 Gen .. 0. T. North Chelmsford Library Association . 1872 Gen .. 0. T.C. . do . Middlese.x County Truant Sch Asy.. . F. T. North Easton . Ames Free Library . 1883 Gen . . 0. C. North field . Dickinson Memorial Library. 1813 Gen .. 0. T. Northfield Farms . Library Association . 1886 Gen .. F. D. North Middlebnro. Pratt Free School . 1865 Sch .. . F. C. North Plymouth.. Loring Reading Room . 1899 Gen .. 0. C. North Reading ... Flint Library . 1875 Gen .. F. T. North Scituate _ Peirce Memorial Library . 1893 Gen .. 0. T.C. North Wilbraham. Wilbraham Free Public Lib . . 1892 Gen .. F. T.D. Norton . Public Library . 1886 Gen .. 0. T.D. . do . Wheaton Female Seminary . . 1833 Sch . . . F. C. Norwell . “.fames” Tyibrary . 1874 Gen .. F. C. Norwood . Morrill Memorial Library.... Gen .. 0. T. Orange . Public Library « . 1870 Gen .. F. T. Orleans . Public High School . 1891 Sch . . . F. T.D. . do . Snow Library . 1877 Gen .. 0. T.D. Ostervillc . Public Library . 1881 Gen .. 0. C. Oxford . Free Public Library . 1870 Gen .. F. T. * Statistics of 1900. a Includes branches. PUBLIC, SOCIETY, AND SCHOOL LIBRAEIES 869 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 485 48, 896 S:0, 650 5982 $621 • 253 Gertrude E. Forrest . 2641 10 40 2' 400 40 140 2642 450 11, 900 300 1,725 2, 088 $40,000 $25, 000 Nellie J. Squier . 2643 333 Kate A. Armstrong . 2644 100 1,964 40 65 E. D. Harmon . 2645 25 '700 25 25 Carrie M. Barker . 2646 400 540 3, 150 92 Eliza, bfttli Conway. 2647 577 13, 252 2, 450 2, 450 45,000 May W. Perkins . 2648 500 20, 895 1,000 1,134 2, 546 28, 500 8,000 Sarah F. Barnard . 2649 68, 000 2650 600 43, 000 1,700 1,700 15,000 Mira R. Partridge . 2651 100 2652 264 13, 300 770 801 2653 15, 000 3,699 114, 697 12, 000 3,747 17, 459 06, 100 30, 000 Geo. H.Tieff . . 2654 2655 269 30, 437 1,929 H. S. Hutchinson . 2656 93 Sarah D. Ottiwell . 2657 2658 18 2659 ICO 92 1, 309 100 100 Carrie F. Bush . 2660 1,382 43, 315 2, 922 4, 334 7, 256 96, 000 35, 000 John D. Parsons . 2661 100 1,500 40 40 87 Winifred E. Cogswell _ 2602 2, 098 152, 804 12, 460 13, 096 E. P. Thurston . 2663 2664 300 200 230 2365 105 1,125 125 125 Vv'alter L. Sykes . 2666 2667 2, 211 99, 815 6, 750 7,021 Mabel Temple . 2068 18 1,463 100 135 2, 350 Edith C. Hall . * 2669 2670 2671 7,398 95, 088 5, 000 15, 041 21, 081 415, 000 2672 240 1,000 1, 000 2673 20 1,500 2674 2, 100 617 43, 590 2, 000 2,660 4, 681 54, 000 70, 000 Sara D. Kellogg . 2675 1,040 20, 000 L. W. Lyon . 2676 800 217 14, 400 2677 375 25,000 2,000 2, 148 20, 000 Led a J. Thompson . 2678 125 2, 8641 340 Lillie Bottomlev . 2679 211 7,402' 539 209 776 6,047 34, 666 M. Evelyn Potter . 2680 10 i 120 120 3, 000 2081 148 14,646 1, 000 39 1,162 Helen A. MacCarthy . 2682 292 5, 518 400 508 1,000 1,800 Emma J. Gay . 2683 1 . 2684 267 14,638 2,667 2, 720 48, 600 Marv L. Lamprey . 2685 228 9, 033 920 940 Mrs.F. J. Stoekb'ridge _ 2686 40 460 70 70 F. H. Smith . 2687 100 3,000 E. W. Barstow . 2688 47 643 10, 869 9, 000 Sara C. Van de Carr . 2689 19 193 168 165 333 3,000 Addie, W. Gowing . 2690 130 250 407 200 Sarah J. Mon.sh . 2691 25 226 Minnie M. Morgan 2692 200 275 11,424 500 702 24, 000 Emily A. Titus . 2693 300 300 2, 100 Annette G Munro . 2694 159 2,799 600' 663 11, 000 .Joseph F. TVJenett _ 2695 483 34, 713 2, 973 7! 3, 126 .Jane A Hewett 2696 260 29, 194 958 75 1, 091 2,000 Grace H. J)a,wley _ . 2097 50 10 10 1 1 10 2698 86 7,629 200 i 395 4, 500 2, 500 Hira.m ATvera . 2699 190 150 2, 570 1 . . ' 431 Afarv Tj Groeker 2700 186 12, 192 436 1 . I 514 Maria C, Mann . 2701 870 EDUCATION REPOKT, 1903, Public, society, and school libraries in the United [Column 5: Building — O, owned; R, rented; F, furnLshed free. G: Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. > 2 3 4 5 0 7 8 9 MASSACHUSETTS— continued. 2702 Palmer . Young Men’s Library Assoc.. 1878 Gen .. F. T. F. B. 6,610 2703 Paxton . Free Public Library . 1877 Gen .. F. T. F. B. 2, 500 2701 Peabodv . Eben Dale Sutton Reference 1869 Gen .. F. D. F. R. 3,687 Library. 2705 . do . Peabody Institute . 1852 Gen .. 0. D. F. B. 39, 272 270G Free Library* . 1878 Gen . . 1 R. C. F. B. 1,000 2707 1878 Gen .. 0. T. D. F. B. 14, 280 2708 I’etersham . Memorial Library . 1879 Gen .. 0. T.D. F. C. 9,000 2709 Free Public Library . 1882 Gen .. F. T. D. F. B. 5,548 2710 Pittsfield . Berkshire Athenaeum and 1876 Gen .. 0. T. D. F. B. 45, 000 Museum. 2711 . do . Berkshire Law Lib. A.ssoc _ Law .. F. T. F. R. 7,500 971 . do . Public High School . Sell ... F. T. Fr. B. 1,200 971 3 Gen R. T F c 1, 250 2711 Plymouth . A. S. Burbank Circulating 1873 Gen .. F. C. f! c. i!ooo Library.* 2715 . do . Pilgrim’s Society Library .... 1820 Soc ... 0. C. F. R. 2, 313 271G . do . Plymouth County Law Lib. Law . . F. T. F. R. 3,200 As.sociation. * 2717 . do . Public Library . 1880 Gen .. 0. T.D. F. B. 14, 811 2718 Plj'mpton . Free Public Library . 1891 Gen .. F. T. F. C. 1,515 2719 Prescott . Free Piildic Library . 1891 Gen . . F. T. F. R. 1,500 ■2720 Princeton . Public Library _ '. . 1884 Gen .. 0. T. D. Fr. B. 5, 350 2721 Provincetown .... Public Library . 1874 Gen . . 0. T. I). F. B. 8, 766 2722 Quincy . Thomas Crane Public Lib. . . . 1871 Gen .. 0. T.D. F. B. 23, 000 2723 Randolph . Ladies’ Library A.«sociation . . 1845 Gen .. R. C. S. B. 1,450 2721 . do . Turner P’ree Library . 1876 Gen .. 0. C. F. B. 20, 000 2725 Ra.vnbnm I’ublic Librarj'' . 1897 Gen .. F. T. F. B. 1,500 2726 Reading Public Library . 18J8 Gen . . R. T. F. R. 9, 654 2727 R,ehobf)th _ Blanding Library* . 1884 Gen . . 0. C. F. B. 1, 600 2728 Revere . Public Library . 1880 Gen .. 0. T. F. B. 8,000 2729 Roche.ster . Free Public Library . 187G Gen .. 0. T. F. B. 3,600 2730 Hockla.nd . Public labrary . 1878 Gen . . R. T. F. B. 10, 267 2731 Rock port . Public Library . 1871 Gen . . F. T. D. F. B. 4,800 2732 Rowe . Town Lil^rary . Gen .. V D. F. B. 1,638 2733 Rowley . Free Public Library . 1891 Gen .. R. T. F. B. 2, 860 2731 Rovalston . Public Library . 1873 Gen .. F. T. F. B. 2, 396 2735 Rutland . Free Public Library . 1866 Gen .. F. T. F. . B. 4, 050 273G Salem . ' . Charitable Mechanic Assoc. . . 1817 Soc . . . R. C. S. B. 6, 040 2737 . do . Classical and High School _ Sch . . . F. T. Fr. R. 1,800 2738 . do . Esse.x Institute . 1848 Hist . . 0. C. S. Fr. B. 86, 478 2739 . do . Essex South District INIassa- 1805 Med . . F. C. F. B. 3,000 chusetts Med. Soc. Lib.* 2710 : . do . Fraternity Lodge, No. 118, 0. F .. R. c. Fr. G. 1,300 1 I. 0. 0. F. 2711 ! . do . Public. Library . 1888 Gen . . 0. T. F. B. 45, 000 2712 . do . State Normal School . 1854 Sch... F. T. Fr. B. 10, 000 2713 Sandwich . Free Public Library . 1891 Gen . . F. T. F. B. 2,159 2711 Saugus . Free Public Library . 1887 Gen .. F. T. F. C. 7,089 2715 Scitnatc . Satuit Library . 1888 Gen .. 0. T. F. C. 1,970 271 G Segreganset . Dighton Free Pu1)lic Library*. 1895 Gen .. F. T. F. B. 1,000 2717 Slmrf»n . Public Library . . . 1879 ti en . . F. T. F. B. 6, 246 2718 Sheffield . Free Town Library * . 1892 Gen . . R. T F. C. 1,428 2719 . do . Friendly Union . 1871 Soc ... 0. C. S. C. 1,220 27.50 Slielbnrne . Public Library . 1892 Gen .. 0. T. F. B. 2, 382 2751 Sliellmrne Falls. . . Arms Library . 1853 Gen .. R. T. C. F. B. 1,035 2752 Shorborn . Town Library . 1860 Gen . . F. T. F. B. 9, 318 2753 Shirley . Public Library . 1885 Gen . . 0. T.D. F. B. 4,000 2751 . do . Shaker Community Library*. Soc . . . 0. C. Fr. B. 1,400 27.55 Shrewsbury . Free Public Library . 1872 Gen .. 0. D. F. B. 5, 385 275G Somerset . Free Public Library . Gen . . R. T F. B. 1,154 27.57 Somerville . English High School . 1895 Sch . . . F. t! F. B. 1,473 27.58 . do . Public Library . 1872 Gen .. 0. T. F. B. 61,000 27.59 South am j)ton . Free Public Library . 1880 Gen .. F. T. F. C. 4,000 27G0 Southboro . Fay Library . 18.52 Gen .. F. T.D. F. B. 8,100 27G1 . do . St. Marks School . 18G5 Sch . . . F. C. Fr. R. 5, 000 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBPAEIES. 871 States of 1,000 volumes. and over in 1903 — Continued. C, corporation; D, donations. 7 : F, Free; S, subscription; Fr, Free lor reference. 8: C, c-irculating; B, both.] Pamphlets. j Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 10 334 16, 395 CT,000 $1,000 $40, 000 Harold M. Dean . 500 25 1^991 $50 54 Anua, F. Woodruff $1,263 1,263 36,619 Augusta F. Daniels . 769 38, 522 7,800 7, 915 165, 000 $25, 000 Lyman P. Osborn . . 50 104 4, 000 453 12, 600 800 1,000 1,897 60, 000 M. Fannie Shattuck . 350 6A00 200 '898 821 Fannie G. Prince. _ 112 2, 053 102 103 205 5, 000 Tina H. Chaffin . 6,000 3,000 108, 000 7, 500 2, 000 10, 000 40, 000 150, 000 Harlan H. Ballard . 100 1,500 1,500 Chas. E. Burke . 25 1, 425 68 68 Anna M. King . 168 20, 000 H. N. P. Hubbard . 227 25, 759 1.300 480 2, 003 Nellie Thomas . 100 2,581 115 115 John Sherman _ _ 46 1, 250 50 50 Henry L. Berry . 190 4,168 150 278 476 6, 000 Susie A. Davis . 347 13, 818 700 700 5, 000 5, 000 Abbie G. Putnam . 592 99, 976 6,400 801 7, 347 22, 000 Amelia L. Bumpus . 16 100 Mrs. D. A. Deane. . . . 300 22, 773 1,570 2, 887 35, 000 40, 000 Chas. C. Farnham, M. D. 700 100 100 Luev W. Thompson . 423 15, 530 1, 401 1, 465 Bertha L. Brown . 400 850 500 48, 155 2, 500 . 1 2,500 25, 000 200 100 2, 650 250i . 20 279 1, 000 Sarah A. Haskell . 146 28, 513 1, 403 1,481 Angela \V. Collins . 200 15, 600 450 171 621 4,500 Elsie M. Dann . 120 1,530 40 72 Alice E. Newell . 630 150 4,905 126 180 Catharine N. Mighill . . . 100 173 3, 019 75, 52 132 1, 500 Emeline E. Mackenzie. . . 100 3, 062 88 98 i Mrs. E. J. Prouty . 350 29 2,080 580 733 G. Arthur Bod well . ! 302, 213 1, 239 Alice G. Waters . 300 1 _ 1 30 1 1,453 108, 986 1 ' 9, 850 ^ 2, 100 13, 045 35, 000 35, 000 Gardner IV. Jones . 300 400 Isabella G. Knight . . 150 6,975 200 . i 239 Annie A. Roger, s . 600 473 21, 319 600 998 65 3, 500 250 264 1,000 Blanche C. Gardner . 3,160 105 265 12, GOO Emma. A. Ba.ke.r. . 500 30 502 . 1 ! 18 18 500 Mary R. Leonard . 42 249 2,810 250 1 250 2, 240 730 271 11,865 400 433 860 8,700 Daniel W. WTlcox . 78 1,000 50 42 240 1,090 500 ! 300 4 304 100 5, 500 Alice L. Wright . 1 156 7, 203 1 2, 500 2, 534 50, 000 25, 000 Mabel E.Knowlton. ... 150 96 2, 514 150 155 Myra E. Babbitt . 136 Helen E. Harding . 5,310 277, 106 21,346 200 22, 283 5, 000 50, 000 Ram W. Foss 150 97 1,825 146 149 Eva M. Gridley . 211 6, 421 152 100 259 1, 500 F. E. Burk . 400 Edwin B. King . 2702 2703 2704 2705 2706 2707 2708 2709 2710 2711 2712 2713 2714 2717 2718 2719 2720 2721 2722 2723 2724 2725 2726 2727 2728 2730 2731 2732 2733 2734 2735 2736 2737 2738 2739 2740 2741 2742 2743 2744 2745 27-' 6 2747 2748 2749 2750 2751 2752 2753 2754 2755 2756 2757 2758 2759 2760 2761 872 EDUCATION REPOET, 1903, P'liblic, society, and school libraries in the United [Column 5: Building— O, owned; Rrented; F, furnished free. 6: Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. i 1 2 3 4 5 6 7 8 9 MASSACHUSETTS — continued. 2762 South Braintree. . . Thaj'er Academy . Sch... F. C. Fr. B. 3,500 2763 . do . Thayer Public Library . 1874 Gen .. 0. T.D. F. B. 13, 982 2764 Public Library . 1870 Gen . . F. T. F. B. 19, 000 2765 South Bytield . Dummer Academy . 1763 Sch . . . F. C. Fr. R. 1,000 2766 South Dartmouth. Southworth Library . 1890 Gen .. 0. T. F. B. 4,450 2767 South Deerfield... Public Library . 1871 Gen .. R. T. F. C. 1,817 2768 South Framing- Reformatory Prison for 1878 Asy . . . F. T. Fr. C. 1, 4.50 ham. IV omen. 2769 South Gardner. . . . Social Library . 1841 Soc . . . R. C. S. c. 1,300 2770 1897 Gen .. R. T. F. B. 6, 435 2771 . do . .' . 1.837 Col . . . 0. C. Fr. R. 24, 500 2772 South Hadley Falls Public Library . 1897 Gen .. F. T. F. B. 6, 240 2773 South Natick . Bacon Free Library . 1879 Gen .. 0. D. F. B. 5,000 2774 1862 Gen . . 0. T. D. F. B. 10, 500 2775 South Wevmouth . Fogg Library . 1898 Gen .. 0. T.D. F. B. 4, 922 2776 18 M Gen . . 0. T. F. B. 1,652 2777 South Williams- Public Library* . 1880 Gen .. R. T. F. R. 1, 350 town. 2778 South Yarmouth.. Free Social Library . Gen .. F. D. F. B. 2,000 2779 Spencer . Richard Sugden Library . 1857 Gen .. 0. T. F. B. 11,237 2780 Springfield . Boston and Albany R. R. Lib. 1869 Gen .. F. C. Fr. c. 3,000 2781 . do . Central High School . Sch... F. T. Fr. R. 2,048 2782 . do . City Library Association . 1867 Gen .. 0. T. F. B. 126, 000 2783 . do . “The Elms” . 1866 Sch... F. C. Fr. B. 4,000 2784 . do . French American College.... 1885 Col ... F. c. Fr. B. 3,714 2785 . do . Hampden County Law Lib .. 1813 Law . . F. T. F. R. 9,708 2786 . do . Historical Library of the 1877 Y.M.. R. C. Fr. R. 1,251 American Y. M. C. A.’s. 2787 . do . IntT Y. M. C. A. Training Sch. 1891 Y. M.. F. c. Fr. C. 5, 558 2788 . do . MacDuffie School . 1890 Sch . . . F. C.D. F. R. 3, 245 2789 Sterling . Free Public Library . 1871 Gen .. 0. T.D. F. B. 6,500 2790 Stockbridge . Library Association . 1861 Gen .. 0. T.D. F. B. 8,000 2791 Stoneham . The Public Library . 1859 Gen .. R. T. F. B. 9,638 2792 . do . Public High School . 1855 Sch... F. T. Fr. B. 1,200 2793 Stoughton . Public Library . 1874 Gen .. F. T.D. F. B. 8,000 2794 Stow . Randall Memorial Library... 1892 Gen .. 0. D. F. B. 5, 000 2795 Sturbridge . Joshua Hyde Public Library . 1897 Gen .. 0. T.D. F. B. 6, 4.58 2796 Sunderland . Sunderland Library . 1869 Gen . . 0. T.D. F. B. 5, 391 2797 Swansea . Free Public Library . 1896 Gen .. 0. T.D. F. B. 3, 691 2798 Taunton . Bristol County Law Library.. 1858 Law . . F. T. F. B. 10, 000 2790 . do . Old Colony Historical Society. 1853 Hist . . 0. C. s R. 4,000 2^00 . do . Public Library . 1866 Gen .. R. T.D. F. B. 50, 000 2801 . do . Taunton Insane Hospital .... Asy. . . F. T. Fr. C. 3,100 2S02 Templeton . Pavnton Public Library . 1873 Gen . . 0. T.D. F. B. 6,642 2803 . do . Ladies Social Circle . 1847 Soc ... C. S. C. 2,0C0 2804 Tewksbury . Public Library * . Gen .. F. T. F. B. 5,300 2805 . do . State Hospital . Asy _ F. T. Fr. C. 3,000 2806 Topsfield . Town Library . 1873 Gen .. F. T.D. F. B. 8, 617 2807 Townsend . Public Library . 1873 Gen .. F. T. F. B. 4,370 2808 Truro Town Library . 1894 Gen .. F. T. F. R. 1, 900 2809 Tufts College . Tufts College . 1854 Col . . . 0. C. Fr. B. 48, 710 2810 . do . Diyinity School . Theo . F. C. Fr. R. 9,000 2811 . do . Uniyersalist Hist. Lib - 1834 Hist .. F. c. F. B. 5, 050 2812 Turners Falls . Montague Public Library .... 1874 Gen .. R. T. F B. 5,300 2813 Tynsboro . Public Library . 1878 Gen .. F. T. F. C. 5, 334 2814 Upton . Town Library . 1871 Gen .. F. T. F. B. 4,384 2815 Tlxbridgc . Free Public Library . Gen . . 0. T.D. F. B. 10, 800 2816 IVaban . Waban School . j 1874 Sch . . . R. c. Fr. R. 3, 000 2817 Wakefield . Beebe Town Library . 1S56 Gen .. F. T. F. B. 14, 577 2818 Walpole . Public Library . 1877 Gen .. F. T. F. B. 10, 000 2819 Waltliam . Notre Dame Training School. 1889 Sch . . . F. C. Fr. R. 3,500 2820 . do . Public Library . 1865 Gen .. R. T. F. B. 29, 000 2821 IVarc . Young Men’s Lib. Association. 1873 Gen .. 0. T. F. B. 12, 763 2822 Wareham . Free Library . 1891 Gen .. R. T. F. B. 2,300 2823 Wa rren . . Public Library . 1876 Gen .. 0. T.D. F. B. 10, 358 2824 Warwick . Free Library . 1870 Gen .. F. T. F. B. 4, 3591 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES, 873 States of 1, GOO volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from— Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 325 25, 584 ^1, 000 ?1,450 812, 500 833, 500 Abbie M. Arnold . 1,400 395 25; 205 2; 704 2, 832 1,000 Ella E. Mierch . 1,000 25 73 3, 445 iso 168 5, 000; Henry M. Walker . 114 4,' 300 150 177 Flora E. Mentor . 125 25 20 20 500 L. W. Brown . 530 8, 704 1,263 1,263 4, 156 2,538 8,470 550 4, 094 9, 941 25, 000 Bertha E. Blakely . 100 800 75; 000 1,000 1,017 S. E. Eastman . 1,000 150 2; 500 637 642 1,400 io, 600 Adelade Williams . 250 8,500 100 800 900 20, 000 10, 000 Mary S. Cutter . 600 910 18, 722 635 327 1, 559 14, 500 32, 778 Ruth N. Tower . 50 90 2; 000 200 207 W. B. Harding . 60 2,000 62 Tamsen S. Baker . 265 21,848 2,053 2, 053 Nellie A. Cutter . 100 3,000 E. L. Janes . 1,047 William Ore . 7,102 287, 634 20, 595 6,873 29, 469 160, 000 100, 000 Hiller C. Wellman . 500 100 Charlotte Porter . 1,000 280 50 George W. Chase . 228 2, 500 2,500 Claribel H. Smith . 15, 500 31 50G 500 .1. T. Bowne . . 5, 100 820 190 360 1,000 . do . 601 32 100 John MacHuffie . 128 6, 153 50 270 342 6, 500 6,000 Mary D. Peck . 167 8, 941 650 95 940 6,000 Caroline P. lYeils . 195 26, 714 1,959 2, 087 H. M. Boyce . 100 25 425 23, 853 534 1,000 1, 593 25_ no.')' _ M. Alice Burnham . 55 125 . 1 125 200 200 510 716 10, 200 10,000 Mrs. Horace M. Locke _ 2,200 299 5, 258 50 219 330 5, 060 15, GOO Abbie T. Montague . 187 7,940 450 117 626 2,700 20, 000 Julia R. Wellington . 150 800 300 5,500 6, 500 Frederick E. Austin . 100 800 2, 500 1,000 James E. Seaver . 1,500 1, 500 78, 858 2,014 5, 300 38 7, 570 1,000 Joshua E. Crane . 1 Frank W. Bovnton . 170 12, 398 10, 000! 1 10, 000 Grace E. Blodgett . 40 40 Alice Iv. Pratt . 165 5, 737 . . 1 . . Rev. E. W. Pride . 2,194 167 5,001i . 75 399 470 10, 025 Albert M. Dodge . 188 8. 059! _ 288 20 356 500 Evelyn L. Warren . 150 1,300' 60 60 Mrs. L. A. Ryder . 33, 000 2,074 6,721 325 1,465 8,230 20, 000 Helen L. Mellen . G. T. Knight, D. D . 238 18, 416 900 257 1,157 Norman P. Farwell . 201 4, 244 135 152 400 Ellen L. Perham . 130 8, 359 320 388 Laura C. Sadler. _ 405 14, 052 1,371 307 2,492 5,000 25, 000 Beatrice Putnam . 300 50 J. H. Pillsbury . 585 31, 063 700 581 260 1, 627 6, 500 Harriet A. Shepard . 250 22, 043 1,800 24 2,030 600 70 200 Sister Constantine . 415 1,028 63, 041 6,285 1,263 35 7,784 1,000 Mary E. Bill . 324 27, 620 1,000 515 1,895 2, 000 20, 000 Harriet B. Hayden . 50 100 7, 000 601 631 Harriet E. Harlow . 94 13, 912 200 398 491 1,134 10, 000 20, 000 .Joseph G Hflstiop's 173 4, 736 100 113 225 2,530 Clara A. Jones . 27G2 2763 2764 2765 2766 2767 2768 2769 2770 2771 2772 2773 2774 2775 2778 2777 2778 2779 2780 2781 2782 2783 2784 2785 2786 2787 2788 2789 2790 2791 2792 2793 2794 2795 2796 2797 2798 2799 2800 2801 2802 2803 2804 2805 2806 2807 2808 2809 2810 2811 2812 2813 2814 2815 2816 2817 2818 2819 2820 2821 2822 2823 2824 874 , EDUCATION EEPORT, 1903, Fahlic, society, and school libraries in the United [Column 5: Building — 0, owned; R, rented; F, furnished free. 6: Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. Building— Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 i ^ 1 4 5 6 7 8 9 M A SS A C n U.s RT TS — continued. 2825 IVatertown . Free Public Library . 1868 Gen .. 0. T. D. F. B. 28, 965 2820 Waverlv . Massachusetts School for . Asy... F. T. Fr. B. 1,000 Feeble-Minded Children. 2827 . do . McLean Ho.spital and Medi- Med .. F. C. F. B. 7,494 cal Library. 1 2828 1848 Geir .. 0. ' T.D. F. R. 13, 000 2829 1889 Gen .. R. T. F. B. 6, 609 2830 1881 Gen . . 0. T. D. F. B. loi 335 2831 . do . Wellesley College . 1875 Col ... F. C. Fr. B. 54, 813 2832 Wellfleet . 1893 Geh . . R. T. D. F. C. 3,050 2833 Wendell . 1894 Gen . . i F. T. F. B. 1,800 2834 18.57 Gen . . ! F. T. F. B. 4,210 2835 West Acton . Boxboro Free Public Library. 1891 Gen .. 1 R. T. F. B. 1,341 2830 . do . Citizens Library Assoc . 1883 Gen .. 0. H. F. B. 1,300 2837 West Barnstable . . Linder Library . 1886 Gen .. F. H. F. B. 1,000 2S38 18i7 Gen . . F. T. I). F. B. 14, 018 2839 _ do . Lvman School for Bovs . 1850 Sch . . . F. C. D. Fr. B. 2, 500 2810 . do . Westbofo Historical Society.. 1889 Hist . . R. C. Fr. R. 1,000 2841 West Boxford . Public Library . 1882 Gen . . F. T. F. C. 1,563 2842 We.st Boylston _ Public Library . 1878 Gen .. F. T. F. B. 5,383 2843 West Bridgewater. Howard Seminary . Sch... F. C. Fr. B. 1,000 2814 West Brooktield... Merriam Public Library . 1874 Gen .. 0. T.D. F. B. 7,885 2845 Westfield . Public High School . 1855 Sch... F. T. F. B. 1,000 2846 . do . State Normal School . Sch. . . F. Fr. R. 3.509 2847 . do . Westfield Atheneum . 1864 Gen .. 0. T.^i). F. B. 19, COO 2848 Westford . J. V. Fletcher Library . 1859 Gen#. . 0. T. F. B. 11, 500 2849 WesthamptoTi . Reunion Library . 1868 Gen . . F. T.D. F. B. 2, 774 2850 West Hanover _ Hanover High School . Sch. .. F. T. Fr. B. 5, 000 2851 Westminster . Forbu: h Memorial Library .. ‘1868’ Gen .. 0. T. D. F. B. 5, 000 28.52 West Newbury.... Natural History Club . 1889 Gen .. F. C. F. B. 2, 350 2853 . do . . Public Library . 19C4 Gen . . 0. T. F. B. 3,800 2854 Weston . . Public Library . 1857 Gen .. 0. T.D. F. B. 14,812 2856 West Springfield . . Public Library . - _ 1884 Gen .. F. T. F. B. 6,200 2856 West Stockbridge. Free Library . 1889 Gen .. F. T. F. B. 1,650 2857 West Siittnn Free Lilrrarv* . 1883 Gen . . R. T. F. B. 8,782 2858 West Tisbury . Free Public*Library . 1,893 Gen .. 0. C. F. B. 1,500 2859 Wevmouth . Tufts Library . . 1879 Gen . . 0. T- D. F. B. 22, 000 2860 WliM tel V P'lblic Library . 1870 Gen . . F. T. F. C. 2,4C0 2861 Whitin.sville _ Social Library . 1845 Gen . . R. T. Ff. B. 6, 765 2862 Vv’hitman . Public Library . 1879 Gen .. R. T. F. B. 11, 570 2803 Wilbrahani . Wesleyan Academy . 1818 Sch _ F. C. Fr. B. 10, 000 2861 Williamsburg . Meekins Memorial Library... 1,897 Gen .. 0. G. F. B. 8,500 2,865 Williamstown _ Public Library . ' _ 1874 Gen .. R. T. F. B. 5, 158 2866 _ d o - - - . Vfilliams College . 1793 Col . . . 0. c. Fr. R. 50, 160 2867 . do . Philolechnian Society. . . . 1795 C. Soc. F. C. S.Fr. B. 2,000 280)8 Wilmington . Town Library . 1872 Gen .. F. T. F. B. 2,700 2869 Winchendon . Murdock School . 1885 Sch . . . F. T. D. Fr. B. 2,000 2870 . do . Public Library . 1859 Gen . . R. T. F. C. 7, 695 2871 Wincbestei’ . Public High School . Sch . . . F. T. Fr. B 6,000 2872 . do . Public Library . 1859 Gen .. 1- T. D. F. B. 15, 389 2873 Windsor . Public Library . 1891 Gen . . P. . T. F. B. 1,000 2874 l\'in tbrop Public Library . 1885 Gen . . ! 0. T. F. B. 7,790 3875 Woburn . Burlington Public Library =*=.. 1857 Gen .. i 0. T. F. B. 3, 072 2876 . do . idiblic Library . 18.56 Gen .. i 0. T. D. F. B. 44, 857 2877 . do . Rum ford Library . 1840 Gen .. 1 0. C. F. B. 1,600 2,878 Wktlbistnn . Quincy I'lansion School . 1896 Sch . . . ' F. C. Fr. B. 3, 800 2879 Worcester . American Antiiiuarian Soc... 1812 Hist . . I 0. c. Fr. R. 115,000 2880 . do . Clark Pniyersity . 1887 Col . . . 1 0. c. F. B. 30,000 2881 . do . Classical High School . 1859 Sch . . . F. T.D. Fr. R. 2,997 2882 : . do . English High School . 1892 Sch . . . F. T. Fr. R. 2,125 2883 1 . do . Free Public Library . 1859 Gen .. 0. T. F. B. 141, 000 2884 ! . do . Highland Military Academy. 1856 Sch . . . F. C. Fr. B. 1,100 2885 ! . do . Holy Cross College . Col . . . F. C. Fr. R. 14, 500 2886 ! . do . Students Library* . Col . . . F. c. Fr. B. 3,000 2887 i . do . Odd Fellows Home . 1 1892 1 0. F . . F. c. Fr. B. 1,900 2888 ! . do . Old Second Par. ^ Bangs Lib. ) . i 1839 ! . Theo . F. c. Fr. B. 1, 321 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES, 875 States of 1^000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, .subscription; Fr, free for reference. 8: C, circulating; 2825 2826 2827 2828 2829 2830 2SS1 2832 28S3 2834 2835 28.86 2837 2838 2839 2840 2841 2842 2843 2844 2845 2846 2847 2848 2849 2850 2851 2852 2853 2854 2855 2856 2857 2858 2859 2860 2861 2862 2863 2864 2865 2866 2867 2868 2869 2870 2871 2872 2873 2874 2875 2876 2877 2878 2879 288.0 2881 2=82 2883 2884 2885 2886 2887 2888 B, both.] Pamphlets. Volumes added during year. Books Issued for home use. Beceipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 15 18 17 18 . 19 20, 315 474 40, 817 85,042 §92 CO §8,800 §60, 000 Solon F. Whitney . 2,000 1,494 6, 000 900 900 ! 783 300 6,797 900 116 1,616 2, 100 28, 000 Miss M. E. lYheeler . 372 19, 927 SI, 800 1,806 Pheebe P. Kingsbury _ 502 21 1836 1,680 890 2, 755 21,000 Julia F. Jennings. . . 1,468 6, 514 7,313 126, 450 Caroline F. Pierce . 200 'l04 5,400 150 195 Kate E. Brown . 1,869 116 122 Julia Be W.Kavana . 934 248 4' 2.57 236 100 Benjamin H.Conant _ 75 68 '674 79 79 D. A. Priest . 100 1,000 lie 110 3, 750 500 E. A. Cutler . 200 75 3.50 8 Evelyn B. Fish . 578 29, 130 725 1,882 15, 268 Martha J. Eastman . 174 174 J. A. Puffer . 100 Jennie M. Rice . 50 1,150 52 53 Katharine Perley . 25 65 3, 764 225 238 Edna C. Baldwin . . 300 419 8, 539 477 52S 1,317 5, OOC Florence A. Johnson _ 100 25 1 . 75 75 1 1,500 586 28, 906 1 2, 2.50 925 771 4, 132 19, 97£ 25. 000 Herbert W. Denis . 1,000 462 13, 400 490 88 578 2, OOC 20; 000 Mary P. Bunce . 83 1, 800 1 1 91 35 126 500 George E. Knight . 125 250| 307 196 786 3, 025 16, 000 May Belle Hager . 12, 000 300 1 . Willia.m Merrill, jr . 187 7, 679 2.50 18 453 500 400 Caroline Carr . 127 654 16, 0-52 2, 000 364 2.862 8, 400 49, OOO: Maude M. Pennock . 644 20, 1.53 500 i; 322 Daniel G. White . 100 3, 740| 10 145 Francis J. Edwards . I 135 100 25 1, 000 35 c8 1, 000 651 48, 184 3, 365 800 3, 786 22, 500 23, 000 Caroline A.Blaucha’'d 50 120 4, 160 180 ISO Ella L. Elder . ' 163 11, 061 748 1,000 Mrs. W.H. Fuller . ' 400 35, 244 1,800 1,899' Ellena. R. Rnilsted . ! 1,100 1 2781 Herbert B. Davis . 520 i 93 17, 129 1 800 800 i 15, OCO Ada M. Chandler . 384 7, 120 412 452 Lucy F. Curtis . 17, 720 1,300 2, 716 4, .5.50 53,134 25, 000 Chas. H. Burr . ? i i .. 300 335 Anna Sheldon . 20 42 F. 0. Small . j 1 240 20, 540 1,200 1,200 ; . j 604 40, 735 2, 0.59 40 2, 512 2, 000 Cora A. Quimby . . . . 1 65 7.50 15 50 65 Mrs. S. H. Bicknell . j 200 539 34,4.51 2, 200 2, .301 'is.'ooo Bessie F. Cordes . 1 500 93 1.522 210 13, 126 959 53,495 4,959 4,700 2,397 12,0.56 5i, 700 80, 000 William R. Cutter . 1,200 300 150 Edmund M. Barton . 1, 645 7, OCO 20, 000 600, 000 12.5,000 Louis N. Wnlson . 94 27 59 86 Frances Hunt . i 30 1,000 6,482 218,867 50, 190 2, 869 54, 074 65, 062 175, 935 Samuel S. Green . j 4, 000 i Edward P. Spillane, S. J . j 300 20 600 i . 25, 000' i i 121 . 82 82 1, 9001 i Mertie L. Nelson . i 876 EDUCATION KEPOET, 1903. Public, society, and school libraries in the United [Column 5: Building— 0, owned; R, rented; F, furnished free. 6: Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 5 6 7 8 9 MASSACHUSETTS— continued. 2SS9 Worcester . Public School * . Sch... F. T. Fr. R. 2,000 2890 . do . Sodality of the Sacred Heart 1872 Soc . . . F. C. S. Fr. B. 1,642 Library. 2891 . do . Souih High School . 1901 Sch . . . F. T. Fr. R. 1,075 2892 . do . State Normal School . 1874 Sch . . . F. T. Fr. B. 13, 823 2893 . do . Worcester Academy (Nelson Sch... F. C. Fr. B. 2,500 Wheeler Library). 2894 . do . Worcester Choral U nion Lib. * . 1871 Soc ... F. C. Fr. B. 3, 154 2895 . do . Worcester County Homeo- Med . . F. C. Fr. R. 1,000 pathic Medical Soc. Lib.* 2S96 . do . Worcester County Horticul- 1840 Sci ... F. c. Fr. B. 3,000 tural Society. 2897 . do . Worcester County Law Lib . . l&i2 Law . . F. T. F. B. 22, 545 2898 . do . Y>’orcester County Meehan- 1843 Gen .. F. C. Fr. B. 13, 747 ics Association. 2899 . do . W^orcester County Musical 1858 Soc ... F. c. Fr. B. 25, 000 Association. 2900 . do . Worcester Hist. Medical Lib.. 1822 Med .. F. c. ;S. Fr. B. 8,219 2901 1 . do . Worcester Insane Asylum. . . . 1877 Asy... F. c. Fr. R. 1,000 2902 . do . Worcester Polytechnic Inst .. 1868 Col ... F. c. Fr. B. 8,914 2903 . do . Worcester Soc. of Antiquity.. 1875 Hist . . 0. c. Fr. R. 18, 492 2904 Wrentham . Fiske Library . 1892 Gen .. 0. T. D. F. B. 4,000 2905 Yarmouth Port .. . Yarmouth Lib. x\ssociation .. 1866 Gen .. 0. C. F. B. 7,000 MICHIGAN. 2906 Adrian . Adrian College . 1859 Col ... F. c. Fr. R. 6,000 2907 . do . Public School . 1889 Sch... R. T. F. B. 17, 197 2908 -do . - Raisin Valley Seminary . Sell . . . F. C. Fr. B. 1,000 2909 . do . State Industrial Honie for Asy... F. T. F. B. 1,853 Girls. 2910 Agricultural Col . . State Agricultural College .... 1857 Col ... 0. T. F. B. 24, 003 2911 Albion . Albion College . 1861 Col ... 0. C. F. B, 15, 000 2912 . do . Ladies’ Library Association .. 1870 Gen .. 0. C. S. C. 3,000 2913 . do . Public School . 1881 Sch... F. T. F. B. 2,033 2914 Allegan . Township Library . Gen .. R. T. F. B. 1,025 2915 Alma . Alma College . 1889 Col ... F. C. S. Fr. B. 18, 531 2916 . do . Public High School . 1888 Sch . . . F. T. F. R. 1,800 2917 A 1 pen SI Public Tiilirarv 1876 Gen .. F. T. F. B. 3,854 2918 Ann Arbor . McMillan Hall Library* . Theo . 0. C. F. R. 6, 000 2919 . do . Public Library . 1856 Gen .. F. T. F. B. 8, 531 2920 . do . ! St. Tliomas High School . 1873 Sch . . . F. C. Fr. B. 1,000 2921 . do . j Unitarian Church Library.... Gen . . F. c. F. B. 2,000 2922 University of Michigan . 1841 Col ... 0. T. F. C. 172, 510 2923 . ! . . !do! Department of Law . Law . . F. T. Fr. R. 19, 758 2924 . do . Department of Medicine Med . . F. T. Fr. R. 15, 000 and Surgery. 2925 . do . . Harris Hall Library* . Gen .. 0. C. S. R. 1,236 2926 . do . Students Christian Assoc. 1858 C.Soc. 0. C. F. B. 1 , 000 2927 Ausable . Henry Nelson Loud Public 1880 Gen .. 0. C. F. B. 1,100 Library. 2928 Bangor . Public High School . 1903 Sch . . . F. T. Fr. R. 1,000 2929 Battlecreek . Battle Creek College* . 1872 Sch . . . 0. C. F. R. 3,000 2930 . do . Public School . . 1870 Sch . . . F. T. F. B. 18,000 2931 . do . Sanitarium and Medical Col.. 1896 Gen . . R. C. Fr. R. 2,123 2932 Bay Citj' . Public High School . Sch... F. T. Fr. B. 1, 200 2933 . do . Public Library . 1877 Gen .. F. T. F. B. 23, 412 2934 Beacon . Champ. Township High Sch. . 1888 Sch . . . F. T. F. B. 1,400 2935 Bellevue . Township Library . 1870 Gen . . R. T. F. B. 1,400 2936 Benton Harbor ... Benton Harbor College . 1886 Sch... F. C. Fr. R. 1,000 2937 . do . Publie Library . 1899 Gen .. 0. T. F. B. 3,427 2938 Benzonisi, . Benzonia Academy . 1860 Sch . . . 0. C. Fr. B. 6,000 2939 Bessemer . Public School . 1893 Sch... F. T. F. R. 1, 500 2940 Big Riipids . Ferris Institute . 1884 Sch . . . 0. C. Fr. R. 1,000 2941 . d . Phelps Free Library . 1903 Gen .. 0. T. F. B. 1,600 2942 Birmingham . Ladies’ Library . 1869 Soc . . . 0. C. S.Fr. B. 2,249 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES, 877 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Receipts from— 4) P t-( cS Pamphlets. Volumes adc during yea Books issued home use Taxation. Public a p - propria- tion. Productive funds. Total incom 80 400 I'io 524 Edwin T. Reed . . . 3217 100 5,000 Mrs. S. Elliott . 3218 3219 1‘20 J. Schaller . 3220 Or, 9 99 ^ ‘6221 125 ' Edw. Petrv . 3222 1,577 700' ; 1,380 16, 000 25, 000 Geo. Huntington . 3223 1,800 i Win. W. Pavne . 3224 61 4, 004 97 1 97 Nina Stewart . 3225 200 217 10, 957 8‘27 88S 500 Edith M. Pye . 3226 1,200 250 11 401 160 13, 000 0. G. Felland . 3227 3228 3229 1,279 27, 793 2, 000 909! 2, 980 16, 500 25,000 Maude van Buren . 3230 2,500 3231 50 50 451 3232 15, 000 475 500 Adelaide Wharton . 3‘233 ■22, 500 1 , 58 4 1,654 17, 000 Lillian S. Tandy . 3234 50 W. F. Kunge . 3235 450 110 i 1 . ;.i 150 Edw. 0. Ringstad _ 3236 3237 100 75 3238 3239 30 'j Sister M. Irene . 3240 2 *475 1‘20 3241 1,065 584 1, 615 1,813 12,000 J nlia. Rupp 3242 . .. lOOl 100 3243 50 140 . 1 O.M. Norlie . 3244 . 1 3245 100 117 3‘246 475 18,055 2, 5‘28 . 1 2, 567 25, 600 Mane E. Brick . 3247 175l 175 Edna, Winger 3248 3‘249 3250 10 800 . 1 j. ..;... 17i 3251 1 . . 1 i . . 3‘252 2,000 3253 j 3254 25 3,500 3255 1,700 1,000 1 F. J. Taylor . 3‘256 100 250 500 5G0 3257 210 50 H. J uergensen _ 3258 Anna. M. Davi.s 3259 200 400 1,000 800 800 3260 800 600 1,100 300 3261 50 i 3262 34, 098 2, 121 15,000 15,000 .. Warren Upham . 3263 100 200 O.E. Brandt 3264 6, 671 178,767 21,400 J3, 615 Helen J. Mctlaine 3265 500, 100 125 ‘ 3266 3267 3268 3269 3270 3271 3272 3273 3271 3275 3276 3277 3278 3279 3280 3281 3282 3283 32^4 3285 8286 3287 3288 8289 8290 3291 3292 3293 3294 3295 3296 3297 3298 3299 3300 3301 3302 3303 3304 3305 3306 3307 3308 3309 3310 3311 3312 3313 3314 3315 3316 3317 3318 3319 3320 3321 3322 3323 3324 3325 3326 3327 3328 3329 EDUCATION EEPORT, 1903. Puhlic, society, and school libraries in tl [Column 5: Building — 0, owned; R, rented; F, furnished free. 6; Supported hr — T, R, : Location. Name of library. Founded. Class. Building— Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence. both. 1 2 3 4 5 0 7 8 MINNESOTA— con. St. Paul . St. Mary’s School . 1893 Sch... F. c. F. B. St. Paul (Merriam St. Paul Seminary . 1894 Theo . F. c. Fr. B. Park). St. I’aul . State Board of Health . 1872 State . ! R. T. F. R. _ do . State Library . 1858 State . ! F. T. F. R. _ do . Teachers’ Training School. . . . 1883 Sch . . . F. T. F. B. ....do . Visitation Convent . 1876 Sch . . . 1 F. C. S. B. St. Paul’s College . 1889 Sch _ F. C. S. B. St. Peter . Gustavus Adolpiius College. . . 1876 Col ... F. c. Fr. B. _ do. . . 1895 Gen .. 0. T. F. B. ....do . Public Schoof. . 1876 Sch . . . F. T. Fr. _ do . State Hospial * . Asy _ F. T. F. C. Sauk Center . Bryant Library Association. . . 1879 Gen .. F. T. F. B. _ do . Public School . 1894 Sch . . . F. T. F. B. Sch . . . F. T. Fr. B. Sleepy Eve . Dvekmann Free Library . 1901 Gen . . 0. D. F. B. Public School . Sch . . . F. T. F. B. Public School . Sch . . . F. T. F. B. Public High School . 1891 Sch . . . F. T. Fr. B, . do . Public Library . 1899 Gen .. R. T. F. B. Tower . Public School . 1890 Sch . . . F. T. F. B. Tracy . Library Association . Gen .. F C. S. Fr. B. . do . Public School . 1892 Sell . . . F. T. Fr. B. Two Harbors . Public iTigh School . Sch . . . F. T. Fr. B. Verndale . Public School . 1880 Sch . . . F. T. Fr. R. Wabasha . Ladies’ Library Association * 1870 Gen .. R. T. S. B. . do . Public School . 1892 Sch . . . F. T. D. F. B. Wadena . Public School . 1890 Sch . . . F. T. Fr. B. Warren . Public and High School . 1893 Sch . . . F. T. F. B. Waseca Pnhiio School * Sch F. T. F B. Waterville . Public School . Sch... F. T. F. R. Wells . Public School . 1893 Sch . . . F. T 1 F. B. White Bear Lake. . White Bear Public Library... 1889 Gen .. R. T. F. B. Wilder . Breck School . ]888 Sch . . . F. C. Fr. R. Willmar . Public Library . 1903 Gen .. 0. T. F. B. Public School . 1883 Sch... F. T. F. B. . do . Willmar Seminary . 1883 Sch . . . F. C. Fr. B. Windom . Public High School . Sch . . . F. T. F. B. Winnebago City .. Parker College . 1888 Col . . . F. C. F. B. . clo . Public School Sch F. T. Fr. B Winona . Free Puhlic Library . I 1886 Gen .. 0. T. F. B. Winona . Public High School . 1 1861 Sch . . . F. T. F. R. . do . State Normal School . j 1860 Sch . . . F. T. Fr. B. Worthington . l^ubiic School . 1897 Sch . . . F. T. F. B. MISSISSIFPI. ^ 1 1 t Aberdeen . Puhlic ITigh School . 1895 Sch ... F. T. Fr. B. Agricultural Col . . Mississippi A. and M. College. . 1880 Col ... F. T. Fr. B. Bay St. Louis . St. Stanislaus College . 18.54 Sch . . . 0. C. S. Fr. B. Blue INIountain ... Blue Mountain Female Col. . . 1876 Col . . . F. c. Fr. B. Bi’ookhaven . Whitworth College . 1849 Col ... F. c. S. B. Byhalia . Kate Tucker Institute . 1882 Sch _ F. c. Fr. R. Clintoii . Hillman Col. (Lesbian Lib.).. 1860 C. Soc. F. c. Fr. K. - do . Mississippi College . 1826 Col ...! F. c. Fr. R. _ do . Hcrminian Society* . 1832 C.Soc.l 0. c. F. R. - do . Philomathean Soe'iety*. . . 1865 C.Soc. 0. c. F. R. Columbus . Industrial Institute and Col.. 1900 Col . . . F. T. F. B. _ do . Public Library* . 1876 Gen. . . F. c. S. C. Crystal Springs ... Public High School . 1890 Sch . . . F. T. F. R. Edwards . Southern Christian Institute . Sch ... F. C. Fr. R. French Camp . Central Mississippi Institute.. Col . . . F. c. Fr. R. Greenyil’e . Pub'lic School _ 1890 Sch . . . F. T. F. B. TIar]>crville . Harpcrville School . Sch . . . F. C.’ Fr. R. Hernando . Randall University School _ Sell . . . F. C. Fr. R. Holly Springs . North Miss. Presbyterian Col. . 'iooi' Sch . . . F. c. S. Fr. B. . do . State Normal School . 1872 Sch . . . F. T. F. B. * Statistics of 19C0. PUBLIC, SOCIETY, AND SCHOOL LIBRAEIES 889 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. d o "S H c3 H .d§*d Oh > £ 10 11 12 13 14 15 16 17 18 19 500 1,100 300 3,500 120 $2, 000 $2, 000 Rev. Wm. Turner _ ^ _ 1 2,500 4,000 ........ $9, 600 350 9,600 350 1,240 61 250 678 60 E. A. Nelson . 1, 200 Frances L. Strong . M. C. Shepherd . 520 200 20 200 192 105 Martha A. Fischer . J. A . Youngquist . 11, 564 625 $606 Josephine Powell . 60 1 600 350 12, 000 700 120 30 830 30 Minnie Mullin . _ 1 . Geo. A. Stanton . 250 87 100 50 5,927 1,700 1, 298 600 70 80 $9,500 Joseph M. Stiles . 20 20 Chas. Hirff . 60 L. Bauer . 823 50 50 32, 647 800 1,407 2,888 40 3, 033 50 135 92 Gertrude B. McPherson. . E. 0. Loveland . 400 10 Mrs. L. A. Steel . Elizabeth Russell . 100 100 100 25 20 20 251 50 A. L. Giles . 200 50 400 48 2 J. L. Torrens . 75 1, 894 121 333 William Angus . 160 62 28 100 30 . 30 429 68 1, 149 5, 606 Agnes P. Rodgers. . . 249 268 50 Mabel A. Extrand . 1 1 Edith L. Frost . 100 50 400 100 150 1, 868 25 400 145 1401 1 . 140 100 302 200' 185j 6, 968 Jessie A. Little . 200 300 200 1 . 1 . 2,000 300 ! . Nell M. Barlow . f E. W. Van A ken . 4, 150 89, 196 185: J. M. McConnell . 6, 678 . Jeannette A. Clarke . 500 900 220 960' 470 1 . Mary Grant . 5, 195 Jennie M. Beckley . 5, 425 5, 000 610 1,766 _ ! 1 . 766 C. R. Stark . 241 100 60 15 305 1 . 13, 750 Bro. Berchmans . i;::;:;:;; Mrs. Booth Lowrev . 500 700 320 • 322 40 1 II. G. Hawkins . Kate E. Tucker . i Bessie Miller . 600 750 30 30 1,500 300 75 3,000 750 . 1 Ethel R. Poindexter . 200 387 250 24 1,025 875 i 100 T. L. Trawick . 100 800 120 120 Caroline Stern . 1 . 25 300 135 380 Sallie Gray . 600 E.D. Miller . 3267 3268 3269 3270 3271 3272 3273 3274 3275 3276 3277 3278 3279 3280 3281 3282 3283 3284 3285 3286 3287 3288 3289 3290 3291 3292 3293 3294 8295 3296 3297 3298 3299 3300 3301 3302 3303 3304 8305 3306 3307 3308 3309 3310 3311 3312 3313 3314 8315 3316 3317 8318 3319 3320 8321 3322 3323 3324 8325 3326 3327 3328 3329 890 EDUCATIO^i" KEPOKT, 1903, Fuhlic, society, and school libraries in the United [Column 5; Building— O, owned; B, rented; F, furnished free. 6: Supported by — T, taxation; 11, reference; Location. Name of library. Founded. i Class. j Building — Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. > 2 3 1 4 5 6 7 8 9 MISSIS.SIPPI— con. 1 I 3330 Holly Spring.? . Bust University . 1867 Col . . . F. 1 c. Fr. B. 5,000 3331 Jackson . MilLsaps College . 1892 1 Col . . . F. ' c. Fr. B. 3, 000 3332 . . .do . Public High School . 1890 j Sch... F. ' T. F. B. 1,600 3333 . do . State Institution for the Blind* 1 Asy...' F. F. B. 1, 500 3334 . do . State Institution for the Deaf. 1894 i Asy... ! T. F. B. 1,384 3:3;i5 . do . State Library . 1838 Stale . i F. ' T. F. B. 79, 090 3;336 Public High School . 1894 Sch . . . i F. ' 3\ F. B. 1,500 3337 1 Sch... F. * C. Fr. B. 1,500 333.S 1 Sch... F. 1 T. Fr. E. 1,000 3339 1 . Col . . . 1 F. 1 c. ■ Fr. B. 3, 000 3310 1 1 F. T Fr. B 1,600 3341 Natchez . Fi.«k Memorial Library . 184 3365 3:366 3367 3363 3369 3370 3371 3372 3373 3:374 3375 3376 3377 3378 3379 3380 3381 3382 33823 3384 3385 3386 3387 3388 3389 Taxation. Public ap¬ propria¬ tion. Productive funds. 10 li 12 13 11 15 1(5 17 IS 10 300 75 Wm. W. Foster, jr . 12S $280 $280 E. L. Bailey . 200 1,500 225 . 200 1,500 325 Bertha Livingston . . . . Mattie I’lunkett . 150 2, 30C Lula Lanev. . . 1 561' Miss M. B. Montgomery. . . 500 . ! . 200 1 Mrs. F. G. Woodworth . . . i 2, 500 G92 9, 082 534 $15,000 Mrs. L. M. Hunt . 200 Miss F. F. Miciiie . 100 20 25 Caroline S. Johnson . i:;;;;;;;' 3, 000 1,500 140 140 J. M. Mav . ! $2,000 35 1 i ! La.ura Shoemaker . 12 280 100 250 37 38 C. A. Greene . 125 1, 500 150 150 Wm. Mitte'bach . i ( . 500 200 Otto K. Beneehe . 1 1,000 4,. i .0 H. Benjamin . 250 50 2, 000 lOG 2, 000 50 85 A. 0. Moore . Ilev. J. Layton . . _ 356 200 G, 865 234 ilarian Glenir . Alien Moore . 1, 500 250 150 240 12 J. E. Dillard . Bessie Tiffy _ ... 1 20,000| 8,072 10, 381 12, 500 is, 656 J. T. Gerould . i 892 EDUCATION EEPOET, 1903. Public, socict)/, and school libraries in the United [Column 5: Building — O, owned; R, rented; F, furnished free. 6: Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. Building— Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 6 6 7 8 9 MISSOURI— cont’d. 3390 Conception Abbey . 1877 Theo . F. C. Fr. R. 11, 000 3391 Desoto . Mount St. Clement’s Sem _ 1900 Theo . F. C. Fr. B. 10, 000 3392 . do . Public High School . Sch ... F. T. Fr. R. 4,000 3393 . do . Y. M. C. A. Library . 1901 Y. M.. F. C. S. B. 2, 001 3394 Excelsior Springs. Wyman School* . 1888 Sch... F. T. Fr. R. 1,500 8395 Carleton College . 1855 Sch . . . F. C. Fr. B. 1,500 3396 . do.."". . Public School * . 1883 Sch . . . F. T. Fr. R. 1,280 3397 Fayette . Central College . 18.57 Col ... F. C. D. Fr. B. 7, 000 3398 - ".do . Howard-Payne College . 1881 Col ... F. C. Fr. B. 1,300 3399 1829 Theo . F. C. Fr. R. 15, 000 3400 Fredericktown. . . . Marvin Collegiate Institute . . 1896 Sch . . . F. c. Fr. R. 2, 000 3401 Fulton . Orphan Sch. of the Christian Sch... F. c. Fr. B. 1,000 Church * 3402 . do . State School for the Deaf . 1851 Asy... F. T. F. B. 2,600 3403 . do . Col ... F. C. Fr. R. 2, 000 3404 . do . Westminster College . Col . . . F. C. Fr. R. 7,000 3405 Gallatin . Grand River College* . 1850 Col . . . F. c. S. B. 1,500 3406 . do . Public High School . 1872 Sch... F. T. Fr. B. 2,000 3407 Glasgow . Lewis Library . 1867 Gen . . 0. C. S. Fr. B. 3, 863 3408 . do . Pritchett College . Col ... F. C. Fr. R. 1,000 3409 . do . Public School . 1898 Sch... F. T.D. F. B. 1,300 3410 Glencoe . La Salle Institute . 1888 Sch . . . F. C. Fr. B. 2,500 3411 Grandin . Public High School . Sch . . . F. T. Fr. B. 1,000 3412 Greenfield . Public. School . 1870 Sch... F. T. F. B. 1,300 3413 Hamilton . Public High School . 1890 Sch . . . F. T. D. F. B. 1,200 3414 Hannibal . Free Public Library . 1889 Gen .. 0. T. F. B. 7,000 3415 . do . Public, High School . Sch . . . F. T. Fr. B. 1,550 3416 Harrisonville . Public High School . 1883 Sch... F. T. F. B. 1,200 3417 Hermann... . Public T.ibrnry .. 1880 Gen . . P’ T. F. C. 1,500 3418 Huntsville . Public High School . 1899 Sch . . . F. T. C. Fr. B. 1,500 3419 Iberia . Iberia Academy . 1890 Sch . . . Pk C. S. R. 4, 500 3420 Independence .... Public Library . 1894 Gen .. F. T. F. B. 2,710 3421 . do . Woodland College * . Gen .. F. T. F. R. 1,100 3422 Jackson . Jackson Military Academy Sch . . . F. C. Fr. R. 1,400 3423 Jefferson City . Free Public Library . 1901 Gen . . 0. T.C. F. B. 3,066 3424 . do . State Library . 1835 State . 0. T. Fr. R. 45, 000 3425 . do . State Prison Library . 1862 Asy... 0. T. F. B. 10, 000 3426 Joplin . Free T’ublic Tiibrarv _ 1902 Gen . 0. T. F. B. 4,000 3427 . do . Public School* . 1898 Sch... F. T. Fr. B. 3,427 3128 Kansas City . T.a.w Tjil)ra,rv Association 1872 La w . . F C. S Fr. R. 12, 000 3429 . do . Manual Training High School Sch. .. F. T. Fr. B. 1,000 3130 . do . Public T/ibrary 1873 Gen . . 0 T F B. 65, 000 3431 . do . Redemptorist College . 1878 Theo . F. C. Fr. B. 3,000 3432 Kidder . Kidder Institute ... . 1884 Sch . . . F C. F. B. 2,000 8433 Kirksyille . Richard Wagner Conservatory 1893 Gen .. R. c. F. B. 3,000 3434 . do . Sojourners’ Club . '. 1897 Soc . . . F. c. s B. 1,050 3435 . do . State Normal School . 1871 Sch . . . F. T. Fr. R. 5,000 3436 Lagrange . Lagrange College . 18.58 Col ... F. c. Fr, R. 10, 000 3437 Lamar . Public School . 1885 Sch . . . F. T. PY. R. 2,000 3438 Lexington . Central Female Collee'e 1869 Col F. c. s B. 2, 500 3439 . do . College for Young Women ... Col ... F. c. Fr. T> 1,200 8440 . do . Public High School . Sch . . . F. T F. b! 2,200 3441 . do . Wentworth Military Acad.*.. Sch... F. C. Fr. R. 1,200 3412 Liberty . Tjiberty Tjadies’ College. Col F. C. Fr. R. 1,100 34 13 . do . William Jewell College . 1849 Col F. c. S. B. 10, 000 3444 Louisiana . Public School . 1870 Sch... F. T. D. S. Fr. B. 1,500 3445 Macon . Bleea Milita.rj’' .Academy 1899 Sch . . . F. C. Fr. B. 1,200 3446 Mansfield . Public High School . Sch . . . F. T. Fr. B. 1,000 3447 Marionville . Collegiate Institute . Sch . . . F. C. Fr. R. 1,200 3448 Mar.shail _ Missouri Valley Fnllege 1889 Col F c Fr B 8, 000 3449 . do . Public School* . 1887 Sch.'.’! f! t! Fr! B. 1,636 3450 Maryville . Public High School* . Sch _ F. T. F. B. 1,000 3451 Mexico . Blanton Public School * 1882 Sch F. T. S. B. 1,750 3152 . do . Hardin College . 1873 Col . . . F. C. s. R. 1,000 3453 - do . Odd Fellow, s’ Library* . 1898 0. F... R. c. Fr. C. 2,000 3454 Moberly . High School * . 1896 Sch . . . F. T. Fr. B. 1,351 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBKARIES, 893 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from— Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. d o "S M ’A Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 1,500 Fr. Peter . Rev. Frederick Vogt _ 300 200 4, 926 1 . 25 400 250 2,000 2^90 50 25 150 80 300 25 440 1 . 1 1 90 $65 794 A. C. Millar . Ora Elliott . 352 F. Ilageman . . 1,100 D.C.McCue . . 300 50 1,800 60 2, 000 2, 433 $382 516 $10, 000 Jennie E. Henry . 500 200 70 200 ;$ioo 130 A. F. Willis . . Brother Emory . 1 . 700 800 540 165 1,000 171 100 700 3,800 5,447 ®150 55 75 70 60 190 140 2, 099 125 70, 60 Bertha King . 1,937 40 "’'i,’666 ' '$23,' 666 Mrs. W’. G. McCoy . Elizabeth Lingle . Gertrude Ashmore . Emma Boardman . 100 150 500 374 2,000 100 1 . F. 0. Spohrer . 300 1 Charley Brown . 127 Carrie Wallace . 1, 457 658 1,500 500 75 2, 504 400 11, 468 1,991 4,950 1,000 1,991 4,950 1,150 4, 000 341 250 25, 000 15, 000 15, 000 Adelaide J. Thompson . . Thos. W. Hawkins . 12,000 4, 000 92 Mary B. Swanwick . 200 5, 000 250 Hal P. Ross . 1,765 56 100 500 6, 000 130 10 50 60 1,000 100 150 100 214, 798 1,656 200, 000 Ferreol Girardey . G. Wh Shav/ . E. M. Goldberg . 2, 200 125 355 1,000 Mrs. Warren Hamilton.. Ophelia A. Parrish . 1,000 3, 000 100 300 200 5, 000 10,000 50 150 i L. M. Garrett . 1 500 1,500 350 100 20() 800 130 Nannie Wukoff . 100 Julia Duncan . M. S. Shanks . 200 54 3,000 Marv E. Baker . 882 45 207 1 300 106 f 265 1 1,000 . 1 1 10 3,122 . 1 3390 3391 3392 3393 3394 3395 3396 3397 3398 3399 3400 3401 3402 3403 3404 3405 3106 3407 3408 3409 3410 3411 3412 3413 3414 3415 3416 3417 3418 8419 3420 3421 3422 3423 3424 3325 3426 3427 3428 3430 3431 3432 3433 3434 3435 3436 3437 3438 3439 8440 3441 3142 3443 3444 3445 3446 3447 3448 3449 3450 3451 3452 3453 3454 894 EDUCATION EEPORT, 1903 Puhlic, society, and school libraries in the United [Column 5: Building — O, owned; R, rented; F, furnished free. 6: Supported by — T, taxation; 11, reference; Location. Name of library. Founded. 1 Class. Building— Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 t 4 5 C 7 8 1 9 MISSOURI— cont’d. 3155 Aloberlv . 1870 Gen . . R. c. s. B. 2, 500 3156 Public High School . Sch . . . F. T. Fr. B. 1, 027 3457 Morrisville . Morrisville College* . Col . . . F. C. F. B. 1,300 3158 Neosho . Gladstone Literary Society . ’i890’ Soc . . . F. C. Fr. B. 1,440 3159 . do . Public School * . 1887 Sch, .. F. T. F. B. 2,038 3160 Public High School . 1887 Sch . . . F. T. Fr. B. 2, 000 3461 1895 Sch . . . F. T. F. B. 1,000 3462 Otterville . Otterville College . Sch . . . F. C. Fr. R. 2,000 3463 1875 Col ... F. c. F B. 15, 000 3164 Public Higli School . Sch ... F. T. Fr. B. 1,416 3165 Baptist College* . 1 Col _ F. C. F. B. 1,000 3166 Public School . j Sch... P. T. F. B. 1, 000 3467 Pilot Grove Academy . Sch ... F. C. Fr. R. 1,000 3168 Pleasant Hill . High School Library* . 1 1876 Sch . . . F. T. Fr. B. 1, 200 3469 Poplar Bluff . Public High School . 1 Sch... F. T. Fr. B. 2,000 3470 Public Jligh School* . 1 Sch . . . F. T. F B. 1,200 3471 Richmond . Public School . Sell . . . F. T. Fr. B. 3, COO 3472 Woodson Institute . iooi Sch . . . F. C. S. B. 1,C4)0 3473 Rolla . Sch. of Mines and Metallurgy * 1871 Col ... F. T. Fr. B. 3, 500 3474 St. Charles . Academy of the Sacred Heart. Sch _ F. C. Fr. R. 1,000 3475 . do . Lindenwood College . 1830 Col ... F. C. Fv, B. 1,386 3476 . do . Public High School . 1860 Sch . . . F. T. Fr. B. 2, 000 3477 St. Charles Borromeo Library. 1875 Soc ... F. C. F. C. 1,000 3478 St. Joseph . Free Public Library . 1890 Gen .. 0. T. F. B. 25, 435 3479 . do . German-American Bank Law 1890 Laiv . . 0. C. S. R. 3,131 Library. 3480 . do . Public High School . 1890 Sch . . . F. T. Fr. B. 2,000 3481 . do . Sacred Heart Convent . 1853 Sch . . . F. C. Fr. B. 1,000 3482 . do . St. Joseph Commercial Col. *. . 1868 Sch . . . F. c. Fr. R. 1,200 3483 St. Louis . Academy of the Sacred Heart. 1872 Sch . . . F. c. Fr. R. 4,000 3184 . do . Bishop Robertson Hall . 1874 Sch . . . F. c. Fr. B. 2,000 3485 . do . Catholic Free Library . 1882 Sch . . . R. • c. F. B. 3,000 3486 . do . Christian Brothers’ College .. 1851 Col . . . 1 F. c. Fr. R. 8,000 3487 . do . Concordia Seminary . 1849 Theo . i I'- c. Fr. B. 8,000 3488 . do . Coneordia Turnverein . 1875 Soc . . . ! F. c. Fr. B. 3, 865 3489 . do . Eden Theological Seminary.. 18.50 Theo . i c. F. B. 6, 300 3400 . do . Engineers’ Club of St. Louis.. 1869 Sci ... R. c. Fr. R. 1,500 3191 1 do . Forest Park TTniversitj'^ . Sch _ F c. Fr. R. 4,000 3102 . ...do . German School Association 1850 Sch . . . c. S.Fr. B. 5, 900 and Free Community. 3493 . do . Plosmer Hall . 1884 Sch . F c Fr R. 2, OCO 3494 . do . blouse of Refuge . 1854 Asy... F. C. D. Fr. B. 1,175 3495 . do . Kenrick Seminary . 1898 Theo . F. c. s. C. 1,800 3 496 . do . La\y Library Association* _ 1838 Law . . F. c. s R. 28, 000 3497 . do . Mary institute . 1859 Sch . . . F. c. Fr. B. 1,439 3498 . do . Missouri Botanical Garden . . . 1889 Sci-... 0. c. F. R. 18,616 3499 St. Louis (1600 Lo¬ Missouri Historical Societyu . . 1866 Hist .. 0. c. S. Fr. II. 3, 969 cust street). 3500 St. Louis _ Phillips’ School . Sch... F. c. Fr. R. 1,0C0 3501 St. Louis (Jefter- Post Library . Gar . . . F. T. F. B. 1,008 son Barracks). 3502 St. Louis . Public High School . Sch . . . F. T. Fr. B. 1,200 3503 Public Library 1865 Gen R. T F. B. 170,- 090 3504 . do . St. Joseph’s Church (resi¬ 1845 Soc . . . F. C. Fr. B. 6,280 dence library). 3505 . do . Rosary Library . 1846 Sch . . . F. C. Fr. B. 4, 540 3506 . do . Young INIen’s Sodality. . . . 1856 Soc . . . R. c. s. B. 3, 256 3507 . do . St. Louis Academy of Science 1856 Sci.... O. c. Ft. R. 20, 000 3508 , . do . St. Louis Med. Lib. Assoc . 1899 Mod . . F. c. S.Fr. R. 3,800 3509 . do . St. Louis Mercantile Library.. 1846 Mer .. O. c. S.Fr. B. 126, 557 3510 . do . St. Louis Turnverein . 1850 Soc . . . 0. c. Fr. B. 4,600 3511 . do . St. Louis University' . 1831 Col . . . 0. c. Fr. B. 37, 450 3512 . do . Students’ Library . 1870 C.Soc. F. c. S. B. 4,331 3513 . do . St.Xavier’s Young Ladies l ib. 1850 Soc . . . R. c. S. C. 1,500 3514 St. L.( 1832 Carr st.) Self-Culture Library . 1888 Gen .. 0. c. Fr. B. 1,000 3515 St. Louis . Slovanska Lipa . 1858 Soc . . . R. c. F. B. 1,427 3516 . do . State School for the Blind . . . . ! 1851 Asy. . . F. T. F. R. 2,485 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBKARIES, 895 States of 1^000 volumes and over in 1908 — Continued, C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 10 17 18 19 200 1, 500 $1, 013 200 57 43 185 2,763 $260 $32 348 Jos. Kuehis 5, COO 755 8,500 $10, 000 Austin D. Wolfe . 125 1,000 50 60 Sue S. Perkins . . ; 1 i . _ 1 _ 200 Miss Will Barron . 151 i 1 . 500 250 260 Emma C. Tucker . 400 120, 445 "i2,'687 'i3,"498 Rev.E.E. Kieft’er,S.J.... Purd B. Wright . 3,200 3,916 247 Frances Gilmore . M.McMenamy . Sister Catharine . 100 200 516 George V/ right . 1,000 180 4;50 200 100 37 60 30 250 Prof. L. Fuerboinger . 84 Albert F Spxa.ner 800 o o A. Muecke . $150 E. B. Fay . 336 1,376 SO 30, 000 H. P. Schmidt . 100 89 686 50 2,516 250 7, 532 350 22, 608 6, 477 3,000 1,500 Mary L. Dalton . 200' M. A. Neifiwanger . i 25, 000 10, 318 100 90 17 902, 768 166, 555 172, 857 i Fredk. M. Gruiiden . Fr. Braun, S. J . 3,500 1,429 . 1 . Rev. J. B. Kokeiige, S. J . . F. Horack . S8 10, 000 200 1 40, 000 G. Hambach . 680 5,822 100 699 1, 488 49, 667 5, 000 111, 273 386, 693 Horace Kephart . 3,000 Theo. J. Eekardt . i 1,000 25, 000 J. C. Burke . 1 800 ■600 885 Kate Casey . | 500 3-45 50 68 208 Edwou'd A. Miksicek . j 3455 3456 3457 3458 3459 3460 3461 3462 3463 3464 3465 3466 3467 3468 3469 3470 3471 3472 3473 3474 3475 3476 3477 3478 RdTCi 3480 3481 3482 3483 3484 3485 3488 3487 3485 3489 3490 3491 3492 3493 3494 3495 3486 3497 3498 3499 8590 3501 3502 3503 3504 3505 3505 3507 3508 3509 3510 3511 3512 3513 3514 3515 3516 896 EDUCATION EEPORT, 1903, Fahlic, society, and school libraries in the United [Column 5: Building— O, owned; R, rented; F, furnished free. 6: Supported by— T, taxation; R, reference; Location. Name of library. Founded. Class. Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 ' 2 3 4 o 6 7 8 9 MISSOURI— cont’d. 3517 St. Louis . University Club . 1872 Soc . . . F. C. S. B. 2,000 3518 . do . Ursuline Academy . 1850 Sch . . . F. c. Fr. B. 2, 000 3519 . do . Washington University . 1853 Col ... 0. c. Fr. R. 28, 000 3520 . do . Law School . 1867 Laav . . 0. c. Fr. R. 22,000 3521 . do . Wright’s College and Private Sch... F. c. Fr. R. 4, 000 High School. 3522 . do . Y. M.C. A. Library (cent, brch.) 1898 Y. M.. F. c. S. R. 1, 200 3523 George R. Smith College . 1893 Sch . . . F. c. Fr. B. 2,500 3524 . do . Public Library . 1895 Gen .. 0. T. F. B. 5, 091 3525 Springtield . Drury College . 1873 Col ... F. C. S. Fr. B. 27, 218 3526 . do . High School Library* . 1894 Sch . . . F. T. Fr. B. 2,156 3527 . do . Sch . . . F. C. Fr. R. 1,000 3528 . do . Y. M. C. A. Library* . 1899 Y. M.. F. c. S. B. 1,100 3529 Stanberry . Normal School . 1880 Sch . . . F. c. Fr. R. 2,000 3530 Sweetsprings . Public School . |. 1893 Sch . . . F. T. 1). Fr. R. 1,500 3531 Tarkio . Tarkio College . 1884 Col . . . F. c. Fr. R. 1,528 3532 Trenton . Jew’ett Norris Library . 1890 Gen .. 0. T. D. F. B. 5, 000 8533 . do . Public High School . Sch . . . F. T. Fr. B. 5, 000 3534 Warrensburg . Public School . Sch . . . F. T. Fr. B. 1,300 3535 . do . ^ . State Normal School . 1871 Sch... F. T. Fr. B. 8, 000 3536 Warrenton . Central Wesleyan College .... 1870 Col ... F. C. Fr. R. 7,100 3537 Webb City . Public School . . . Sch . . . F. T. D. Fr. R. 1,000 3538 Westxjlains . Public Sch. (G. F, Pease Lib.) Sch . . . 0. T. C. S. Fr. B. 1,998 MONTANA. 3539 Anaconda . Hearst Free Library . 1895 Gen .. 0. D. F. B. 7,000 3540 . do . Public High School . Sch . . . F. T. Ft. B. 1,000 3541 Billings . _ Parmly Billings Mem. Lib ... Gen .. 0. T. F. B. 2,938 3542 . do . Public High School . Sch... F. T. Fr. B. 2,530 3543 Bozeman . Free Library . 1875 Gen .. 0. T. F. B. 7,500 3544 . do . Jlontaua Agricultural Col. . . . 1893 Col ... F. T. F. B. 7, 000 3545 Butte . Free Public Librarv . 1891 Gen .. 0. T. F. ! B. 32, 500 3546 . do . Public High School . 1900 Sch... F. T. Fr. R. 3,000 3547 Leerlodge . St. Mary’s Academy . Sch... F. C. Fr. R. 1,000 3548 . do . State Prison . 1901 Asy... 0. T. F. B. 3,000 3549 . do . Wm. K. Kohr’s Mem. Lib _ 1903 Gen .. 0. T. F. B. 4,000 3550 Dillon . Public Library . 1890 Gen .. 0. T. F. B. 3,028 3551 . do . State Normal School . 1897 Sch . . . F. T. F. B. 3,775 3552 Greatfalls . Public Library . 1892 Gen .. 0. T. F. B. 5,788 3553 Helena . Diocesan Librarv . 1885 Theo . F. C. Fr. R. 1,231 3554 . do . Montana Weslej-an Univ . 1888 Sch . . . F. c. F. B. 1,500 3555 Helena (Fort Post Library . 1897 Gar... F. T. ir. B. 2,710 Harrison). 3556 Helena . Public Librarv . 1868 Gen . . F. T. F. B. 33, 509 3557 . do . St. Vincent’s Academy . Sch . . . F. C. Fr. R. 1,200 8558 . do . State Law Library . 1864 Law . . F. T. F. R. 12, 000 3559 . do . State Library (Historical and 1865 State . F. T. Fr. R. 40, 000 Miscellaneous Department) 3560 Kalispell . Carnegie Free Public Library. 1897 Gen .. O. T C F. C. 1,851 3561 Lewistown . Public Library . 1901 Gen .. F. "t. ' F. c. 2, 500 3562 Livingston . Carnegie Public Librarv . 1901 Gen .. 0. T. F. B. 1,000 a5G3 Miles City . Carnegie Library . . 1903 Gen .. 0. T.D. F. B. 1,500 3564 . do . Public School . 1877 Sch... F. T. F. B. 1,500 8565 Missoula . Public Librarv . . 1894 Gen .. R. T. F. B. 6,000 3566 . do . University of Montana . 1895 Col ... F. T. Fr. B. 12, 000 3567 riiiiipsburg . Public High School . 1896 Sch... F. T. Fr. B. 1,000 3568 Twin Bridges . Public Librsiry . 1897 Gen .. F. C.D. S. Fr. B. 1,650 3569 Virginia City . Public Library . 1902 Gen .. R. C. S.Fr. B. 1,000 NEBRASKA. 3570 Albion . Public Library . 1900 Gen .. R. T. F. B. 1,047 3571 Beatrice . Free Public Librarv . 1893 Gen . . 0. T. F. B. 7, 670 3572 . do . Public High School . 1888 Sch... F. T. Fr. R. 1,000 3573 Bellevue . Bellevue College . 1884 Col ... F. C. F. B. 4,179 3574 Bennington . Public High School . Sch . . . F. T. Fr. B. 1,000 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBEABIES 897 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7; F, free; S, subscription; Fr, free for reference. 8; C, circulating; B, both.] Pamphlets. | Volumes added during year. Books issued for home use. Beceipts from — Total income. Permanent en¬ dowment fund. Value librarj' building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 IS 14 15 16 17 18 19 1 $250, 000 Chas. P. Pettus . 7, 000 25, 000 . 1 $165 A. Ebersole . 30 688 41, 487 $4, 812 5, 019 50, 000 Faith E. Smith . 25, 000 626 2, 400 $96 176 $900 Edward M. Shepard . 480 3, 960 1, 200 .600 200 D. S. Robbins . 250 750 Frank Barton . 225 15, 790 500 991 1,573 15, 000 25, 000 Carrie R. Clark . 200 50 150 4 30 \V. E. Morrow . 1,500 2, 200 Anna M. PoAvers . 148 Anna E. Ha,tcher . 120 125 3, 966 52 190 600 Laura A. Dickson . 600 36, 500 Elizabeth L. Thomson. . . 1,525 124 14, 076 2, 200 2, 200 25, 000 Mabel Collins . 5G0 2, 200 2, 700 15, 000 Bessie McCord . 5, 000 300 1,500 1,500 Many K. Winte . 2,250 105, 012 20, 462 21, 002 100, 000 J. R. Russel . 390 1,315 1,315 Sarepta Sanders . 26, 000 5, 000 4,111 Mrs. B. S. Catlin . 250 10, 499 855 1, 038 8, GOO Miss M. L. Innes . 550 1, 944 471 471 40, 000 Florence B. Mott . 343 39,444 3, 000 3, 078 Jennie M. Conner . 381 Victor Day . . 1,500 60 78 16 Robt. E. Sievers . 19, 913 2 220 76, 731 7,652 3,109 10, 000 Marv C. Gardner . 711 3,350 3,350 Oliver T. Crane . 5,000 2,500 2,500 2, 500 Laura E. Howey . 325 260 13,086 1,500 1,676 F. E. Madison . 900 900 Mary A. Sloane . 310 8, 820 1, 600 1,600 500 1, 500 1,800 1, 000 1,340 10, COO 1 Laura Zook . ’ 100 1. . . . . . 100 700 2,438 3,360 7, 000 4, 000 2,496 2, 000 M. G. Buckhouse . 25 1 1,419 50 50 Annie H. Price . 500 275 1,460 137 John B. Stevens . 33 1,000 2,304 702 156 8,524 275 368 Mate E. McGill . 532 21, 303 1,797 1,882 23, 000 Joanna Hagev . 2,051 625 1,134 1,109 Mary W. Nicholl . ! . 3517 3518 3519 3520 3521 3522 3523 3524 3525 3526 3527 3528 3529 3530 3531 3532 3533 3534 3535 3536 3537 3538 3539 3540 3541 3542 3543 3544 3545 3546 3547 3548 3549 3550 3551 3552 3553 3554 3555 3556 3557 3558 3559 3560 3561 3562 3563 3564 3565 3566 3567 3568 3569 3570 3571 3572 3573 3574 ED 1903- -57 898 EDUCATION EEPOET, 1903, Public, society, and school lihraries in the United [Cohimn 5: Building — O, ov/ncd; R, rented; F, furnished free. G: Supported by— T, taxation; R, reference; Location. Name of librar}'. Founded. Class. 1 Building— Supported by— , Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 8 4 I 5 6 7 8 9 NEBRASKA— eont’d. 1889 Col ... F. C. F, B. 1,600 Blair . 1880 Gen .. F. c. S. B. 1,400 3577 . do . Dana College . 1878 Theo . F. c. F. R. 5, 000 3578 Public High School* . Sch... F. T. Fr. B. 1,000 3579 1891 Col . .. F. C. Fr. B. 2, .500 1872 Col . . . 0. C. F. B. 9,049 3581 1878 Gen . . F. T. F. B. 2, 500 3582 Public School . 1890 Sch . . . F. T. Fr. B. 1,210 3583 David City . Public Library . 1891 Gen .. F. T. F. B. 2, 779 3584 Public High School . Sch . . . F. T. Fr. B. 1,200 Public High School . Sch... F. T. Fr. B. 1,600 3586 Exeter . Public High School . Sch . . . F. T. F. R. 1,100 3587 Fairbury . Jefferson Co. Teachers’ Lib .. 'issY Gen .. F. C. S. B. 1,200 3588 Falls City . Lydia B. Woods Mem. Lib ... 1901 Gen .. 0. T. S. Fr. B. 2,675 3589 . do . Public School . 1873 Sch... F. T. F. R. 1,000 3590 1887 Sch... F. C. F. B. 3,400 3591 Normal School . 1885 Sch . . . F. C. F. B. 4,000 3592 Gen . 0. T. F. B. 2, 755 3593 Grand Island . Grand Island College . ! 1893 Col . . . F. C. S. Fr. R. 4, 500 3594 . do . Public Library . 1883 Gen .. F. T. F. B. 8, 405 3595 . do . Y. M. C. A. (Helen Gould Lib. ) . 1902 Y.M.. R. D. S.Fr. B. 1,200 3596 Hri stings.. Hastings CoHege . 1883 Col ... F. C. o B. 4, 000 3597 . do . Public Library . 1887 Gen .. F. T. S. Fr. B. 3, 000 3598 Dcbron Public School . Sch... F. T. F. B. 1,000 3599 Home . Soldiers and Sailors’ Home... 1889 Gen .. F. T. Fr. R. 1,227 3G00 Hubbard . Public High School . Sch . . . F. T. Fr. B. 5, 000 3601 Kearney . Industrial School for Boys ... 1883 Asy . . . F. T. F. B. 1,000 3602 . do . Public Library . 1890 Geh .. F. T. F. B. 4, .501 3603 . do . Public School . Sch . . . F. T. Fr. R, 8,000 3604 Lancaster . Prison Library . 1903 Asy . . . 0. T. Fr. B. 1, 100 3605 Lincoln . City Library . 1875 Gen . . 0. T. F. B. 15, 678 3606 . do . Convent of the Holy Child Sch . . . F. C. Fr. R. 2, 500 Jesus. 3607 . do . Nebr. Pub. Lib. Commission . . State . F. T. Fr. C. 2,000 3608 . do . Public High School . 1872 Sch . . . F. T. Fr. B. 2, 000 3609 . do . State Historical Society . 1878 Hist .. F. T. F. R. 5, 061 3610 . do . State Library . 1855 State . F. T. F. R. 47,000 3611 . do . Teachers’ Library . 1892 Sch . . . F. T. F. B. 1,375 .3612 . do . ! University of Nebraska . 1859 Col . . . 0. T. F. B. 58, 425 3613 . do . I College of Law . Law . . F. T. Fr. R. 4, 000 3614 Longpine . Public High School* . 1884 Sch _ F. T. Fr. B. 2,000 3615 HcCook . 1 Free 1‘ublic Library . 1902 Gen . . F. T. F. B. 1,738 361 6 Minden . ! Public School* . 1892 Sch . . . F. T. F. R. 3,000 3617 Nebraska City . . . . ! Free Public Library * . 1896 Gen .. 0. T. F. B. 5,000 3618 . do . Nebr. Inst, for the Blind . Asy.. . F. T. Fr. R. 2,250 3619 Neligh . Gates Academy . ‘isM’ Sch . . . F. C. Fr. R. 5,000 3620 North Platte . 1 Young IHen’s Chr. Association 1891 Y.M.. R. D. S. B. 2,100 3621 ( ) 1 n .a h a, ^ Browtiell Hall . 1863 Sch . . . 0. C. Fr. B. 1,609 3622 . do . I Creig'hton University . 1880 Col . . . 0. C. Fr. B. 15, 879 3623 . do . Law Library * . . 1872 Law . . F. c. S. 1 R. 4, 000 3621 1 . do . Mount St. INIarys Seminary . . . Sch . . . F. c. Fr. R. 2,000 3625 . do . Nebraska Institute for the 1869 Asy... F. T. Fr. R. 1,500 Deaf and Dumb. 3626 . do . Oraaha IMedical College * . . . . 1898 Med . . F. c. Fr. R. 1,000 3()27 . flo . Presby. Theolog. Seminary . . . 1900 Theo . F. c. Fr. R. 5, 000 3628 . do. Public Hitrh School . 1870 Sch . . . F. T. Fr. R. 1,2.50 3629 . do . Public Library . 1877 Gen .. 0. T. F. B. 62, 127 3630 . do . Sacred Heart Academy . Sch . . . F. C. Fr. R. 3, 000 3631 Ord . Public Hich School 1895 Sch i F D. F. B. 1,000 3632 Ord . . . Ttnity Free Library . 1902 Gen. . . ! a C. F. B. 2, 000 3<;33 ( irleans . Orle.ans Seminary . .. . Sch . . . ■ F. C. Fr. R. 1,000 3634 1 Pawnee City . T’ublic School . 1894 Gen . . . F. T. F. B. 1,600 3635 Peru . . Nebraska State Normal School 1870 Sch ... ! F. T. Fr. B. 16, 000 3636 Plattsraouth . Public Library . 1893 Gen. . . i 0. T. F. B. 2,800 3637 Santee . Normal Training School . 1894 Sch . . . F. C. Fr. B. 1,399 3638 South Omaha . Public Library* . 1892 Gen... F. T.C. F B. 5, 000 3639 . do . Public School . Sch... F. T. Ff. B. 2, 000 * Statistics of 1900. PUBLIC, SOCIETY, AND SCROOL LIBRARIES, 899 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, tree; S, subscription ; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from— Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. 3575 3576 3577 3578 3579 3580 3581 3582 3583 3584 3585 3586 3587 3588 3589 3590 3591 3592 3593 3594 3595 3596 3597 3598 3599 3600 3601 3602 3603 3604 3605 3606 3607 3608 3609 3610 3611 3612 3613 3614 3615 3616 3617 3618 3619 3620 3621 3622 3623 3624 3625 3625 3627 3628 3629 3630 3631 3632 3633 3634 3635 3636 3637 d o M d Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 IG 17 18 19 600 Grace E. Young . 100 141 $92 87 1 Mrs. H. H. Hahn . i;ooo Sigurd Anker . 100 5, 673 50 215 208 228 320 28 265 M. E. Kern . 1,804 10, 000 $168 $5,600 $10, 000 Wm. E. Jillson . $320 178 1,000 124 175 5, 917 227 Nellie McKean . 50 70 58 775 E. Howe . 100 232 50 185 F. A. Carmony . 7, 070 300 800 10, 000 Frances Morton . O M o o ■ O O W. H. Pillsbury . $125 159 673 500 471 27, 657 1,500 28, 500 1,350 1,000 1,105 262 2,034 125 1,500 15, 000 Jane H. Abbott . 1, 000 C. R. Merrifield . 2,000 Clara M. Body . H. W. Stearns . 400 250 Harriet T. Myers . 13, 000 100 666 15, 000 Grace G. Dillon . 100 100 51 2, 052 100 James H. Smith . 100 12, 600 913 1, 027 Belle S. Earley . A. 0. Thomas . 300 700 3,777 4,650 89, 825 1,000 1,000 6,592 Chas. S. Bronden . 5, 500 77, 000 Edna D. Bullock . 200 362 5, 000 18, 307 5, 000 5,000 Jay Amos Barrett . Lee Her'^man . 1 13, 000 4, 800 6,500 12, 325 12, 325 100, 000 J. I. Wyer . 200 40 135 15, 855 250 1, 355 Millie Elbert . 15, 317 665 902 75 2,000 16, 000 400 200 35 75 5 75 H. W. Newton . E. Sue Cooper . 6, 006 Julius Sheppard . Georgian a Humphreys . . M. I. Stritch, S. J . 3, 000 1,107 875 3,000 20, 000 . . Ota B. CravMord . 100 300 _ 1 130 200 2,688 H. A. Senter . 194, 224 18, 703 19,303 170, 000 Edith Tobitt . Paul Goss . 2,000 600 200 100 1,666 100 Geo. P. Griffith . 250 105 1,000 380 420 2,000 Olivo. .Tones . 61 250 100 216 50, 000 Edith Leonard . ! 3638 1 3639 900 EDUCATION EEPOKT, 1903, Public, society, and school libraries in the United [Column 5; Building— O, owned; R, rented; F, furnished free. 6: Supported bj'— T, taxation; R, reference; Location. Name of library. Founded. Class. 1 Building— Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes, 1 2 3 4 5 6 7 8 9 NEBRASKA — COnt’d. 3640 Superior . Ladies’ Library Association.. 1884 Gen... 0. C. S. R. 2, 668 3641 1 1894 Gen. . . R. T. D. F. B. 1,050 3642 Public Library . 1891 Gen... F. T. F. B. 1 250 3643 University Place.. Nebraska Wesleyan Univ .... 1890 Col ... F. C. Fr. B. 5, 000 3644 Luther Academy . 1883 Sch . . . F. C. S. B. 3, 000 3645 . do . Public High School . 1889 Sch...! F. T.D. Fr. B. 1,400 3640 Wavne . Nebraska Normal College.... 1892 Sch... F. C. Fr. R. 1,800 3647 Sch ... F. C. Fr. R. 1,239 3648 Wilber . Public High School _ .' . ^ Sch ...1 F. T. Fr. B. 1,200 3649 York . Public Library . 1894 Gen... 0. T. F. B. 2,900 3650 Sch . . . F. C. Fr. R. 1,200 3651 . do . Y"ork College . _ 1890 Col ... F. C. F. R. 1,500 NEVADA. 3052 1873 Gen .. R. c. S. B 2,000 3653 State Library . 1865 State . F. T. F. B. 20,000 3654 Reno . State University . 1874 Col . . . F. T. Fr. B. 8, 444 3655 Public High School . 1876 Sch... F. T. Fr. B. 1, 500 3655 Wadsworth *. . Engineers"" and Mechanics’ 1879 Gen .. R. C. S. C. 1,700 Library Association. * NEW HAMPSHIRE. 3657 Acworth . Silsby Free Public Library . . . 1892 Gen .. 0. T.D. F. B. 2,226 3658 Alexandria . Haviies Public Library...' _ 1886 Gen .. 0. C. F. B. 1,320 3659 Alstead . Town Library . 1883 Gen .. F. T. F. B. 1,025 3660 Alton . Public Library * . 1891 Gen .. R. T. F. C. 1,452 3661 Amherst . Town Library . 1880 Gen .. 0. T. F. B. 3,865 3662 Andover . Town Library . 1892 Gen . . R. T. F. B. 1,095 3663 Ashland . Town Library . 1871 Gen .. 0. T. F. C. 3,740 3664 Atkinson . Atkinson Academy . 1879 Sch... F. C. Fr. B. 1,500 3065 . do . Free Public Library . 1894 Gen .. R. T. F. B. 1,291 3666 Bath . Free Public Library . 1893 Gen .. R. T. F. C. 1,733 3667 Bedford . Public Library . 1893 Gen .. F. T. F. B. 1,225 3668 Belmont . Public Library . 1891 Gen . . F. T. F. R. 1,307 3669 Berlin . Free Public Library . 1893 Gen .. 0. T. F. B. 4, 049 3670 Bethlehem . Bethlehem Library Assoc. . . . 1877 Gen .. F. C. S.Fr. B. 2,000 3671 Boscawen . Town Library . 1893 Gen . . F. T. F. B. 1,300 3672 Bradford . Free Library . 1893 Gen .. R. T. F. B. 1,200 3673 Bristol . Minot-Sleeper Library . 1885 Gen .. 0. T. F. B. 6, 057 3674 Brookline . Public Library . 1877 Gen . . F. T. F. B. 1,800 3675 Candia . Smyth Public Library . 1888 Gen .. F. C. F. B. 1, 800 3676 Center Barnstead . Barnstead Free Public Lib... 1804 Gen .. R. T. F. B. 2,000 3677 Center Lfiingham. Free Public Library . 1893 Gen .. F. T. F. B. 1,100 3678 Center Sandwich . Free Library . 1898 Gen .. R. T. F. B. 2, 250 3679 Charlestown . Silsby Free Public Library... 1895 Gen .. 0. T. F. B. 5,486 3680 Chester . Free Public Library . 1894 Gen .. 0. T. F. B. 1,850 3081 Chesterfield . Town labrarv * . 1894 Gen .. R. T. F. C. 1, 256 3682 Claremont . Fiske Free Library . 1873 Gen .. F. C. F. B. 7,500 3683 Colebrook . Public Library . 1894 Gen .. R. T. F. C. t 3, 500 3684 Concord . New Hampshire Hist. Soc _ 1823 Hist .. 0. C. F. R. 17,977 3685 . do . Public Library . 1855 Gen .. 0. T. F. B. 26, COO 3680 St. Mary’s School .. 1886 Sch _ F. C. Fr. B. 1,000 3687 . do . St. Paul’s School . 1856 Sch... 0. C. S. B. 15, 800 3688 . do . State Board of Health . 1883 State.. F. T. F. R. 1,000 3689 . do . State Hospital . 1843 Asy . . . F. T. Fr. C. 2, 166 3690 . do . State Tiibi’arv . 1823 State. . 0. T. F. B. 83, 500 3091 Contoocook . Hopkinton Free Public Lib . . 1868 Gen .. R. T. F. B. 2,600 3692 Con wav . Public Library . 1897 Gen .. 0. T. F. B. 2,700 3693 Danville . Public Library . Gen .. F. T. F. B. 1,014 3694 Deerfield Center . . Philbrick James Library - - 1,S80 Gen .. F. C. F. R. 2,300 3695 Derry . Pinkerton Academy . 1887 Sch... F. c. Fr. R. 4,752 3696 Dover . Public Liltrary . 1883 Gen .. 0. T. F. B. 30, 000 3697 Dublin . Public Library . 1884 Gen . . 0. T. F. B. 4,000 3098 Durham . New Hampshire Col. of Agri¬ 1893 Col . . . F. T. S. Fr. B. 10, 000 culture and Mechanic Arts. 3699 . do . Public Library . 1892 Gen .. 0. T.C. F. B. 8,000 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES, 901 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8; C, circulating-; 3, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value ^library building. Name of librarian. 1 X o3 H (X cj o >-'.2 P- CJ > 4^ CO 10 11 12 13 14 15 16 17 18 19 70 350 $65 193 500 365 400 $500 1, 650 500 $150 300 Lillian M. Beach . 1,500 2, 000 1,000 L. M. Ingersoll . 200 400 200 250 Ma-v Ingles . $400 Augusta, Stenbolm 1,300 •T. W. Rea.rson . 1,000 Helen M.Pill . 200 Grace Hurlbut . 500 100 200 Theo. Jorsrensen . 824 403 W. G. Bougla.ss _ 5, 500 Ir-vin W. Ayres . 100 Hugh Gallagher . 3, 500 500 112 65 128 400 36 50 150 94 134 52 5, 800 1,400 Hiram N. Hayward . 1,000 1,587 Clara G. Btillock . 63 65 Maude E. Webster . 4, 929 3, 268 6, 468 $200 67 100 203 71 105 3, 000 A. M. Wyman . Caroline E. Morton . 100 109 $100 Mrs. L. A. Dearborn . 158 756 132 103 135 150 650 135 103 160 150 650 100 157 154 783 62 274 127 • 26 112 461 154 100 661 300 1,700 4, 875 Alice F. Gilbert . Bessie F. Randall . 1,800 25 Laura R. Woodbury . 300 25 329 59 400 100 175 40 170 203 C. E. Gilman . 20, 505 Hattie L. Johnson . William Ramsden . 5, 371 150 148 9,896 1,700 498 285 3,000 Emma P. Berry . 50 100 Ella W. Tucker . 174 5, 000 Frank E. Page . 7,000 1,000 118 John George . 26 50 450 150 100 Albert N. Gould, M. D... E. Q. Marston, M. D . 100 73 86 101 200 300 792 800 55 25 100 7,500 5,205 7,500 Abbie M. Robertson . Isabelle H. Fitz . 15, 000 661 Abbie J. Field . 200 80, 000 800 500 4, 500 556 175 13, 000 5, 000 10, 000 6, 000 N. F. Carter . 89, 000 Grace Blanchard . 500 400 50 50 750 1,000 Irving A. Watson . 100 18, 000 150 610 200 18, 000 215 714 48 25, 000 6,800 130 427 82 70 133 2, 010 190 624 600 315, 000 Arthur C. Chase . 4,000 5, 214 1,238 40 400 50 15 40, 000 Louise H. Hamblen . 48 W. Folsom Heath . 3, 000 200 1,000 62, 120 3,031 300 173 305 4, 038 205 1,283 448 Mrs. Wm. H. Haskins... Caroline H. Garland . 3, 750 200 1,181 2,750 Minnie E. Leffingwell... C. W. Scott . 5,000 1,000 10, 000 432 1,500 Charlotte A. Thompson . 3640 3641 3642 3643 3644 3645 3646 3647 3648 3649 3650 3651 3652 3653 3654 3665 3656 3657 3658 3659 3660 3661 3662 8663 8664 3665 3666 3667 3668 3669 3670 3671 3672 3673 3674 3675 3676 3677 3678 3679 3680 3681 3682 3683 3684 3685 3686 3687 3688 3689 8690 3691 3692 3693 3694 3695 3696 3697 3698 3699 902 EDUCATION KEPOBT, 1903, Piihlic, society, and school libraries in the United [Column 5: Building — 0, owned; R, rented; F, furnished free. 6: Supported T, taxation; R, reference; Location. 1 NEW HAMPSHIRE— continued. 3700 East Canterbury . . 3701 East Derry . 3702 East Jaffrey . 3703 East Rindge . 3704 East Rochester.... 3705 Enfield . 3700 Epping . 3707 Etna . 3708 Exeter . 3709 . do . 3710 Farmington . 3711 Fitzwilliam . 3712 Francestown . 3713 Franklin . 3714 Franklin Falls.... 3715 Gilsum . 3716 Gossville . 3717 Grantham . 3718 Greenville . 3719 Hampstead . 3720 Hampton Falls ... 3721 Hancock . 3722 Hanover . 3723 . do . 3724 Harrisvillc . 3725 Haverhill . 3726 Hebron . 3727 Henniker . 3728 Hillsboro . 3729 Hinsdale . 3730 Holderness . 3731 Holl is 3732 Hooksett . 3733 Hopkinton . 3734 Hudson . 3735 Jackson . 3736 Jefferson . 3737 Keene . 3738 . do . 3739 Kensington . 3740 Kingston . 3741 . do . 3742 Laconia . 3743 . do . 3744 Lancaster . 3746 Lebanon . 3746 . do . 3747 Lisbon . 3748 Littleton . 3749 Londonderry . 3750 Lvme . 3751 Manchester . 3752 . do . 3 / 53 . do . 3754 IViarlboro . . 3755 Marlow . 3756 Meredith . 3757 Meriden . 3758 Merrimack . 3759 Middleton . 3760 Milford . 3761 Milton . 3762 Mount Vernon .... 3763 . do . Name of library. Founded. Class. Building— Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 2 3 4 5 6 7 8 9 Shaker Community Library.. 1840 Gen .. F. C. F. R. 1,400 Tavlor Library . 1878 Gen .. F. D. F. C. 5, 119 Jafeey Public Library . 1883 Gen .. 0. T. F. B. 4,050 East Rindge Library . 1870 Gen .. F. C. F. B. 1,200 Reading Room and Lib. Asso.* 1885 Gen .. R. T.C. F. B. 1,800 Public Librarv . 1893 Gen .. F. T. F. B. 3,526 Free Public Library . 1893 Gen .. F. T. F. C. 1,171 Hanover Town J^ibrary . 1898 Gen .. F. T. F. c. 1,050 Phillips Exeter Academy .... 1781 Sch... F. C. Fr. R. 2, 000 Public Library . 1853 Gen .. 0. T. F. B. 12, 970 Public Library . 1890 Gen .. F. T. F. C. 2, .500 Town Lilirary . 1883 Gen .. F. T. F. B. 6, 058 Town Librarv . 1873 Gen .. F. T. F. B. 3, 500 Franklin Library . 1861 Gen .. F. C. S. C. 3, 822 Smith Library . 1880 Gen .. R. C. S. B. 3, 200 Public Library . 1892 Gen .. F. T. F. C. 1,213 Epsom Public Library . 1893 Gen .. 0. T. F. B. 1,200 Dunbar Library . 1893 Gen .. 0. T. F. R. 1,000 Free Public Library . 1877 Gen .. F. T. F. B. 2, 831 Public Library . 1888 Gen .. 0. T. F. B. 2,118 Free Library . 1893 Gen .. 0. T. F. B. 2,708 Tov;n Library . 1860 Gen .. 0. D. F. C. 4, 450 Dartmouth College . 1770 Col.... 0. C. Fr. B. 102, 275 1, 500 Howe Library . 1900 Gen .. 0. c. F. B. Public Librarv * . 1877 Gen .. 0. T. F. B. 1,712 Librarv Association . 1880 Gen .. F. T. F. C. 2, 000 Town Library . 1897 Gen .. F. T. F. B. 1,250 F>’ee Library . Gen .. R. T. F. B. 2, 850 4, 500 Fuller Public Librarv . 1879 Gen .. R. T. F. B. Public Librarv . .' . 1867 Gen .. F. T. F. B. 6, 000 Free Librarv . 1893 Gen .. R. T. F. C. 1,500 Social Librarv . 1799 Gen .. R. T. F. B. 4, 807 Public Librarv . 1893 Gen .. F. T. F. B. 1,400 Free Public labrarv . 1902 Gen .. F. T. F. C. 2, 502 Greeley Public Library . 1893 Gen .. R. T. F. c. 2, 964 Public Librarv . 1879 Gen .. 0. C. F. B. 2,245 Free Public Librarv . Gen . . 0. T. F. B. 1,086 1,000 13, 268 Public High School . Sch . . . F. T. Fr. R. Public Library . 1859 Gen .. 0. T. F. B. Social Librarv . 1895 1 Gen .. 0. C. F. B. 1,763 Nichols Memorial Library. . . . ^1894 Gen .. 0. T. F. B. 3, 671 Sanborn Seminarv . Sch . . . F. C. Fr. R. 3,000 1,217 Gilford Public Library . ?. 1900 Gen .. F. T. F. C. Public Librarv . 1878 Gen .. 0. TD. F. B. 10, 134 Public Librarv . 1867 Gen .. F. T. F. B. 7, 000 Leavitt’s Library* . 1881 Gen .. R. C. F. R. 1,200 Public Librarv . 1889 Gen .. F. D. F. B. 5, 500 Public Librarv . 1899 Gen .. F. T. F. B. 2, 814 Public lAbrary . 1389 Gen .. F. T. F. B. 8,000 Leach Librarv . 1879 Gen .. F. C. F. B. 4, 070 Turner Social' Library . 1797 Soc . . . F. T. S. C. 3,000 City Library . . . 1854 Gen .. 0. T. F. B. 49, 566 St. Anselm’s College . 1891 Col ... F. C. Fr. R. 5, 000 Young Women’s Christian Association. 1870 Y.W.. F. C. Fr. C. 1,000 Frost, Free T.ibrnrv . 1866 Gen . . 0 D. F. B. 5, 1.50 1,238 Town Library . 1878 Gen .. R. T. F. C. Public Library . 1882 Gen . . 0. T. F. B. 3,736 Kimball Union Academy* _ Sch. .. F. C. Fr. B. 2, 000 2, 320 Public Librarv . 1892 Gen .. F. T. F. B. Free Town Library . 1893 Gen .. F. T. F. B. 1, 127 Free Librarv . 1867 Gen .. F. T. F. B. 8,163 Nute High School . 3891 Sch... F. C. F. E. 3,000 Free Public Library . 1893 Gen .. F. T. F. C. 1,000 McCollum Institute (Apple- ton Library). * Statistics of 1 ,900. Sch . . . F. C. Fr. R. 1,000 i PUBLIC, SOCIETY, AND SCHOOL LIBKAEIES. 903 States of lyOGO volum.es and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value liabrary building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 $3, 000 Ada A. Reynolds . . 29‘> 8, 719 $300 $150 $465 5,000 ' *ii2,’666 Lucia B. Cutter . . 100 C. L. Converse . 3 4 152 200 426 207 2, 316 $200 2:^ Ella M. Pattee . 57 2,020 50 bl Mae P. Gilmore . 100 152 154 Thomas \V. Praddex _ 100 499 26, 602 2, 000 215 2, 286 2,215 15,000 Carrie W. Byington . 500 25 263 6 391 200 ■Emily Goodwin . 106 3 171 30 75 116 Annie L. Colby . 80 600 100 102^ Mrs. J. T. Woodbury _ 60 95 Mary A. Roxvell . 4, 000 Marv E. Daniell . 25 34 2’ 364 60 74 Israel A. Loveland . 11 2,254 200 202 2, 000 Grace V. Snow . 50 1,200 50 50 1, 500 James M. Howe . 2, 660 300 300 J. M. Taft . 118 3, 680 150 120 270 '"'3,' 600 ‘"'i'ooo Mary L. Hoyt . 3,000 50 50 Sadie E. Janvrin . 150 435 435 12,000 C. H. Ware . 21,000 2, 890 14, 128 M. D. Bisbee . 100 5,000 250 250 12,000 Lois E. Chandler . 61 1,256 2 175 67 25 415 May E. Flanders . 37 1,222 15 33 Alice M. Wells . 236 8,413 213 213 Jennie N, Dodge . 150 875 180 180 3,000 Mary C. Bixley . 189 • 12,479 700 723 Lucy Spooner . 90 82 82 Sadie J. Perkins . 76 150 157 S, L. Gerould . 50 142 3,491 139 139 Jennie B, Abbott . 75 150 150 Sarah U. Kimball . 109 2, 671 150 157 Ina Martin . 436 180 2, 730 31 234 2,500 S. Alice Trickey . 1,700 Abner Davis . 20 50 50 296 29, 593 500 217 774 6,000 25, 000 8 716 5, 000 Mrs. A. M. Hilliard 18 290 140 60 210 1,000 15, 000 Nellie F. Ingalls . 2, 317 100 103 Carrie H. Gill . 1,000 46 22, 076 1,000 70 1, 128 1,500 60,000 Olin S. Davis . . 197 12, 000 600 632 800, 10 265 39, 106 588 835 15, 000 Emma M. Morris . 325 78 8,171 600 637 450 Nettie L. Kelsea . 230 17,000 800 1, 843 Miss H. F. Merrill . 70 2,633 1,000 Sedlev A. Lowd . 50 976 10 60 450 Martha A. Holt.. . 1,522 76, 715 6, 200 532 6, 975 10, 600 50, 000 F. Mabel Winchell . P. Frederick 98 i 1 4561 IVIfiry ,T. Moore . 1 360l 360 6,000 5,000 ! Mrs. E. C. Holt . 50 t Til vrtie E. TJnntlev _ 8,335 350 365 _ Marv 17 Bedpf> 35 129 3, 780 209 206 Em TP a. A. Cross 161 15 Ev.n, -T Davis 1,907 453 21, 252 1, 025 1 Ifi 1 1 . 253 5,100 Rebecca F Donne 40 300 1,475 350; ' 352 Pev. Prank Halev . 50 100 1 110 Ruth S. Conan t 1 1 3700 3701 3702 3703 3704 3705 3706 3707 3708 3709 3710 3711 3712 3713 3714 3715 3716 3717 3718 3719 3720 3721 3722 3723 3724 8725 3726 3727 :3728 3729 3730 3731 3732 3733 3734 3735 3736 3737 3738 3739 3740 3711 3742 3743 3744 3745 3746 3747 3748 3749 3750 3751 3752 3753 3754 3755 3756 3757 3758 3759 3760 3761 3762 3763 904 EDUCATION EEPOKT, 1903, Puhllc, society, and school libraries in the United [Column 5: Building— 0, owned; R, rented; F, furnished free. 6: Supported by— T, taxation; R, reference; Location. Name of library. Founded. Class. 1 Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. j 1 2 3 4 5 G ‘ 8 9 NEW HAMPSHIRE— continued. 3764 Public High School . 1870 Sch ... F. T. i Fr. B. 1,450 3765 . do . Public Library . 1867 Gen .. 0. T. F. B. 22, 959 3766 Free Public Library . 1892 Gen .. F. T. F. B. 1,213 3767 Whipple Free Library . 1888 Gen .. F. C. F. B. 2,110 3768 New Hampton.... Gordon-Nash Library . 1895 Gen .. 0. C. F. B. 13, 000 3769 . do . New Hampton Literary and Sch... F. C. Fr. R. 12, 000 Biblical Institution. 3770 1892 Gen .. 0. T. F. B. 3, 075 3771 Colby Academy . 1853 Sch . . . F. C. Fr. B. 4,000 Newmarket . Town Library . 1850 Gen .. F. T. F. B. 6,000 3773 1888 Gen . . 0. H. F. B. 6, 728 3774 1892 Gen .. R. T. F. C. 1,085 3775 North Hampton .. North Hampton Library . 1892 Gen .. F. T. F. B. 1,000 3776 North Haverhill . . North Hayerhill Library . 1899 Gen .. R. C. S.Fr. C. 1,522 3777 North wood Center Coe’s Northwood Academy .. 1867 Sch... F. C. Fr. B. 1,200 3778 . do . Northwood Public Library... 1893 Gen .. R. T. F. B. 1,100 3779 North w'ood Nar- Northwood Public Library... 1892 Gen .. R. T. F. C. 1,150 rows. 3780 Northwood Ridge. Albion Knowlton Library.... 1900 Gen .. F. C. F. C. 2,020 3781 Pelham . Free Public Library . 1893 Gen .. 0. T. F. B. 2,349 3782 Pembroke . Pembroke Academy . 1837 Sch . . . F. C. F. B. 1,800 3783 Peterboro . Town Library . 1833 Gen .. 0. T. F. B. 10, 688 3784 Pittsfield . Public High School . Sch... F. T. Fr. B. 1,000 3785 Plymouth . Holderness School . 1879 Sch . . . F. C. Fr. B. 1,700 3786 . do . Public Library . 1873 Gen .. 0. T. F. B. 3, 584 3787 . do . State Normal School . 1871 Sch... F. T. Fr. R. 5,000 3788 Portsmouth . Portsmouth Athenaeum . 1817 Gen .. 0. C. S. C. 22, 000 3789 . do . Public Library . 1881 Gen .. R. T. F. B. 19, 000 3790 Rindge . Ingalls Memorial Library.... 1893 Gen .. 0. T. D. F. B. 4,250 3791 Rochester . Public Library . 1893 Gen . . F. T. F. B. 9,159 3792 Salem . Public Library . 1894 Gen .. F. T. F. B. 2, 075 3793 Sanborn ville . Wakefield Free Library* . 1895 Gen .. F. C. F. C. 1,000 3794 Seabrook . Brown Memorial Library .... 1893 Gen .. 0. C. F. B. 2,104 3795 Somersworth . Public Library . 1899 Gen .. F. T. F. B. 9,100 3796 Spofford . Chesterfield Town Library ... 1894 Gen .. F. T. F. C. 1,570 3797 Stratham . Town Library . 1895 Gen .. F. T. F. c. 1,896 3798 Sugarhill . N.P. Coburn Public Library.. 1898 Gen .. F. T. Fr. B. 4,200 3799 Sunapee . Sunapee Library . 1892 Gen .. R. T. F. B. 1,034 3800 Suucook . Allenstown Public Library... 1893 Gen .. F. T. F. B. 1,180 3801 . do . Pembroke Public Library .... 1897 Gen .. F. T. F. C. 1,178 3802 Surry . Reed Free Library . 1881 Gen . . F. C. F. B. 3,057 3803 Swanzey . Mount Ctesar Union Library.. 1880 Gen .. 0. C. S. Fr. B. 2, 187 3804 Temple . Mansfield Public Library . 1890 Gen .. 0. T. F. B. 3,009 3805 Tilton . N. H. Conference Seminary.. 1845 Sch . . . F. C. F. B. 3,000 3806 . do . Tilton and N’field Pub. Lib .. 1887 Gen .. 0. T. C. F. C. 4,500 3807 Troy . Public Library . 1891 Gen .. F. T. F. c. 1,030 3808 Wakefield . Public Library . 1894 Gen .. 0. C. F. B. 3, 993 3809 Wa Ipole . Town Library . 1854 Gen .. 0. T. F. C. 7, 952 3810 Warner . Pillsbury Free Library . 1891 Gen .. 0. T. F. B. 8,161 3811 Warren . Public Library . 1892 Gen .. R. T. F. B. 1,180 3812 Washington . Shedd Free Library . 1869 Gen .. F. T. D. F. B. 3,440 3813 Weare . Public Library . 1892 Gen .. F. T. F. B. 1,984 3814 West Lebanon Library Association . 1868 Gen .. F. T. F. C. 1, 575 3815 . do . Rockland Military Academy. Sch _ F. C. Fr. R. 2,000 3816 Westmoreland .... Free Library . 1887 Gen .. F. T. F. B. 1, 802 3817 West Rindge . Branch Library . 1885 Gen .. R. C. x* . B. 1,276 3818 West Swanzey . Stratton Free Library . 1885 Gen .. 0. C. F. B. 2,600 3819 Whitefield . Public Library . 1893 Gen .. F. T. F. B. 5, 796 3820 Wilton . Ministerial Library . 1824 Gen .. F. D. Fr. B. 1,169 3821 Wilton . Public Library . 1890 Gen .. F. T.C. F. B. 5,964 3822 Winchester . Public Library* . 1813 Gen . . 0. T. F. B. 4,067 3823 Windham . Nesmith Library . 1871 Gen .. 0. D. F. B. 3,465 3824 Wolf boro . Brewster Library . 1890 Gen .. 0. T. F. C. 1,000 3825 Woodsville . Free Public Library . : 1894 Gen .. 0. T. F. B. 3, 400 * Statistics of 1900. |i PUBLIC, SOCILTY, AND SCHOOL LIBSAKIES, 905 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Keceipts from— Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 IS 14 15 16 17 18 19 63, 082 $5, 000 5^500 S5, 500 Hn rriet From hie . 63 753 21 21 Delia H. Osgood . A . A . A twnod . 1,600 4, 100 ■SI, 500 1, 500 $40, 000 T.ewis P. Bickford 239 3,040 125 130 1,000 $3, 500 Lvdia S. Coleman . Mrs. M. M. Ashmore _ 300 300 Irving T. George . 234 10, 229 1,200 1,200 22, 800 Anne Parmelee . 98 d, 280 150 153 E. G. Kelly . 2, 600 L. W. Fogg . 64 25 Mav li. Southard . 491 15 895 Edwin K. Welch _ 50 2, 500 76 37 40 i S. Marie Watson . Gertrude E. Towle . ICO 348 2,329 150, 157 6,000 Mary E. Hobbs . 603 13, 695 800 250 1,050 20, 000 Eva E. Coffin . 32 465 Loi'in Webster . 421 162 10, 881 300 351 500 Bessie Fox . 500 I’ooo 150 2,857 500 18, 000 10, 000 Annie S. Hanscome . 1,716 966 40, 622 2,700 540 3,380 15,175 Robert E. Rich . 100 250 3, 520 250 182 432 5, 000 12, 000 Emma E. Miller . 500 936 32, 657 1,500 1,500 1,000 Lillian E. Parshlev . 564 83 5, 256 178 18 204 Susan A. Cluff _ *. . 450 2,096 150 R. B. Brown . 500 1,584 18, 678 430 500 35 1,083 Frances D. Hurd . 1,488 100 100 Jennie M. Rice . 43 64 64 Lottie G. Smart . 200 11,874 600 14 657 Florence L. Batchelder. . 12 14 1, 196 100 133 .Tennie Cross . 77 2,517 79 82 A. W. Sullivan . 110 5,000 196 196 M. Henrv Knox . 400 60 4,160 45 90 140 2,800 Francis F. Field . 68 1,600 19 Flora E. Newell . 60 2, 200 50 52 1,000 Mary L. Hayward . 100 100 500 40 550 Sara, M. Sweet . 400 170 175 Emely L. Turner . 290 3, 060 150 232 O O 6,000 Alice C. Milliken . 243 8, 192 400 426 8, 000 Frances M. Sabin . 627 250 8, 933 399 102 501 15, 000 Mary B. Harris . 90 2,229 75 75 Mrs. G. M. Williams . 60 2,500 Albert T. Wright . 2, 840 110 110 Eva B. Simons . 50 1,500 65 Anna M. Burton . 2,465 Carrie E. Bryant . 25 50 800 Mrs. H. E. Wetherbee _ 1 1,107 5 5, 000 W. N. Sparha w k . 200 12 894 500 508 Helen G. Sartwell . 30 30 11 11 378 J. F. Kimball . 269 300 130 430 3,000 Mary N. Abbot . 215 500 609 15,000 78 1,835 100 102 2,000 6,000 Josie B. Nesmith . Inez A. Brewster . 100 375 7,470 67 150 286' 1 6.000 Mrs. F. A. Gray . 3764 3765 3766 3767 3768 3769 3770 3771 3772 3773 3774 3775 3777 3778 3779 3780 3781 3782 3783 3784 3785 3785 3787 3789 3790 3791 3792 3793 3794 3795 3796 3797 3798 3799 3800 3801 3802 3803 3804 3805 3806 3807 3808 3809 3810 3811 3812 3813 3814 3815 3816 3817 3818 3819 3820 3821 3822 3823 3824 3825 906 EDUCATION REPORT, 1903, Public, society, and school libraries in the United [Column 5: Building— O, owned; R, rented; F, furnished free. 6: Supported by— T, taxation; R, reference; Location. Name of library. Founded. Class. Building— Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 3 4 5 6 7 8 9 NEW JERSEY. 3S'’6 1898 Gen . . 0. T. F. B. 3,500 3827 . do . Public School . 1894 Sch... F. D. Fr. B. 1,931 1902 Gen .. 0. T. F. B. 2,680 3829 Public High School . Sch... F. T. Fr. B. 1,000 3830 Public High School . Sch . . . F. T. Fr. B. 2,500 3831 Basking Ridge.... Free Circulating Library . 1898 Gen .. F. D. F. B. 1,241 ;3832 1890 Gen . . 0. T. F. B. 12, 354 3833 1903 Gen .. R. D. F. B. 1,200 3834 Blairstown . Blair Presbyterial Academy.. 1839 Sch . . . F. C. Fr. R. 2, 000 3835 Bloomfield . German Theol. Sch. of Newark 1875 Theo . F. D. Fr. R. 8,000 3838 . do . Jarvie IMemorial Library . 1902 Gen .. 0. C. S.Fr. B. 6,601 3837 . do . Public High School . 1871 Sch... F. T, Fr. B. 1,000 3838 . do . Watsessing Free Public Lib.* 1886 Gen .. 0. C. F. B. 2,200 3839 1893 Gen .. 0. C. S.Fr. C. 2, 752 3840 Bordentown . Bordentown Military Inst. 1885 Sch... F. c. Fr. R. 1,200 (Woodward Memorial Lib.) Sf^l . do . Public Library* . 1880 Soc ... R. c. S. C. 1,800 3842 . do . .• - Women’s Christian Temper- 1880 Soc . . . R. c. Fr. B. 1, 850 ance Union. 3843 Bound Brook . Public Library . 1896 Gen . . 0. c. F. B. 1, 700 3844 Bridgeton . Library Association . 1901 Gen . . 0. c. S. B. 3, 500 3845 . do . South Jersey Institute . 1869 Sch... F. c. Fr. R. 3,000 3818 . do . We.st Jersey Academy . 1852 Sch . . . F. c. Fr. B. 2,000 3847 . do . Y. M. C. A. Library* . . Y. M.. R. c. Fr. B. 2,500 3848 Burlington . Library Company . i757 Gen .. 0. T. F. B. 15, 910 3849 Caldtvell . Public Library . 1894 Gen . . F. C. S. Fr. B. 1,060 3850 Camden . Camden County Bar Assoc ... 1881 Law . . R. c. S. R. 5,113 3851 . do . Free Public Library . 1898 Gen .. F. T. F. B. 7,500 3852 . do . North Baptist Church . 1886 Gen .. O. C. S. Fr. B. 4, 156 3853 . do . Pyne Poynt Library . 1898 Gen .. 0. C. F. B. 4,000 3854 Cape May . Public High School . 1888 Sch... F. T. S. Fr. R. 1,‘200 3855 Chatham _ _ _ Circulating Library . 1876 Gen . . F. C. S. Fr. 1 Ik 2, 800 3856 Clinton . Grandin Library . 1899 Gen .. 0. c. S. Fr. i B- 1, 164 3857 Convent Station .. College of St. Elizabeth . Sch... F. c. Fr. R. 7, 000 3838 Cranford . Cranford Library . 1895 Gen .. R. c. S. Fr. B. 2, 600 3859 . do . Grant High School* . 1888 Sch . . . F. T. F. B. 1,110 3860 Dover . Public Library . 1902 Gen . . F. C. F. B. 1,000 3861 . do . Public School . Sch . . . F, T. D. Fr. B. 1,000 3862 East Orange . Ashland Library . 1891 Sch... F. T. C. F. B. 1,000 3863 . do . i Free Public Library . 1900 Gen .. O. T. F. B. 12, 000 3861 . do . 1 Public High School . 1891 Sch... F. T. Fr. B. 3, 000 3865 El heron . Elberon Library . 1900 Gen .. R. C. S. Fr. B. 1,000 3866 Elizabeth . Pub. Lib. and Reading Room. 1887 Gen .. R. D. p. B. 9,494 3867 . do . Public School, No. 2 . 1881 Sch . . . ! F. T. Fr. B. 1,465 3863 Englewood . Free Public Library . 1901 Gen .. ! 0. T. D. F. B. 8,500 3860 Flemington . Public Library . 1899 Gen .. ' R. C. S. Fr. C. 2,720 3870 Florence . Florence Library* . 1872 Gen . . I 0. C. F. C. 1,050 3871 Fort Lee . Hnljr Angels Collegiate Inst.. 1890 Gen .. ! F. c. S. R. 3, 000 3872 F reehold . King’s Daughters' Library ... 1899 Gen .. 1 c. S. Fr. B. 1,500 3873 . do . New Jersey Military Acad _ Sch . . . F. c. Fr. R. ‘ 1, 780 3871 . do . Public High School . 1875 Sch . . . 0. T. Fr. B. 1,000 3875 Oarfield . Public School . 1885 Sch ... F. T. D. F". C. 1,262 3.876 Glen Ridge . Glen Ridge Library . . 1892 Gen .. R. C. S. Fr. C. 4,000 3877 Hackensack . Johnson Public Library . 1901 Gen .. 0. T. F. B. 8,820 3878 Ilackettstown _ Centenary Collegiate Inst . . . . Sch... F. C. Fr. R. 1,000 3879 . do . Public School . 'i897’ Sch... F. T. D. Fr. B. 1,000 3880 lladdonfield . Haddon Atheneum and Free 1887 Gen .. 0. C. S.Fr. B. 2, 500 Reading Room Association. 3.881 . do . Haddonfield Training School . 1886 Asy... F. T. F. B. 1,200 38,82 Hightstown . Peddie In.st.(Longstreet Lib.) . 1879 Sch... 0. C. Fr. B. 7,000 3883 III! ton . Public School . 1883 Sch ... F. T. F. B. 2,500 38,84 Hoboken . Fenclon T.ihrary . . 1876 Sch ... F. C. F. B. 1,010 3885 . do . Free Public Librarv . 1889 Gen .. 0. T. F. B. 26, 566 3886 . do . Hoboken Academy* . Sch . . . F. C. Fr. R. 1,000 3887 . do . Sacred Heart Academy . 1875 Sch... F. C. Fr. R. 1,000 3888 . do . Stevens Inst, of Technology.. 1873 Col ... F. c. F. R. 9,000 3889 . do . Y. M. C. A. Railroad Dept . 1889 Y.M.. R. c. S. B. 2, 500 =>'■ Statistics of 1900. PUBLIC, SOCIETP, AND SCHOOL LIBRARIES. 907 Slates of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets, Volumes added during year. Books issued for home use. Receipts from— Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. G o G Public ap¬ propria¬ tion. a) t> +3 M OTD G a Sh PM 10 11 12 13 14 15 IG 17 IS 19 267 581 1,685 46 15, 611 4,175 25, 355 $1,200 100 7,760 $1,228 387 7,760 50 $15,000 Henry P. Pierrepont _ $20 10 H. H. Young . 58 1,173 200 212 2, 136 47, 211 500 231 5, 150 150 Mary B. Barkalow 300 4, 901 50,000 ISIrs. Herman Stees . D. E. Filson . $500 57, 000 Chas. T. Hock, Ph. D.... Ono Mary Imhoft’ . 1,511 30, 062 $2, 607 4,920 90, 000 250 800 4,072 9,999 247 984 2,100 6,000 320 5, 000 Anna E. Thibou . Archibald Styer . 225 108 1, 757 1,250 75 . 108 Carrie T. Singleton . Katherine T. Cone . 200 4,500 Emma V. Waller . 350 93 247 800 336 100 80 17, 800 1,163 600 10 600 58 1,-524 Lydia Weston . C. E. Hedden . John Meirs . 58, 254 200 8,309 7, 7-58 533 1,000 113 30 100, 000 Mary An derson . 150 30 F. PI. Hain . 1,.500 3, 614 Robert TJttiejohu . . 192 Carrie Todd . 453 May D. Bradley . 50 208 1.000 '160 59 1,978 7,198 4,601 5,200 46, 275 2, 625 625 21,817 4,277 24, 797 7, 666 110 981 110 51 5,000 PI. A. Breese . 30 30 10 J. Ploward Hulsart . Clarence E. Morse . 5,000 50, 000 Sarah S. Oddie . 70 698 1, 243 20 2,451 553 ■ 391 20 697 1, 655 1 . IMarie Louise Prevost. . . . N. W. T’pflse _ 10 2,100 10 i . I . . 10, 666 Harriet R. Prosser . Elizabeth Van Liew . 300 1 . 250 50 50 40 142 Sister Marv Norma . 1 . 1 ... . 1 34 25 ISO 794 5, 380 40 30 40 115 734 2,240 _ i _ Ellsworth Shafto . Abbie S. Fuller . 865 62, 751 1,576 Mary Boggan . . 35 12 200 . 1 . 10 40 394 i . 250 75 75 100 102 2, 675 7,200 1 . ! 2, 000 C. H. T.n.wrenre 1 'Mfirp'aret B.nneroft 2, 250 700 423 523 20 1 . 16,000 ISIarie F. Wait . 200 50 2,-600 10 -Tarnps) PI IVat-Sinn i . 124,771 9 928 10, 944 75, 000 Ph"' TTnttiPld 1 1 . H F. Raetz . 1 . i,630 1 . ;... John G. Percy . 3826 3827 3828 3829 3830 3831 3832 3833 3834 3835 3836 3837 3838 3839 3840 3841 3842 3843 3844 3845 3846 3847 3848 3849 3850 3851 3852 3854 3855 3853 3857 p858 3359 3860 3861 3862 3863 3864 3865 3866 3867 3868 3869 3870 3871 3872 3873 3874 3875 3876 3877 3878 3879 3880 3.881 3882 3884 3885 3886 3.v7 3888 3889 908 EDUCATION EEPORT, 1903. Public, society, and scltool libraries in the United [Column 5; Building— O, OAvned; R, rented; F, furnished free. G; Supported b}'— T, taxation; R, reference; Location. Name of library. Founded. Class. Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 6 6 7 8 9 NEW JERSEY— con. 3890 Jamesburg . N. J. State Home for Boys * .. 1865 Sch . . . 0. T. Fr. C. 1,000 3891 Jersey City . Free Public Library . 1889 Gen .. 0. T. F. B. 85, 052 3892 . do . Public High School . 1872 Sch . . . F. T. Fr. B. 1,447 3893 . do . St. Peter’s College . 1872 Col . . . F. C. Fr. R. 10, 300 38^fl Kearney . New Jersey Home for Dis- 1866 State . F. T. F. B. 5,000 abled Soldiers. 3895 1893 Gen .. F. C. S.Fr. B. 3,625 389G Lambertville . Stryker Library Association.. 1882 Gen .. R. c. F. B. 4,000 3897 Lawrenceville .... Lawrenceville School . 1810 Sch... F. c. Fr. B. 5, 200 3898 G en . . F. T. D. F. B. 1,000 3899 Livingston . Public School Library* .1 _ 1890 Sch . . . F. T. F. B. 1,330 3900 Long Branch . Chattle High School . 1885 Sch... F. T. Fr. B. 1,000 3901 . do . Free Reading Room and Cir- 1878 Gen .. 0. C. Fr. B. 6,000 culating Library. 3902 Sch... F. T. Fr. B. 1,023 3903 Madison . Drew Theological Seminary.. 1868 Theo . 0. C. Fr. B. 78, 091 3904 . do . Public High School Library *. Sch . . . F. T. Fr. B. 1,600 3905 . do . Public Library . . 1899 Gen .. 0. C. F. B. 6,423 3906 . do . Young Men’s Christian Assoc. 1873 Y. M.. R. C. S.Fr. B. 1,000 3907 Mata wan . Free ITiblic Library . 1903 Gen .. R. T. F. B. 2, 795 3908 Merchantville .... Public Library . 1893 Gen .. F. C. S. C. 1,574 3909 Metucheii . Public Library . 1885 Gen .. 0. c. F. B. 1,150 8910 Millville . Lib. and Reading Room Assoc . 1864 Gen .. R. c. S.F'r. B. 3, 300 3911 . i . . .do . Public School . . . Sch... F. c. Fr. B. 1,257 3912 Montclair . Cloverside School . 1891 Sch ... F. c. s B. 3,000 3913 . do . Free Public Library . 1893 Gen .. 0. T. F. B. 10, 955 3914 . do . Military Academy . 1901 Sch... F. c. Fr. B. 1,000 3915 .....do . Public High School . Sch... F. T. Fr. B. 2, 975 3916 Moorestown . Free Library . 1853 Gen .. 0. C. F. B. 2,400 3917 . do . Public School . 1892 Sch... F. T. F. C. 1,901 8918 Morristown . Library and Lyceum * . 1878 Gen .. R. C. S. B. 22, 000 3919 . do . Morristown School . 1898 Sch... F. c. Fr. B. 3,500 3920 . do . Public School* . 1898 Sch... F. T. F. B. 2,000 3921 . do . Y. M. C. A. Library . 1874 Y. M.. F. C. S. Fr. B. 1,800 3922 Mount Holly . Burlington County Lyceum 1876 Gen .. R. c. S. B. 6, 500 of Hist, and Nat. Sci.* 3923 . do . Public School . 1896 Sch... F. T. Fr. B. 1,248 3924 Newark . Board of Trade . 1868 Mer .. R. C. S. R. 2,500 3925 Newark (Sta. E.).. Ea.st Newark Free Pub. Lib .. 1899 Gen .. F. T. F. B. 1,413 3926 Newark . Essex County Lawyers’ Club. 1880 Law .. R. C. s R. 3, 000 3927 . do . Free I^ublic LibrarV . 1888 Gen .. 0. T. F. B. 87, 501 3928 . do . Kearney High School . Sch _ F. T. Fr. B. 1,500 3929 . do . Newark Seminary . 1881 Sch... F. C. Fr. B. 1,000 3930 . do . New'ark Technical School .... 1885 Sch... F. T. Fr. B. 1,450 3931 . do . New Jersey Historical Society 1845 Hist . . R. C. S. Fr. R. 23, 000 3932 . do . Prudential Ins. Co. Law Lib.. 1892 Law .. F. c. S. R. 7,000 3933 . do . St. Benedict’s College . 1868 Col ... F. c. Fr. R. 9, 000 3934 . do . St. Patrick’s Cathedral . 1853 Gen .. F. c. S. C. 1,400 39l)5 . do . Townsend’s (Miss) School for Sch... F. c. Fr. R. 1,800 Girls. 3936 . do . Young Men’s Catholic Assoc . 1856 Soc... F. c. S. B. 1,250 3937 . do . Young Men’s Christian A.ssoc. 1881 Y. M.. F. c. S. B. 1,150 3938 New Brunswick .. Anable’s t Misses) School . 1883 Sch . . . F. c. Fr. R. 1,000 3939 . do . Free Public Library . 1883 Gen . . 0. T. F. B. 18,069 8940 . do . Public High School (Dcshler Sch... F. T. F. B. 3,500 Memorial Library). 3941 . do . Rutgers College . 1766 Col . . . 0. C. Fr. B. 45, 655 3942 . do . Theological Seminary (Gard¬ 1870 Theo . 0. c. F. B. 47, 000 ner A. Sage Library). 3943 New Orange . Upsala College . 1893 Sch . . . F. c. F. B. 2,000 3941 Newton . (k)llegiatc Institute . Sch... F. c. Fr. R. 1,000 3945 . do . Dennis Library . 1860 Gen .. o. c. S.Fr. B. 10, 000 3946 Nutley . Public High School . Sch... F. T. F. B. 1,600 8947 Ocean Grove . Public High School . Sch... F. T. Fr. B. 1,688 3948 Orange . Free Library . isso" Gen .. 0. C. F. B. 19, 428 3949 . do . High School* . Sch... F. T. F. B. 1,500 3950 . . do . New England Society* . Soc. .. R. C. F. R. 1, 500 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRAEIES, 909 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. S: C, circulatinsr; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 50 9, 086 435, 212 828, 437 $29, 747 8300, 000 K. E. Burdick 100 1;;;;;;:;; 1 300l _ 1 Ennis (4. (Inssnn 141 6,262 356 K. A. O’TiParv 300 875 675 81,700 Mary A. Laubenstine. 300 150 456 2, 503 250 i;. A. Franklin Ross . 75 . 810 50 30 '300 ■ ■ ■ 10 20 1 . . i . ■ . ■■'! 125 5, 000 263 INIrs. E. E.Woollev . i 7,493 20 70 R. Tj. Powell . 63, 258 7, 668 15, 000 700 3,612 17, 000 90, 000 1 . 300 700 28, 066 . 60, 000 Bertha S. Wildman . 200 300 300 Edith .Johnson . 170 127 Ellen G. Gunnison . 2, 289 450 Ruth Thomas . 100 150 2,336 483 Hannah H. Chew . 2,105 Mabel M. McHenry . 1 1,400 922 44, 053 3, 700 3, 700! S. Augusta Smith . 300 986 150| C. A. Smith . 228 250 402i Ida L. Wilcox . 115 2,854 360 1,800 Anna M. Kaighn . 172 6, 040 80 80 471 Mabel E. Hollinshead. .. 300 12, 754 i 595 100 100 j 681 J. S. Galbraith . 100 200 144 100 1, 788 70 135 3, 725 650 10, 600 Anna Hilj’ard Deacan _ 13 3, 755 30 30 60 Maude H. Folwell . 3,000 Jas. M. Reilly . 219 443 1, 760 1,000 100 1,150 Geo. A. Bond . 130 Jav Herbert Reid . 10, 308 430, 855 43, 440 46, 029 315, 000 J. C. Dana . 100 15 Anna F. Whitmore . 122 25, 000 800 . 1 F. M. Tichenor . 100 100 42 100 50 M. A. Donnelly . 20 30 T. J. Rvan . 25 George S. Lawson . Alisses Anable . 484 56, 001 3,170 3, 170 50, 000 Cornelia A. See . 25 1,000 100 100 5, 000 1, 135 3, 708 4,422 21,000 60, 000 Irving S. Upson . 8, 511 526 65, 000 John C. Van Dyke . 700 97 674 A. R. Wallin . 300 450 2,310 10, 000 25, 000 Laura L. Cousen . 1^10 140 A. B. Meredith . 196 3,712 53, 424 4, 970 110, 000 Elizabeth H. Wesson _ 3890 3891 3892 3893 3894 3895 3896 3897 3898 3899 3900 3901 3902 3904 3905 3906 3907 3908 3909 3910 3911 3912 3913 3914 3915 3916 3917 3918 3919 3920 3921 3922 3923 3924 3925 3927 3928 3929 3930 3931 3932 3933 3934 3935 3936 3937 3938 3939 3940 3941 3942 3943 3944 3945 3946 3947 3948 3949 3950 910 EDUCATION EEPORT, 1903, Public, society, and school libraries in the United [Column 5: Buikling— O, owned; Tl, rented: F, furnished free. C; Supported by— T, taxation; R, reference; Location. Name of library. 1 Founded. I Class. Building — Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. • 2 3 1 * 5 G 7 8 9 NEW JERSEY— con. 3951 Passaic . Public Librarv . 1887 Gen .. F. T. F. B. 14, 660 3952 Free Public Librarv . 1885 Gen .. R. T. F. B. 15, 436 3953 . do . Graves’s (Miss) English and' Sch... F. C. Fr. R. 1,100 Classical School. 1 3954 Paulsboro . Greenwich Township Free 1901 Gen .. R. T. F. B. 1,600 Public Librarv. 1 3955 Pennington . Librarv Association . 1876 Gen .. R. C. S. B. 1,000 3956 Perth Amboy . Public Library . 1896 Gen .. 0. T. F. C. 4, 959 3957 1 i Sch... F. T. Fr. B. 3, 148l 3958 1 . i Sch... F. C. Fr. R. iloool 3959 . do . Public High School . 1868 : Sch... F. D. Fr. R. 1, 500 3960 . do . Public Library and Reading 1881 Gen .. 0. T. F. B. 26, 595 Room. 3961 1 Sch... F. T. F. B. 1, 400 3962 Point Pleasant _ Free Librarv . ! 1894 Gen .. 0. T. F. B. l’,700 3963 Poinpton . De Mille School Librarv * . . . . 1 1892 Gen .. F. C. Fr. B. 3,000 3964 Princeton . Free Lending Librarv* . 1 1897 Gen .. R. C. F. B. 1,400 3965 . do . Ivv Hail Library . 1872 Gen .. F. c. S. C. 4,036 3966 1 . Sch... F. c. Fr. B 1, 000 3967 . do . Princeton Theological Sem .. 1812 Theo . 0. c. F. B. 72! 000 3968 . do . Princeton Universitv . 1747 Col . . . 0. c. F. B. 174,270 3969 . do . American Whig Society .. 1789 C. Soc. F. c. F. B. 12, 500 3970 . do . Cliosophic Society . 1765 C..SOC. F. c. s B. 10, 200 3971 . do . E. 1\I. Museum . 1880 Sci.... F. c. Fr. R. 2, 000 3972 . do . Philadelphian Society _ Y. M . . 0. c. F. B. 1,000 3973 . do . Public High School . Sch . . . F. m 1 . Fr. B. 1,CC0 3974 Rah wav . Librarv Association . 1864 Gen .. 0. c. S. Fr. B. 16,000 3975 Red Bank . Librarv Companv . 1878 Gen .. R. c. Fr. B. 3! 500 3976 . do . Public School . Sch... F. T. F. B. 1 019 3977 Ridgefield . Public School . 1895 Sch . . . F. T.D. F. B. 1,056 3978 Ridgefield Park . . . Free Public Library . 1894 Gen . . R. T.D. F. B. 2,. 500 3979 Ridgewood . Public Librarv . 1898 1 Gen .. R. C. S. Fr. C. 3,000 3980 Riverton Free T.ihrnrv 1899 Gen F c F. B 2, 909 3981 Rutherford . EastRutherford Free Pub. Lib. 1901 1 Gen !. F. c. F. b! l’,946 3982 . do . East Rutherford Public Sch .. 1896 1 Sch... F. T.D. F. B. 1,400 3983 . do . Park Avenue School Lib.* _ Sch . . . F. C. F. B. 1,200 3984 . do . Public Librarv . 1894 Gen .. 0. C. F. B. 3,667 3985 Salem . Salem Librarv Companv *. . . . 1804 i Gen .. 0. C. F. B. 11,660 3986 Scotch Plains . Free Public Library . 1889 1 Gen .. R. D. F. B. 1,313 3987 . do . Public School . 1 1890 Sch . . . F. T. F. B. 1,200 3988 Shrewsbury . Shrewsbury Ta'hra.rv _ 1861 Gen .. 0. T. C. Fr. B. 2, 500 3989 Somerville . Public Library . ! 1871 Gen .. 0. D. S.Fr. B. 8,513 3990 South Amboy . Public School . ! 1880 Sch... F. T. F. B. 1,049 3991 South Orange . Free Public Circulating Lib. . i 1886 Gen .. 0. C. F. B. 6,970 3992 . do . Seton Hall College . 1856 Col ... 0. C. Fr. R. 40, 000 3993 Summit . Kent Place School . ' Sch ... F. C. Fr. B. 2, 500 3994 . do . Public High School . ! Sch... F. T. Fr. B. 1 , 200 3995 . do . St. George’s Hall . . i Sch... F. C. Fr. R. 1,090 39% Tenafly . Public School . ! Sch... F. T. D. F. B. 1,501 3997 Toms River . Library of Christ Church *. ... 1885 Gen .. R. C. F. B. 1,500 3998 Trenton . Catholic Club . { 1891 Soc ...' 0. C. S. R 1,000 3999 . do . Free Public Library . 1900 Gen .. O. T.C. F. B. 25, 720 4000 . do . Public High School . 1 1874 Sch... F. T. Fr. B. 1,000 4001 . do . St. Francis College . 1898 Sch . . . F. C. Fr. R. 6, 850 4002 . do . State Hospital (Anne Robin- 1880 Asy... F. D. Fr. R. 4, 000 .son Library). 4003 . do . State Librarv . 1796 State . F. T. F. R. 65, 000 4004 State Normal and Jlodel Sch. 1,893 Sch ... F T Fr B 4 600 4005 . do . State Prison . 1836 Asy.'!! I f! t! Frl r! 3! 500 4006 . do . State School for the Deaf . 1873 Asv ... ! c. F. R. 3,100 4007 Tuckerton . Tuckerton Library . 1862 Geh .. 0. c. S.Fr. c. 1,200 4008 Vincentown . Public Library . 1867 Gen ..j c. F. B. 1,500 4009 Vineland . Free Public Library . 1901 Ge% ..! f! T. F. B. 5,035 4010 . do . Hist, and Antiquarian Soc... 1864 Hi" .. 0. c. Fr. R. 6,600 4011 . do . Public High School . 1892 Sch... F. T. D. Fr. B. 2,000 4012 Weehawken . Free Public Librarv . 18,87 Gen .. f. T. F. B. 5, 683 4013 . do . Public School No. 2 . 1898 Sch... F. 1 T.D. F. C. 1, 324 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBKARIES, 911 States of 1,000 volumes and over in 1003 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free f .-r reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 12 13 14 15 16 17 18 19 3,826 75, 097 15, 020 15, 587 Miss J. M. Campbell . 8951 10, 287 65,545 ®10, 000 10, 698 G. F. Winchester . 3952 8953 200 600 7,000 Nellie Silver 3954 57 80 3955 Nathalie E. Winser... 3956 3957 3958 3959 1,595 45, 633 4 489 6, 233 ^25,000 3960 90 120 120 Hower T. Marnette . 3961 90 3,513 100 210 500 3962 1 . 3963 80 60 3964 300 3965 3966 28,800 1,590 to 000 3, 345 1 ®64, 000 3967 50,000 10,181 25, 940 5,999 42, 575 E. C. Richardson . 3963 50 Percv H. Henry . 3969 100 100 G. B.'Duffield . 3970 3,000 25 3971 25 70 20,000 P. H. Henry . 3972 1 . 3973 15, 600 300 1 16,000 Mrs. Aaron Dean . 3974 50 200 8,000 404 Elizabeth Cooper . 3975 50 2, 830 40: 110 S. V. Arrov/smith . 3976 50 369 2, 210 20 242 3977 150 75 1,500 100 130 Lillian Higgins . 3978 100 615 Helen D. Buck . 3979 318 13, 460 653 Elizabeth B. Campbell.. 3980 250 6, 263 850 Emma R. Ver Nooy .. 3981 120 7, 000 20 65 3982 250 15 3, 100 3983 286 17,140 500 1,300 Henrietta Wolcott . 3984 319 9,076 5, 000 12, 000 3985 75 50 1,946 400 Mrs. De Forest Thomas.. 3986 30 876 20 20 3987 400 58 1,000 25 261 600 Anna V. Jennings . 3988 200 400 10, 000 R. M. Anderson . 3989 48 2, 143 40 40 3990 396 22, 134 50 1,000 10, 000 Roberta F. Watterson _ 3991 5,000 3992 3993 3994 3995 373 4,180 20 41 R. S. Maugham . 3996 400 i 3997 200 200 1 13,000 Richard J. Carey . 3998 600 7,916 185, 426 12, 000 900 22, 607 00 ' to o 100,000 Adam J . Strohm . . 3999 150 4000 1,000 50 1 Rev.Chas.A.Oppenheim. 4001 200 300 300 5, 000 4002 3,000 8, ICO' 8, 100 Henrv C. Buchanan . . 4003 Martha F. Nelson . 4004 300 4005 500 4006 100 22 600 . . 29 500 Eliza Stewart. . 4007 6 S.S. Herbert 4008 280 18,049 825 1,178 D. 0. Kellogg . 4009 3, 200 500 320 1,000 Fr a n k D , A n d re ws . 4010 200 160; 310 4011 367 242 16,040 l,4b3 1,483 Ida F. Rogers . 4012 300 121 3,200 . 10 25 F. A. Balch . 4013 912 EDUCATION REPORT, 1903, Puhlic, society, and school libraries in the United [Column 5: Building— O, owned; R, rented: F, furnished free. 6: Supported by— T, taxation; R, reference; Location. Name of library. Founded. Class. Building— Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 5 G 7 8 9 NEW JERSEY— con. 4014 Westfield . 1877 Gen .. R. C. S. Fr. B. 4,166 4015 West Hoboken .... Free Public Library . 1897 Gen .. 0. T. F. B. 4, 172 401G . do . Public School . 1884 Sch... F. T. D. Fr. B. 2,000 4017 . do . St. Michael’s Passionist Mon- 1861 Theo . F. C. Fr. R. 10, 000 asterv. 4018 Public High School . 1886 Sch... F. T. D. F. B. 2,500 4019 Wharton . Post Oram Public Library. . . . 1892 Gen .. F. C. F. B. 1,400 4020 Whippany . Roberts Memorial Library. . . . 1893 Gen .. 0. C. F. B. 2,000 4021 Woodbine . Baron de Hir.sch Agricul. Sch. 1894 Sch... F. D. F. B. 2,155 4022 1877 Gen . . 0. C. S. Fr. B. 4,000 4023 Woodbury . Deptford lust. Free Library .. 1893 Gen .. F. T.D. F. B. 5, 800 4024 . do . Sch... F. T. F. B. 1,000 4025 Pilesgrove Library Association : 1858 Gen .. F. C. S. B. 2, 300 NEW MEXICO. 4026 1901 Gen .. 0. T. F. B. 2, 780 4027 . do - . University of New Mexico. . . . 1892 Col . . . F. T. Fr. B. 5, 000 4028 Gar. . . F. T. Fr. B. 1,820 4029 Las Vegas . New Mexico Normal Uniy....j 1888 Sch... F. T. F. R. 1,960 4039 . do . Revista Catolica Library . 1 1875 Theo . 0. C. Fr. R. 4, 000 4031 1 Mesilla Park . New Mex. Col. of Agriculture 1890 Col . . . F. T. S.Fr. B. 9, COO and Mechanic Arts. 4032 Sirntfl Fe 1885 Sch . . . F. c. S. B. 2,700 4033 . do . Public Library . 1895 Gen .. F. C. F. C. 1,800 4034 1859 Sch . . . F. C. Fr. R. 2, 300 4035 . do . Territorial Library . 1850 Law . . F. T. F. R. 10, 750 4036 Silver City . New Mexico Normal School.. 1896 Sch... F. T. Fr. R. 3, 251 NEW YORK. 4037 1 Adams . Free Library . 1900 Gen .. R. T.C. F. B. 1,627 4038 . do . Public Higli School . 1 1869 Sch... F. T. F. B. 1,000 4039 Addison . Public FTigh School . 1 . Sch . . . F. T. Fr. B. 1,500 4040 . do . Public Library* . 1 1850 Gen .. R. T. F. B. 4,000 4041 Afton . Public High School . 1870 Sch... F. T. F. R. 1,700 4042 A 1 ban y . Academy of the Holy Names Sch... F. C. Fr. B. 1,375 4043 . do . Albanv Academy . _ Sch... F. C. Fr. B. 1,100 401 i Albany (155 Wash¬ Albany Female Academy . . . . 1 Sch . . . F. c. Fr. B. 2,915 ington ave.). 4015 Albany . Albany Institute and Histor¬ 1793 Soc ... 0. C.D. S. B. 8, 000 ical and Art Society. 4046 . do . Albany Law School . 1883 Law . . F. C. Fr. R. 2, 886 4047 . do . Central Young Men’s Assoc .. 1833 Gen .. 0. T.C. F. B. 21, 899 4018 . do . Christian Brothers’ Academy. 1869 Sch . . . F. C. F. B. 2,700 4019 . do . Court of Appeals . 1869 Law . . F. T. Fr. R. 25, 587 4050 . do . Diocesan Lending Library*.. 1890 Theo . F. C. Fr. C. 1,449 4051 . do . Fern. Acad. of the Sacredlieart 1861 Sch... F. C. Fr. R. 3,935 4052 . do . Free Library . 1 1891 Geu .. 0. T. F. B. 6, 721 4053 _ do . Public School . 1870 Sch... F. T. Fr. B. 24, 580 4051 . do . St. Agnes School . Sch . . . F. C. Fr. B. 4,000 4055 . do . St. Joseph’s Academy * . 1890 Sch... F. C. Fr. E. 1,055 4056 . do . State Law Library . 1818 Law . . F. T. F. R. 70, 290 4057 . do . State Library . 1818 State . F. T. F. R. 493, 898 4058 . do . State Normal School . 1844 Sch . . . F. T. Fr. B. 3,550 4059 . do . Union Free School . 1889 Sch . . . 0. T. F. B. 10, 357 4060 . do . Y. ]M. Christian Association *. . 1857 Y.M .. F. C. S. B. 5,343 4061 . do . Y. M. C. A. (Railroad Dept.) . 1885 Y. M.. F. C. F. B. 1,700 4062 . do . Y. W. Christian Association *. . 1888 Y. W.. F. c. S. B. 1,778 4063 Albion . Swan Librarv’ . 1900 Gen .. 0. T.D. F. B. 8, 188 4061 Alden . Free Library . 1901 Gen .. R. T.C. Fr. C. 1,140 4065 Alexander . Union School and Academy.. 1836 Sch... F. T. F. B. 1,418 4066 Alfred . Alfred University . 1857 Col ... F. C. S. Fr. B. 15, 286 4067 Allegany . St. Bonaventure’s College _ 1859 Col ... 0. C. Fr. R. 8,907 4068 . do . St. Elizabeth’s Academy . 1882 Sch... F. T.C. S. Fr. R. 2, 559 4069 . do . Union and High School . 1885 Sch ... F. T. F. B. 1,500 4070 Amawalk . St. Joseph’s Normal College*. Sch . . . F. T. Fr. B. 3, 000 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES. States of 1,000 volumes and over in 1903 — Continued. 913 C, corporation; D, donations. B, both.] ■; F, free; S, sub.scription; Fr, free for reference. 8; C, circulating; ^ s_: B Receipts from — S fZj Pamphlets. Volumes adc during yea Books issued home use Taxation. Public ap- ])ropria- tion. Productive funds. Total incom is U a; 0 P-( ^ Value librj building. Name of librarian. 10 11 12 13 14 15 16 17 18 19 125 4,894 270 20, 565 $2, 500 2, 500 Mrs. L. H. Parker . 40 7; 500 40 140 Edith Giles . F. Bertrand, C. P . ' 50 200 10, 000 $140 210 E. D. McCollom . 100 128 250 $3, 000 B. E. Adamson . 100 B. Bogla . 589 $2, 090 50 2,113 0 0 0 0 0 0 CO 20, 000 Anthony Schoder _ _ _ 200 13, 903 250 365 Elizabeth R. .Johnson _ 94 2, 119 50 134 Miss Cora Ware . <>19 16, 814 1,000 1,130 50 Julia D. Broun . 792 . i 30 - Edmund J. Vert . _ 6,000 1,012 4,300 2, 300 . 1 2,300 Charlotte A. Baker . 1 12 ^1 200 40 600 600 L. Emmett . O o 350 319 6,140 200 100 353 5C0j 100 1 . * 90 180 R. H. Snyder . . i 161 6, 0251 150 150 . 1 300 200 ! 100 100 209 . . 1 E. L. Elliott . j . i . i 2, 000 . .. .. 100 25 1,914 9,475 Cuvier Reynolds . 573 H. W. Van Allen . 2,390 119, 041 5, 500 5, 905 E. Elizabeth Barker . 213 2, 500 2,500 A. S. Brollev . 53 60 . 800 160 1 . 1,009 2, 004 15 30, 346 ! 2, 800 200 3,303 2,688 50 4, 600 Jane Brower . 608 608 Celia JI. Houghton . 4 100 1,200 297, 648 2. 426 Stephen B. Griswold _ Melvil Dewey .... 17; 461 66, 888 99, 853 99, 853 GOO i 1,000 288 78, 420 8,740 3, 100 500 3,900 1,693 850 100, 000 Maude C. O’ Hagan . 200 100 2, 500 1 . 1 . J. L. B. Sunderlin . 90 27 150 300 624 28, 552 2,161 800 100 800 1,861 15, 000 15, 000 Lillian A. Achilles . 288 100 324 Ellen A. Parker . 250 150 Thos. L. Bump . 8, 701 476 5, 617 100 1, 208 Edward M. Tomlinson . . 1 . 30, 000 Philip J. Waldmann . 1 136 210 260 150 50 50 100 Julia V. Torrev . 1 . 4014. 4015 4016 4017 4019 4020 4021 4022 4023 4024 4025 4026 4027 4028 4029 4030 4031 4032 4033 4034 4035 4036 4037 4038 4039 4040 4041 4042 4043 4044 4045 4046 4047 4048 4049 4050 4051 4052 4053 4054 4055 4056 4057 4058 4059 4060 4061 4062 4063 4064 4065 4066 4067 4068 4069 4070 ED 1903 - 58 914 EDUCATION KEPORT, 1903, Piiblir, socielij, and school libraries in the United [Column o: Building — 0. owned; B, rented; F, furnished free. 0: Supported by — T, taxation; R, reference: L( wation. Name of library. rS i 1 -HST!!:) 1 Building — j Supported by — Free, subscrip¬ tion, or free for reference. Circulation, ref¬ erence, both. Volumes. 1 2 3 4 ! j 5 6 7 8 9 NEW YORK — con. 1 i 4071 Amitvville . Public High School . Sch ... F. T. Fr. B. 1,000 ‘isji' Gen ..! 0. T. F. B. 5 674 4073 Sch . . . F. T Fr. b! 1^500 4074 . do . St. Marv’s Catholic Institute.. 1878 Sch... F. C.' S. i B. 1 3, 200 4075 Public High School . Sch . . . F. T. Fr. ' B. I 1,000 4076 Andover . Free Librarv . IPO.J Gen .. F. T.D. F. , B. 1,255 4077 . do . IS‘^7 Gen . O. T. D. ' F. B 4 290 4078 Annandale . St. Stephen’s College . 1860 , Col . . . (). C. Fr. & IS, 000 4079 Public High School . Sch . . . F. T. Fr. B. 1,400 4080 Public High School . Sell . . . F. T. F. B. 2, 055 4081 . do . Stevens Memorial Librarv ... 1894 1 Gen .. O. D. F. B. 7,817 4n8‘:> Sch . . . F. T. Fr. R. 1, 700 4083 . do . Auburn Prison . 1841 Asy... F. T. Fr. B. ! 5^ 000 4084 . do . Free Lib. of IVomen’s Educa- 18.86 Gen .. F. C. Fr. B. 1,200 tional and Industrial Union. 4085 . do . Sevmour Librarv . 1876 Gen .. 0. T.D. T. B, 17, 000 4086 . do . Theological Sem. (Dodge- , 1821 Theo . 0. C. F. B. 28, 671 Morgan Librarv). 1 1 4087 . do . Y. M. C. A. Librarv * . Y. M.. F. C. Fr. B. 1,000 4088 i798 Sch . . . F. c. Fr. B. 1 3,127 4089 . do . Public Librarv* . 1897 Gen .. R. T.C. F. B. 1,400 4090 . do . Wells College. . 1868 Col ... F. c. Fr. B. 11, 155 4091 . do . 1 Wells School . Sch ... F. c. Fr. B. 1, 500 4092 Avon . Public High School . .'. 1881 Sch'. . . F. T. Fr. B. 1, 453 4093 Babvlon . Public Pligh School . 1892 Sch... F. T Fr B. 1,800 4094 . do . Public Library . Gen... R. C. S. Fr. B. 2, 000 4095 Bain bridge . Public High School . i873 Sch . . . F. T. F. B. 1, 504 4096 Baldwinsville . Free Academv . 1868 Sch . . . F. T. 1 Fr. B. 1,700 4097 Ballston Spa . . . Ballston Public Library 1893 Gen r. . F. T. 1 F. B. 1, 685 4098 do . Public School . Sch . . . F. T. Fr. R. ! 2, 570 4099 . do . Saratoga County Law Li brary . 1813 Law . . F. T. ’ F. R. 2,200 4100 Barneveld . Library Association . 1877 Gen . . . 0. C S. Fr. B. 2,966 4101 , Batavia . N. Y. State Sch. for the Blind. 1867 Asy ... F. f. i Fr. B. 6,027 4102 . do . .St. .Joseph’s Academic School . Sch ... F. C. Fr. B. 1,000 4103 . do . Union School (Dist. No. 2) ...i 1853 Sch . . . 0. T. D. F. B. •12, 854 4104 Bath . Davenport Tahrarv ' 1889 Gen _ 0. D. F. B. 8, 000 4105 . do . Soldiers and Sailors’ Home , 1875 State.. F. T. F. B. 7,000 Library. 4106 Bav Shore . Public High School . Sch . . . F. T. F. B. 1, 530 4107 Beedes . Keene Heights Library Club . 1888 Soc ... ^ 0. 1 C. S. B. 1,700 4108 Belfast . Public School * . '. . Sch . . . F. ^ T. F. B. 1 1, 053 4109 Belleville . Union Academy . 1 1,8:36 Sch ... ; F. T.C. F. B. ! 2,640 4110 Belmont . Free Lib. of Lit. and Hist. Soc. 1 1893 Gen . . . 0. T.C. F. B. ! 3, 700 4111 . do . Ihiblic High School . ' 1888 Sch . . . I F. i T. F. B. 1,571 4112 Bergen . Public High .School . 1893 Sch . . . ! F. T. F. B. 1,300 4113 Binghamton . Central High School . Sch . . . F. ; T. Fr. B. 1,000 4114 . do . City School . 1861 Sch . . . F. T F. B. 12, 282 4115 . do . Lady Jane Grey School . Sch . . . ! F. ' C. Fr. B. 2,000 4116 . do . Library As.soc. and Y. M. C. A. I'isii' Y. M . . ' 0. 1 c. S. Fr. B. 5,000 4117 . do . I St. Joseph’s Academy . Sch . . . 1 F. 1 t’. Fr. B. 1,000 4118 . do . Law . . : F. T. F. : R. 11,800 4119 Bolivar . . 1 Free Library . 1897 Gen . . R. ! T. D. F. I c. 2, 129 4120 Bolton Landing... Bolton Free Library . 1900 Gen ..1 0. i T. C. ! F. B. 1,259 4121 Boonville . Erwin Library and institute. . 1890 Gen .. 0. i T. C. F. B. 3, 879 4122 Brentwood . Public School . 1880 Sch . . . i F. T. F. i B- 1,001 4123 Brewster . Brewster Library . 1899 Gen .. R. T. F. I B. 1,550 4124 Bridgehampton... Hampton Library . 1876 Gen 0. C. S.Fr. B. 6,067 4125 Bristol . Free Library . 1900 Gen .. R. T. C. F. i 1,000 4126 Brockport . Free Library . 1901 Gen ..' 0. C. F. 1 C. 1,200 4127 . do . Normal School . 1866 Sch . . . F. T. Fr. : B. 6, 664 4128 Bronxville . Public School . 1881 Sch... F. T. F. B. 1,900 4129 Brooklvn . Adelphi College . 1869 Col ... F. C. Fr. B. 9,178 4130 Brooklyn (1143 Bedford Circulating Library. 1877 Gen .. R. C. S.Fr. c. 6, 000 Bedford ave.). 4131 Brooklyn (183-185 Berkeley Institute . 1886 Sch . . . ! F. C. S. B. 2,685 Lincoln place). 4132 Brooklyn (36 Mon¬ Bodman School . Sch ... F. C. Fr. B. 1,000 roe place). 1 * Statistics of 1900. PUBLIC, SOCIETr, AND SCHOOL LIBRAEIES. 915 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations, 7. F, free; S, subscriptions; Fr, free for reference. 8; C, circulating; B, both.] Pamphlets. A^olumes added during year. Books Issued for home use. Tteceipts from — Total income. j Permanent en¬ dowment fund. Vali;e library building. Name of librarian. S "S H -Ji o ^ ^ G 1- £ 1 10 : 11 12 13 14 15 16 17 18 19 242 40, 661 SI, 000 SlOO SI, 304 S3, 095 S2, 826 S25, 000 Jennie C. Moore . o o (M 30 Sister Marcella . 215 303 250 6, 284 5, 952 5, 316 100 100 323 450 300 Mrs. J. M. Brundage . 200 2,100 100, GOO Gilbert P. S'cmons _ _ 1,000 9 290 50 337 50 1,143 1,065 700 7,054 25 25 A. M. Preston . Laura E. Leland . Frances J. Fowler . 500 500 52 3,779 2,167 Cordello Herrick . 1,200 29, 073 2,201 350 Mary A. Fo.sgate . ”9,091 2,000 100 ....... 1,679 1,167 26, GOO 16, 500 50, 000 40, 000 Elizabeth P. Clarke . Rev. H. B. Stevenson _ 140 45| Albert Somes . 191 1, 480 799 50 41 262 2,000 Alice E. Sanborn . 1 . 1 150 125 25| 25 50 404 260 William H. Lisk.. . 224 26 491 200 60 F. W. Crumb . 175 154 260 200 50 5, 245 300 79 300 79 Charlotte B. Newton _ A. A. Saverv . 50 400 i . W. A. Smith . . . 1,648 100 400 2, 000 2, 000 681 100 100 93 64 150 52 226 5 80 28, 838 11,000 30, 000 1,130 1,000 1,760 298 5, 397 600 1,000 1,500 250 700 2,842 3, 500: 35, 000 1 Julia kl. Booth . . H. L. Underhill . I F. W. Trvon . 1 100 100 200 203 125 90 653 8 4,000 Charles W. Mulford . 600 60 18 100 57 200 15 167 50, 000 1,000 6,000 T. E. Lockhart . Ella Sortore . o o o o 1 C. 11. Munson . 3,500 500 La Fayette Clapp . 500 1,639 74, 579 2, 725 2,982 Mrs. J. W. Clonney . 34 3,168 45, 000 Edwin B. Searles _ .... 1,300 100 75 100 1,300 325 Winifred M. Smith . 100 16 100 300 1 . Mrs. C. M. Williams . 235 134 4,067 7, 687 544 6, 565 3,036 2, 357 2,800 4, 410 200 6, 202 482 1,126 19 740 724 140 100 i 2,000 1 13, 000 1 Dwight A. Parce . 915 18, 000 Mary W. Bennet . 19 400 C. A. Codman . 186 89 79 200 389 100 252 ICO 1 . Mi.ss M.M. Scharfenberg. Nellie W. Hull . 624 15, 000 5, 000 25 Carrie L. Hicks . 1,000 John S. Littell . ! . S. Janette Reynolds . 35 70 105 Mabel Farr . Miss A. E. Wirts . 143 ; 1, 701 40 143 Miss M. Francis . i 4071 4072 4073 4074 4075 4076 4077 4078 4079 4080 4081 4082 4083 4084 4085 4086 4087 4088 4089 4090 4091 4092 4093 4094 4095 4096 4097 4098 4099 4100 4101 4102 4103 4104 4105 4106 4107 4108 4109 4110 4111 4112 4113 4114 4115 4116 4117 4118 4119 4120 4121 4122 4123 4124 4125 4126 4127 4128 4129 4130 4131 4132 91G EDUCATION REPORT, 1903, Public, society, and school libraries in the United [Column 5: Building— O, owned; R, rented; F, furnished free. 6: Supported by— T, taxation; R, reference; 1 s M s b£o 1 'C c Location. Name of library. -d o S ■5 ^ S -c c Vi o W cn 2 o c. c- - ^ ^ a ^ |i a o s 3 O 5 « co o > 1 2 3 4 ! 5 6 8 9 NEW YORK- con. '4133 Brooklyn (Marcy and Put n a m 1893 Sell . . . F. T. Fr. B. 5, 314 aves.). 4134 Brooklyn (329 Brooklyn College of Phar- 1890 Col . . . R. C. Fr. R. 1,500 Franklin ave.) . macy. * 4135 Brooklyn (185 Brooklyn Institute of Arts 1824 Sci.... F. T. F. R. 22, 996 Brooklyn aye.). and Sciences. i 4136 . do . 1900 Sci.... F. T. C. F. R. 2, 986 1,000 4137 Brooklyn (court¬ house). Brooklyn Law School . Law . . F. C. Fr. R. 413S Brooklyn (26 Bre- yoort place) . Brooklyn Public Library o.... 1897 Gen .. 0. T. F. B. 328, 000 4130 Brooklyn (170 Church Club of the Diocese 1894 Theo . F. C. F. R. 3, 000 4140 Remsen st.). Brooklyn (South Third st. and of Long Island. Sch . . . F. T. Fr. B. 4, 018 Driggs aye.). 4141 Brooklyn (bldg. Equipment department of 1890 Govt. . F. T. Fr. B. 20, 000 No. 23, nayy- yard). navy-yard. 4142 Brooklyn (Flat- Era.smus Hall High School . . . 1787 Sch . . . F. T. F. B. 4, 526 bush aye.). 4143 Brooklyn (Berry Father Malone Free Library . 1895 Sch . . . 0. C. F. c. 3,200 st. near S. 2d st.). . - 4144 Brooklyn (209 Female Institute of the Visi¬ 1855 Sch . . . F. c. Fr. B. 3, 700 Clintonaye.). tation. 4145 Brooklyn (98 S. Free Library and Reading 1875 Theo . R. c. F. B. 2,000 Elliott place). Room of the Brooklyn So¬ ciety of the New Church. 4146 Brooklyn ( N o s - Girls’ High School . 1886 Sch . . . F. T. Fr. B. 5, 093 trand aye.). 4147 Brooklyn (50 Monroe place). Hall’s (Miss) School* . Sch... F. C. Fr. B. 1,800 4148 Brooklyn (Pitkin Hebrew Educational Society. 1899 Soc . . . R. C. F. B. 5, 690 aye. and Wat¬ kins st.). 4149 Brooklyn (cotirt- Law Library in Brooklyn (in¬ 1850 Law .. F. T. C. S. Fr. R. 26, 606 house). cluding ‘second judicial district). 4150 Brooklyn (Pierre- Long Island Historical Society 1863 Hist .. 0. C. S. R. 67, 860 pont and Clin¬ ton sts.) . 4151 Brooklyn (76 IWanual Training High School 1895 Sch . . . F. T. Fr. B. 3, 385 Court st.). 4152 Brooklyn (1313 Medical Society of the county 1845 Med . . 0. C. F. B. 60, 000 Bedford aye.). of Kings. 4153 Brooklyn (170 Packer Collegiate Institute... 1853 Col ... F. C. Fr. B. 8, 565 Joralemon st.) . 4154 Brooklyn (Liy- Polytechnic Institute (Spicer 1891 Col ... F. C. Fr. 8,000 ingston st. near Court st.). Memorial Library. 4155 Brooklyn (215 Pratt Institute Free Library.. 1888 Gen .. 0. C. F. B. 77,126 Ryer.son street). 4156 Brooklyn (Flat- bush ave. and Public School (No. 119)* . Sch . . . F. T. F. B. 1,060 Kings High¬ way). B. 1,500 4157 Brooklyn (525 Clinton ave.). Rounds’ (Miss) School for Girls. Sch... F. c. Fr. 4,200 4158 Brooklyn (300 Bal¬ tic st!). St Francis College . 1884 Col ... F. c. Fr. R. B. 1,200 4159 Brooklyn (64 John.son st.). St. James Academy . 1869 Sch... F. c. Fr. T. D. F. B. 3,611 4160 Brookl y n (Wil¬ St. John’s College (Hartnett 1894 Col . . . F. loughby ave., cor. Lewis ave.). Free Library). C. Fr. R. 3, 358 4161 . do . Theological Seminary - Theo . F. * Statistics of 1900. « Including 22 branches. PUBLIC, SOCIETY, AND SCHOOL LIBRAKIES, 917 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Ilec( d .o X d H jipls fre Ld •Hod 3 ^.2 d ft*- ft Productive ? funds. ' Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. 10 11 12 13 14 15 16 17 18 19 350 251 2,450 ' D. O’C. Walsh . 4133 3 000 133 $500 4134 3 000 850 Susan A. Hutchinson _ 4135 800 771 4,441 SlOO 850 Miriam S. Draper . 4136 4137 20, 000 43, 000 1,306,665 166 700 173, 464 Frank P. Plill . 4138 Robt. Harrold . 4139 4140 25 000 Edward Preissig . 4141 312 7, 502 Mary A. Kingsbury . 4142 1,300 Jno. L. Buford . 4143 4144 100 12 639 800 1,100 $15,915 E. Tingle . 4145 50 317 1, 416 3, 000 3, 000 M. Josephine Brink . 4146 4147 1,099 24, 045 100 1,499 Minnie Sliomer . 4148 102 907 8, 651 13,235 Alfred J. Hook . 4149 1,560 6,650 8,752 154,650 $154,011 Emma Toedteberg . 4150 4151 25, COO 4,478 543 92 7,888 2, 000 85, 000 Albert T. Huntington ... 4152 240 6,200 Julia B. Anthony . 4153 700 Chas. A. Green, A. M _ 4154 4,640 176,688 Mary W. Plummer . 4155 200 4156 Christina Rounds . 4157 4158 4159 300 19, 252 100 100 426 John P. Molvneaux . 4160 4161 918 EDUCATION REPORT, 1903, Public, socielu, und school libraries in the United [Column 5: Building— O, oavuckI; R, rented; F, furnished free. 6: Supported by— T, taxation; R, reference; Location. Name of library. Founded. Class. Building — i Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 2 3 4 5 6 - 8 9 NEW YORK- con. 4162 Brooklyn (922 St. St. John’s Orphan Home . ' 1870 Asy . . . F. C. F. B. 1,200 Mark ave.). 4163 Brooklyn (Ninth St. Thomas Aquinas Academy ] 1895 Sch . . . F. C. Fr. ' B. 1,300 St. and Fourth i aye.). 4164 Brooklyn . Training School for Teachers. 1885 Sf^h F. T. Fr. 1 B. 1,500 4165 Brooklyn (502 Ful- Young Men’s Christian Asso- 1853 Y. M.. F. C. S.Fr. B. 18, 133 ton St.). ciat'.on. 1 41CG Brooklyn (Scher- Young Women’s Christian 1888 Y. W.. F. c. S.Fr. B. 11, 070 merhorn st. and Association. 1 i Flatbush aye.). 4167 Buffalo (749 Wash- Academy of the Sacred Heart. 1894 Sch... F. c. S. B. 2,300 ington St.). 4168 Buffalo (Dela- Buffalo Club . 1890 Soc . . . 0. c. s. R- 1,200 ware aye.). 4169 Buffalo . Buffalo Historical Society .... 1862 Hist . . F. c. F. 1 R. 12, 000 4170 . do . Buffalo Seminary . 1850 Sch . . . F. c. Fr. R. 2, 500 4171 Buffalo (3. 4, and Buffalo Society of Natural 1851 Sci.... F. c. Fr. R. 4, 553 5 White Bldg.). Sciences. 4172 Buffalo (Ellicott Buffalo TurnA'erein . 1853 Soc . . . F. c. S. C. 1,000 4173 ( ol. j. Buffalo. Ca nisi us College . 1871 Col F. c S. B. 24,562 4174 Buffalo ( Main and Catholic. Institute 1S67 Soc . . . 0. c. S. Fr. B. 11,206 Virginia sts. ). 4175 Buffalo . Central High School . 18.53 Sch ... F. T. Fr. R. 4,098 4176 City Train. Sch. for Teachers. Sch... F, T. Fr. B. 1,000 4177 . do . Erie Railroad Library A.ssoc. '1874' Soc . . . F. C. S. Fr. B. 4,000 4178 . do . Franklin School . Sch... F. c. Fr. B. 1,246 4179 Buffalo (869 Main German Young Men’s Asso¬ 'isii' Gen .. R. c. S. Fr. B. 8, 200 St.). ciation. 4180 Buffalo . Grosyenor Library . 1859 Gen 0 T F. R. 63, 725 4181 . do . Guard of Honor* . 1868 Soc ... 0. C. S. C. 2,000 4182 1 Buffalo (40 Woh¬ Harngari Library (Dist. Erie 1885 Soc . . . 1 R. C. S. B. 1,014 ler’s aye.). D. 0. H.) I 4183 Buffalo . Heathcote School . ' Sch . . . F. C. Fr. B. 1,300 4184 Buffalo (320 Por¬ Holy Angel’s AcademyAluin- "i882' Sch... F. C. S. B. 2, 835 ter aye.). nae Association. 4185 Buffalo . Inst, of the Sisters of St. Jos. . .' 1891 Sch . . . F. c. s. C. 1,350 4186 . do. .John C. T.ord T.ihrary F T. C. F. R. 10, 262 4187 Buffalo ^room 23, Law Library of eighth judi¬ 1863 LaAA' . . f'. T. F. B. 18, 000 city hall). cial district. I 4188 Buft'alo . Lutheran Young Men’s Assoc. 1873 Soc . . . R. C. Fr. B. 3,000 4189 Buffalo (154 Maple Martin Luther Seminary . 1854 Theo . F. C. Fr. R. 1,347 4190 Sl. ). Buffalo . j Masten Park High School.... 1897 Sch... F. ' T. F. B. 1,720 4191 Buffalo (286 Dear¬ North Buffalo Catholic Asso¬ 1886 Gen .. 0. i C. S. Fr. C. 1,850 born St.) . ciation. i 1 4192 Buffalo (348 Por¬ Oblate Fathers’ Library . 1851 Theo . 0. : c. Fr. B. 5,387 ter aye.). 4193 Buffalo (Broad- Polish Library . i 1889 Gen .. R. c. S. C. 2, 300 Avay) . 4194 Buffalo . Public Library . ' 1837 Gen 0. T. -F- 1 B. 205, 00(^ 4195 Buffalo (1238 Main St. Joseph’s College . 1870 1 Sch . . . R. C. S. B. 2, 540 4196 st . ) . Buffalo (564 Frank¬ St. ^Ms.rg'cirGt^s Scliool ^ 1 1884 ' gp], _ F. c. PT-. R. 1,025 lin st.). 4197 Buffalo (20 Rich st. Mary of Sorrows Church.. 1890 Soc . . . F. c. Fr. B. 2,0C0 4198 Buffalo (651 Wa.sh- St. Michael’s Church . 1875 Sch ... F. c. S. C. 2, 500 1 ington st.). 4199 Buffalo (Delaware Saturn Club . 1895 Soc . . . F. c. Fr. R. 1,2m J aye.). 4200 Buffalo (Cen tral Sherman JeAvett Williams Me¬ 1854 Sch . . . F. D. Fr. B. 1,27J H. S. Bldg.). morial Library. 4201 Buffalo (Jersey State Normal School . 1870 Sch . . . F. T. Fr. R. 3, 102p and 14th st.). 4202 Buffalo (24 High Uniyersity of Buffalo, Medical 1845 Med . . F. c. F. R. 6,61^ st.). Library. * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRAKIES 919 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. j Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 i 18 19 50 $25 1' 1 1 Sister St. Mark . . Sister M. Camilla . c o o CN 611 . . 1 . . 16,845 Fanny D. Fish . o-> 1,845 42 Sister M. Paula . 100 500 5, 000 1,200 51 . Philip S. Smith . 500 300* 82oi 551 i Francis S. Betten . 300 533 1 24,441 9,401 Marie X. Sevasco . 8o[ 300 200 10, 000 Sue Dana Woolley . . :i 50 25, 4, 500 . I $1, 100 1, 280 P’r. Frankenstein . 1 4,669' 1 2, 586 .... 1 $19, 388 1,828 21,216 $30, 000 $100, 000 E. P. Van Duzee . 63! 40| 1,438 81 1 . 5o6j 30 15* 4o' 20 . 1 500! 500 875' . I 7,153 7, 153 Ralph Stone . 400 2 1 300' Chas. G. Walbert . 299; 24 ... . i i 128 336 336 Myrtilla M. Constantine. 80 1,275 1,486 9,000 Joseph B. Sander . 50| 320 350 l,900j 150 150 Rev. C. J. Sloan . 300 400 1 5, 916' 369 Frank Lukaszewicz . 18,000 22, 300 1,094,424* $78,116 1,327 4,512 87, 805 103,000 1, 000, 000 300 40 2, 340 39 Brother Claudius . 5 150 500 i Anthony Reiter 200 50 80o' 135 Rev. Jos. Faber, S. J . 1 108 247 126' 424 5, 000 Mary M. Wardwell . 120 90 33, 500 362 3, 000 1 Emma, 1,. Ch.nppell 4162 4163 4164 41 1 5 4166 4167 4168 4169 4170 4171 4172 4173 4174 4175 4176 4177 4178 4179 4180 4181 4182 4183 4184 4185 41; 6 4187 4188 4189 41S0 4191 4192 4193 4194 4195 4196 4197 4198 4199 4200 4201 4202 920 EDUCATION EEPORT, 1903, Puhlic, society, and school libraries in the United [Column 5: Building — O, owned; R, rented; F, furnished free. G: Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. Building — Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 5 6 1 ; ! 8 9 NEW YOUK — con. 4203 Buffalo (8G Dela- Women’s Educational and In- 1884 Soc ... F. C. F. B- 1,780 ware ave.). dustrial Union (Mary A. Ripley Library) . 4204 Buffalo . Y. M. C. A . 1852 Y. M . F. c. S. Fr. B. 7,081 4205 Burdett .... 1887 Sch . . . F. T. F. B. 1 , 700 420G 1802 Sch . . . F. 1 T. F. B. 5, 068 4207 1891 Gen . . F. i T.C. F. B. 2, 982 4208 . do . Public High School . 1900 Sch . : . F. i .rp_ Fr. R. 1,821 4209 Canaan Four Cor- Canaan Public Library . 1892 Gen .. F. ‘ T. C. F. B. 1,291 4210 Canajoharie . Public High School . Sch . . . F. T. F. B. 3,543 4211 1876 Sch . . . F. i C. Fr. B. 1,750 4212 Union School and Academy *. 1795 Sch . . . F. T. F. B. 3,500 4‘d3 . ...do . 1868 Gen . . F. T. C. F. B. 3, 600 4214 Sch... F. T. Fr. R. 1,589 4215 . do . Public Library . 1896 Gen .. (). T. I). F. B. 3,480 421 G 1896 Gen . . F. T. F. B. 3,828 4217 . do . St. Lawrence Uniy. ( Herring 1856 Col . . . 0. C. Fr. B. 18, 000 Library.) 4218 Carmel . Dreyy Seminary for Young 1851 Sch . . . F. C. Fr. B. 2, 734 Women. 1 4219 . do . Literary Union . 1881 Soc ... R. c. F. B. 1, 944 4220 Carthage . Public High School . 1866 Sch... F. T. F. B. 1,200 4221 Catskill . Public High School . 1869 Sch ... F. T. Fr B. 1,125 4222 . do . Public Idbrary . 1893 Gen .. 0. T. F. B. 5,179 4223 Cattaraugus . Public High School . 1887 Sch . . . ‘ F. T. F. C. 1,800 4224 Cazenovia . Cazenoyia Seminary . 1825 Sch . . . F. C. Fr. R. 3, 513 4225 . do . Public Library Society . 1886 Gen . . ! F. c. F. B. 8, 385 422G Ceylon . Glen Haven Public School. . . . 1893 Sch . . . F. T. D. F. B. 1, 261 4227 Chami)l{iin . Public High School . 1887 Sch . . . ’ F. ' T. F. B. 1,600 4228 Charlotte _ Public High School . Sch . . F T. Fr. B. 1, 000 4229 Chateaugav . Public High School . 1890 Sch... ' F. T. F. B. 2,987 4230 Chatham . Public High School . 1883 Sch ... F. T. Fr. B. 5, 000 4231 Chester . Union Free School . 1842 Sch . . . ! F. T. Fr. B. 1,250 4232 Chittenango . Yates High School . 1873 Sch... ! F- T. E- R. 4,018 4233 Church ville . Public High School . Sch ... F. T. Fr. B. 1,000 4234 Clarence . Parker High School . 1857 Sch . . . I F. T. F. B. 2,000 4235 Claverack . Free Library and Reading 1892 Gen. . . i o. T. C. F. B. 2, 103 Room. 1 ' 423G . do . Hudson River Institute . 1854 Sch . . . 1 F. C. Fr. B. 1,650 4237 Clifton Springs. . . . Clifton Springs Sanitarium. . . 1853 Gen.. . 1 F. C. F. B. 4, COO 4238 . do . Pierce Library . 1885 Gen . . . F. c. S. Fr. B. 1,655 4239 . do . Public High School . 1894 Sch . . . F. T. Fr. B. 1,686 4240 Clinton . Hamilton College . 1812 Col ... 0. T. C. Fr. B. 43, 340 4241 . do . Houghton Seminary . 1861 Sch . . . F. c. F. B. 2, 380 4242 . . .do . Kirkland Town Library . 1901 Gen. . . 0. c. F. B. 1, 700 4243 Clinton . Public High School . . . 1891 Sch ... F. T. Fr. B. 2, 272 4244 Clyde . Public High School . Sch... F. T. F. B. 2, 590 4245 CoVleskill . Public High School . 1890 Sch . . . F. T. F. B. 2,000 424 G Cohoes . Egberts High School . 1883 Sch . . . F. T. Fr. B. 1,434 4247 . do . Public School . 1856 Sch... F. T. F. B. 3,800 4248 Coldspring . Haldane High School . 1889 Sch... F. T. F. B. 2,700 4249 Cooperstown . Public High School . 1869 Sch . . . F. T. F. B. 3,764 4250 Copenhagen . Public High School . 1890 Sch... F. T. F. B. 2, 351 4251 Corinth . Public High School . 1890 Sch . . . F. T. F. B. 1,285 4252 Corning . Free Academy . 18,59 Sch . . . F. T. Fr. R. 2,800 4253 . do . Free Library . 1873 Gen .. F. T. F. B. 8,848 4251 : . do . North Side High School . Sch... F. T. Fr. B. 1,063 4255 , Cornwall-on-Hud- New York Military Academy. 1889 Sch . . . F. C. Fr. B. 5, 539 son. 425G . do . Public High School . 1894 Sch . . . F. T. Fr. R. 1,397 4257 . do . Public Library . 1900 Gen .. F. T. F. B. 2, 486 4258 Corona . Public School . Sch . . . F. T. F. B. 1,100 4259 Cortland . Franklin Hatch Lib. Assoc... 1886 Gen .. 0. C. S. Fr. B. 4,630 42G0 . do . State Nor. and Training Sch . 1867 Sch . . . F. T. Fr. R. 8, 817 42G1 . do . Union School . 1894 Sch . . . F. T. Fr. B. 1, 750 42G2 ! Coxsaekie . Public High School . 1837 Sell . . . F. T. F. B. 1,340 * Statistics of 1900. PUBLIC, SOCIETY, AISTD SCHOOL LIBEAEIES, 921 States of 1,000 volumes and over in 1903 — Oontiiiued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] 10 s-c > 11 'id at 3 i 4 o i G 8 9 NEW YORK— con. 4203 Crownpoint . Hammond Library . 1883 Gen .. i T. F. B. 1,870 4264 Cuba . Circulating Library Assoc _ 1900 Gen .. ! R. T. F. B. 2,674 4260 Public Library . 1893 Gen . . ! R T F. B 4, 631 4266 Delhi . Delaware Co. Suiireme Court. 1880 Law . . ! F. t! Fr. R. 10,(09 4267 . do . Free Library . 1902 Gen ..] i I-"- T.D. F. B. 1, 463 426S Public High School . 1870 Sch...l 1 F. T. Fr. B. 3,000 4269 Dobbs Ferry . Free Circ.'Lib. of W. C. T. V ... Gen .. ‘ F. C. S. Fr. C. 1,400 4270 . do . Mackenzie School . Sch . . . F. c. Fr. B. 2, OCO 4271 . do . (Masters’ (Misses) School . 1877’ : Sch... F. c. Fr. R. 2, 500 4272 . do . Sch... F. c. F. B. 1,300 4273 1890 Gen .. F. c. F. B. 1,000 4274 South worth Library . 1888 Gen .. o’. T. C. F. B. 8, 624 4275 Dunkirk . Brooks Memorial Library _ 1899 Gen .. F. T. C. ^ F. B. 5, 700 4276 . do . Public High School . 1850 Sch.... F. T. Fr. B. 3, 000 4277 . do . St. lyfary’s Academic School.. 1894 Sch . . . 1 F. c. Fr. R. 3, 690 4278 Public High School . 1883 Sch . . . F. T. F. B. 4, 000 4279 Ea.^t Bloomfield . . . Public High School . 1840 Sch . . . F. T. F. B. 2, 000 4280 East Chatham . Public Library . 1893 Gen .. F. T. F. B. 1,456 4281 Easthampton .... Free Library . 1897 Gen .. F. C. j S. Fr. B. 2, 970 4282 East SyraVu.'e . Public High School . 1897 1 Sch..., F. T. ' Fr. B. 2,700 4283 Elizabethtown _ Circulating Library . 1882 Gen ..1 0. T. C. F. B. 2,400 4284 Ellenyille Public High School . Sch... F. T. Fr. B. 1,500 4285 . do . Public Library . 1893 Gen .. R. T. F. B. 4, 041 4286 Ellicottyille . Public High School ( Harmon 1890 Sch... F. T. F. B. 1,500 Library). 4287 Ellington . Public High School . 1.856 Sell... F. T. F. B. 1,200 4288 Ehiiira, Elmira College . 1855 Col . . . F. C. Fr. B. 5, 191 4289 Elmira (1157 Hoff¬ Farmers Club =*= . 1869 Soc ...' F. C. Fr. r> 1,000 man St.). 4290 Ehnirn Free Academy. < . 1876 Sch F. T. Fr. B. i 3, 404 4291 . do . State Reformatory . 1876 A.sy... F. F. B. 1 5, 000 4292 . do . Steele Memorial Library . 1899 Gen .. ' T. C. F. B. 8, 903 4293 . do . Y. M. C. A. Library _ ". . Y. M.. 1 F. ; C. S. Fr. B. i 1, 000 4294 Essex . Fi’ee Library . 'i899* Gen .. 1 0. T. 1). F. B. 1,550 4295 Fair port . Public Library . 1895 Gen .. ! R. T. F. B. 2, 162 429(i Far Rockaway _ Public High School . Sch. .. F. T. Fr. B. 1,300 4297 Fayetteyille . Public High School . Sch ... 1 F. T. F. B. 2,000 4298 Fillmore . Wide Awake Club . 1897 Soc . . . o. T.C. Y. B. 1,230 4299 Fish kill-on- Hud¬ Mount Beacon Military Acad. Sch . . . 1 F. C. Fr. B. 1,000 4300 son . . do . Wilson School for Boys . Sch . . . F. c. Fr. B. 2,000 4301 Flushing . Flushing Seminary * . Sch... c. F. B. 1,404 4302 . do . Public High School . 1850’ Sch... ! F. T. Fr. B. 3, 813 4303 . do . St. Jo.seph’s Academy* . 1 1874 Sch . . . ' F. C. S. B. 1,800 4304 Pnbb’p. High Srhnnl 1 1697 Sch F. T. p B 2, coo 4305 Forestport . Literary and Social Union ... 1896 Gen .. o! T.C. F.‘ B. lil31 4306 Forestyille . Public High School . 1867 Sch _ F. T. F. B. 1, 465 4307 Fort Edward . Collegiate Institute . 1854 Sch... F. 1 c. F. R. 1,250 4308 . do . Public School . 1870 Sch... 1 F. T. F. B. 2,800 4309 Fort Plain . Free Library * . 1885 Gen .. ' R. T. F. c. 1,363 4310 . do . Liberal Institute * . 1831 Sch... I F. C. F. B. 2, r>oo 431 1 . do . Public High School . Sch . . . ! F. T. Fr. B. 1,100 4312 Frankfort . Free Library . 1900 Gen . . ! R. c. F. B. 2, 2.58 4313' . do . Public School* . Sch . . . I F- T. Fr. C. 1,200 4314 Franklin . DelaAvare Literary Institute.. 1835 Sch . . . ‘ F. C. Fr. B. 2,000 4315 Fredonia . Darwin R. Barker Library ... i 1875 Gen .. 0. T. F. B. 7,316 4316 . do . State Normal School* . i 1867 Sch... F. T. F. R. 2,275 4317 . do . Union School . 1 . Sch... F. T. Fr. R. 1,049 4318 Freeport . Public. Library . risoo" Gen .. F. T. F. B. 2,700 4319 Friendship Free Library ! 1898 Gen R T. C. F. B. 3, 262 4320 . do . ! Public High School* . Sch . ! ! F. T. F. B. 1,000 4321 Fulton . Public High School . Sch... F. T. F. R. 1,653 4322 . do . Public Library . ' 1895 Gen .. R. T.D. F. B. 4,588 4323 Fultonville . Public High School * . i Sch . . . F. T. Fr. B. 1,085 4324 . do . Starin Library . 1 1888 Gen .. 0. 1). F. B. 2,017 4325 Garden City . St. Mary’s Cathedral School . . I 1872 Sch . . . F. C. S. R. 5,000 4326 . do . '. . St. Paiil’.s School (Robert 1883 Sch...l F. C. S. Fr. B. 1,517 Craig Rose Library). 1 J * Statistics of 1000. PUBLIC, SOCIETY, AUD SCHOOL LIBKAEIES 923 States of 1,0G0 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, S, subscription; Fr, free for reference. 8; C, circulating; B, both.] % O Receipts from — 1) 0 C Pamphlets. Volumes adc during yea Books issued home use Taxation. Public ap¬ pro p ria- tion. Productive funds. Total incom Permanent dowmentfu Value libn building. Name of librarian. 10 11 12 13 14 55 10 17 18 19 119 1 1 , ! . Elizabeth C. Murdock... Allen F. Prescott 5o7 223 8,341 23, 305 $200 500 $ioo| . $346 636 $1,500 300 100! . Miss S. M. Parker . . 1 M. E. Clark . 463 2, 500 125 350 900 1,.500 2, 500 0. W. Wood . 200 125 2; 500 200 200 400 W. Tj. Harris 48 60 Marearet E. Pearce 100 1 . . ! . 1 6 IOC I .Tam es Eggen here'pr 240 12, 000 34, 590 200 $100 1,300 15,000 $15, 000 Lillian Mirick. . . 525 1, 250 100 1,605 75 Carrie M. Mdnebow 10 630 75 1 . Kathryn E. Desmond _ Sister M. Isabella,. 70 240 900 22 500 5, 636 100 50 1,200 30 30 F. Bird Jones 67 l'l50 45 25 71 Staunton B Smith 240 6, 790 287 ; 4,500 Ettie C. Hede'es 114 i;650 3,500 150 ' 76 228 M. Lillian Ryder 75 100 245 Mary E. Hale 303 28, 931 700 ICO 819 P.etta L. Russell . 162 30 650 25 1 50 1 E. A . R,euthpr 120 480 125 225 4,750 1 Norma Mac kay. .. . i . i . 96 200 200 Elizabeth S Brown 300 78,000' 44, 194; i . A . E. TTpham 619: 2, 100 5,130 50, OCO Kate Deane Andrew .... 1 320 5,000! 7,661| 100 242 800 P. 11. Boyle . 75 168 200 80 326 Nettie I. Reynolds. . . 1.... 75 50 3, 0001 1,9521 45| 25 70 D. B. Will la, ms _ 75 60 50 285 1 . 700 IVa.rv E. Crowley i i . i 240 282 980 ■lean Ely 200 300 65 631 25 25 50 Mabel Dudley 144 2,206' 75 210 1,500 Frank Connors _ . 300 52 1,8201 350 ' 50 50 100 A. C. Anderson . 250 60 100 TNliss A. Hoyt . IOC 185 5, 000 150 100 250 . 1 1 Helen F. Young . 200 164 830 1 12 i ...... 1 ! 58 356 7,885' 1,200 . 1 100 479 i IVrinnie H Clela.nd 200 100 50 100 1 415 30, 085 600 25 50 1,331 25 1, 300 11,000 Isabelle B Hreene 300 1 51 161 25 25 52 Mary F T.ord 100 200 8,245 100 100 816 Eugene F. McKinley _ Edna, Helme . 410 8,867 200 100 512 . ;i 500| 600 100 100 200 240 21, 714 690 500 too l,Cd4 Helen B Emeus soj 115 25 45 90 8 2,567 Henrietta, 5^ Cross 30 25 125 Frerlk T. Camap'e 1 4263 4264 4265 4266 4267 4268 4269 4270 4271 4272 4273 4275 4276 4277 4278 4279 4280 4281 4282 4283 4284 4285 4286 4287 4288 4289 4290 4291 4292 4293 4294 4295 4296 4297 4298 4299 4300 4301 4302 4303 4304 4305 4306 4307 4308 4309 4310 4311 4312 4313 4314 4315 4316 4317 4318 4319 4320 4321 4322 4323 4324 4325 4326 924 EDUCATIO^f REPOKT, 1903, Puhlic, socu'ty, and school libraries in the United [Column 5; Buildin:,^ — 0, owmc l; R, rented; F, furnished free. G; Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. Building — Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 1 5 C 7 8 9 NEW YOKK — eon. I 4327 Sch . . . F. T. Fr. B. 5,000 4328 . do . Gen . . 0. C. F. B. 13, 947 4329 Geneva . He Lancey Divinity School... 1861 Theo . F. c. Fr. R. 2, 020 4330 . do . Hobart College . 1822 Col ...1 0. c. S. Fr. B. 41, 209 4331 . do . Public High School . 1839 Sch . ..1 F. T. F. B. 7,077 4332 1889 j Gen . . 0. T. C. F. B. 1,576 4333 . do . Sch ... F. T. Fr. B. 1,000 4334 Public Library . 1897 Gen . . F. T. F. B. 4,000 4335 Crandall Free Library . 1893 ' Gen .. 0. T. D. F. B. 9, 806 433G 1841 j Sch . . . F. C. Fr. R. 9,000 4337 ..do. . Sch ... F. T, F. B. 5,739 4338 1880 : Gen ..! R. T. C. F. B. 21, 339 4339 . do . Public High School . Sch . . . '' F, T. Fr. R. 1,450 4340 Go.slien . Library and Historical Soc.*. . 1895 ! Soc . . . ! R. C. s. B. 3,000 4341 . do . Public High School . 1892 Sch... F. T. F. B. 1,829 4312 Public High School . 1828 Sch . . . ‘ F, T. Fr. B. 1, 701 4343 . do . Pub. Lib. and Read. Rm. Asso. 1886 Gen .. 0. T.C. S. Fr. B. 3, 025 4344 1900 Gen . . R. T. C. F. B. 1, 629 4345 . do . Union School . Sch . . . 1 F. T. F. B. 1,480 4346 Granville . Free Library . 1902 Gen .. R. T. F. B. 1,000 4347 . do . Public High School . 1888 Sch... F. T. F. B. 1,480 4348 Great Neck . Public High School . 1839 Sch... F. T. F. B. 1, S57 4349 Greene . Moore Memorial Library . 1903 Gen . . 0. D. F. B. 5, 000 4350 . do . Public High School . ' Sch... F. T. F. 13. 2, 000 4351 Greenport . Public High School . Sch... F. T. Fr. B. 1,768 4352 Greenwich . Free Library . 1902 Gen .. 0. T. C. F. B. 2,697 4353 . do.. Public Hiffb School . 1 Sch... F. T. Fr. B. 1,000 4354 Griffin Corners. . . . Skene Memorial Library . 1 1896 j Gen .. 0. C. S. Fr. B. 1,450 4355 Groton . Public Library . 1896 Gen .. F. T. F. C. 2,045 4356 Hamburg . Free Library . 1897 Gen .. R. T. C. F. B. 1,264 4357 . do . Public High School . Sch . . . F. T. D. F. B. 2,045 4358 Ham il toil . Colgate Academy . 1874 Sch . . . F. C. S. B. 2, 600 4359 . do . Colgate University . 1819 Col ... O. C. Fr. B. 38, 000 4360 . do . Beta Theta Pf Society*... 1880 C.Soc. F. C. Fr. R. 1,000 4361 . do . Public High School . 1857 Sch... F. T. F. B. 1,040 4362 Ilammondsport . . . Public Library . 1896 Gen .. F. T. F. R. 2, 178 4363 . do . Union Schoor* . Sch . . . ! F. T. F. B. 2,000 4364 Hancock . Public High School . Sch . . . F. T. Fr. B. 1,790 4365 Hartwiek Sem _ Hartwiek Seminary . 1815 Theo . F. C. F. B. 5, 994 4366 Haverstraw . King’s Daughters’ Pub. Lib.. 1 1S95 Gen .. i 0. T.C. F. B. 3, 452 4367 . do . Public High School * . 1 Sch . . . 1 F. T. Fr. R. 1,024 4368 Hemx)stead . Public High School . 1863 Sch . . . F. T. Fr. B. 1, 312 4369 . do . Subscription Library . 1887 Gen .. * R. C. s B. 2,958 4370 Herkimer . Free Library . 1896 Gen .. i 0. T. C. F. B. 8, 902 4371 . do . Public School . 1880 Sch . . . 1 F. T. Fr. R. 2,704 4372 Highland Falls ... Highland Falls Library . 1884 Gen .. 1 F. D. F. B. 2,000 4373 Hill View Free 1.1 bra ry 1901 Gen F. D. F. B. 1, 198 4374 Hilton . Free Library . 1893 Gen . . i R. T. D. F. B. 1,476 4.375 Himrod . Georgic Librarv' . 1855 Gen .. 0. C. Fr. R. 1,500 4376 Hobart . Public High School . Sch . . . F. T. F. B. 1,000 4377 Holland Patent... Union Free Sch. (Dist. No. 2. ) 1870 Sch . . . F. T. F. B. 1,723 4378 Holley . Public High School . . 1850 Sch . . . F. T. F. B. 1,300 4379 Homer . Academy and Union School.. 1819 Sch . . . F. T. F. B. 3, 000 4380 . do . Phillix)S Free Library . 1903 Gen .. 0. T. F. B. 1,815 4381 Hoosick Falls . Union Free School . 1880 Sch . . . R. T. F. B. 2, 200 4382 Horncllsville . Ancient Order United Work¬ 1876 Soc . . . R. C. Fr. C. 1, 000 men Library, 4383 . do . Free Library . 1868 Gen .. 0. T. F. B. 13, 300 4384 . do . Public High School . Sch . . . F. T. Fr. B. 2,370 4385 Horseheads . Union and High School . Sch... F. T. F. B. 1,219 4386 Hudson . Hendrick Hudson Chapter 1898 Gen .. F. T. F. B. 4,561 D. A. R. Free Library.* 4.387 . do . Public School * . 1890 Sch . . . F. T. F. B. 1,984 4388 . do . State House of Refuge for Asy . . . F. T. Fr. B. 1,640 Women. 4389 . do . Young Men’s Christian Assoc. 1867 Y. M . . F. C. S. C. 1,000 4390 Hunter . Public Library . 1896 Gen .. F. T. F. B. 1,000 * Statistics of 1000. PUBLIC, SOCIETY, AND SCHOOL LIBRAEIES, 925 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscrii)tion; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home \ise. Receipts from — 1 Total income, j Permanent en¬ dowment fund. VaLie library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 416 i2, 2ii $100 $1, 'I'Sl $2, 057 $22, 510 $12, 500 Caroline F. Webster . 352 '186 ' 190 190 12, 875 1,249 3,766 9, 015 50, 000 50, 000 Chas.D.Vail . 400 132 44, 838 $732 250 982 10 2, 429 48 263 356 4,500 2, 500 Mrs. C. V. Daniels . 86 50 25 25 M. L. Dann . 30h 316 7,075 450 100 550 Carolyn S. Reed . 275 37, 882 1,000 100 2, 024 10, 000 Gertrude Fergusoii . 4, 000 400 300 Albert S. Cox . 2, 500 735 62, 960 3,000 100 1,200 5, 564 45, 000 A. L. Peck . 513 A. R. Brubacher . 100 5,000 400 124 246 2! 035 131 110 241 Guy II. Baskerville . 30 120 5, 265 300 537 5,000 l\Irs. N. .1. Ellsworth . . 9,441 200 100 684 Clara Vosburgh . 100 245 '650 105 105 Robert W. Hughes . 350 5, 687 100 322 Fay McFadden . 200 86 1,234 20 20 40 R. E. Brow’n . 217 1, 853 115 76 197 Fred J. Bierce . 5, 000 25 2, 000 2,000 50, 000 65, 000 Emily A. Wilbur . 100 25 25 55 Cornelia E. .Tuliand . . 917 17, 847 200 1, 263 3,800 Miriam Shanks . 75 3,670 515 6,000 l\Irs. Geo. Rose . 214 8, 410 240 100 349 Helen M. Baldwin . 119 5, 970 34 339 1 Amanda C. Michael . 100 68 300 50 134 Benj. G. Estes . 50 185 75, 000 1,926 1 1,250 1,965 D. F. Estes . 1 50 3 . 300 10 500 5l ' 5 10 George L. Bennett . 130 100 40 145 . i 1 1 . 260 36 250 11 11 225 .1. TiUther Kistler 272 9, 599 . 1 100 3, 082 12, 000 Mary E. Van Orden . 50 215 25 25 50 81 1, 228 49 48 104 158 Marv G. Smith . 608 21, 848 1,200 100 1, 853 25, 000 Mary Louise Avery 87 1, 774 123! 110 330 . 1 104' 6, 000 . 1 73 950 Helen A. Schottenkirk . . 1 738 42 Ethel M. Kinney . 231 i 167; 4, 009 100 i 4 314 100 E. B. Murphv . 600 5 1 . 3 510 Louis A. Cheney . 50 50 25 25 1 . 50 75 1,600 25 25 I 50 Mrs. G. P. Durham . 50 65 2, 000 31 25 1 56 H. D. Bartlett . 170 175 1,687 138 138 276 ,1. M. Round . 1 300 3, 782 750 100 901 'i2,666 IMary A. Ferguson . i 1,896 138 25 163 M. J‘. Dillon . .. 256 1 28 Fred Larrowe . 517 34, 650 1,500 1 1,609 5,000 Mary E. Windsor . 1,404 75 75 150 Mary E. Blair . 60 205 1,844 55 19 121 Katherine Sullivan . 300 690 9, 594 500 700 358 3,470 97 97 194 Thos. M. Brainard . 40 1,091 85 is 100 Clara G. Winchell . 4327 4328 4329 4330 4331 4332 4333 4334 4335 4336 4337 4338 4339 4340 4341 4342 4343 4344 4345 4346 4347 4348 4349 4350 4351 4352 4353 4354 4355 4356 4357 4358 4359 4360 4361 4362 4363 4364 4365 4366 4367 4368 4369 4370 4371 4372 4373 4374 4375 4376 4377 4378 4379 4380 4381 4382 4383 4384 4385 4386 4387 4388 4389 4390 920 EDUCATION DEPORT, 1903, Public, fiocicfi/, au(J school libraries in the United [('olumii 5; }5uil(liup: — O, owiuvl; II, rented; F, furni.slied free. 6: Supported by — T, taxation; K, reference; 1 location. Name c f library. Founded. Cla.ss. 1 Building— Supported by — Free, suhscrip- tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 i 3 4 5 i ! 0 - S 9 NKW voiiK— eon. 1 1 4391 Huntington . Library Association . 1875 Gen .. R. S.Fr. B. j 6, OOO' 4392 Sch 1 F T. I P" B 1,1 70i 4393 11 ion . Free Public Library . 1893 Gen .. O. T. i S.Fr. B. 12! 562 4394 . do . Public School . 1 1893 Sch . . . 1- . 1 T. Fr. R. 1,846' 4395 Ir\'ington . Guiteau Library . ! 1901 Gen .. 1 T. F. B. 3,861' 4396 . do . Public High School . j 1883 Sch . . . F. T. Fr. B. 4,000 4397 Is] ip . ; 1894 Sch . . . F. ' T. P’r. B. 1,000 4398 _ "do . St. Mark’s Parish House . ! 1890 Gen .. 0. 1 C. F. B. 1, 945 4399 . do . Village Library . 1 1884 Gen .. R. C. s. C. 3, 000 4400 Illiaea . Cornell Library Association.. 1866 Gen .. O. T,C. ' F. B. 22, 639 4401 . do . Cornell University . 1 1868 Col . . . 0. ! c. Fr. B. 272, 899 4402 . do . Barnes Reference Lib . . . . 1 1889 Theo . F. c. Fr. R. 1,183 4403 1 M ed . . F. C. Ft. B. 1,940 4404 . .do . Sci _ F. c. Fr. B. 1,000 4105 . do . Lav/ Library . . . 1 Law . . F. c. Fr. B. 30, 674 4 too . do . Seminary Libraries . 1 . Col ... F. G. Fr. B. 3, 880 4407 T 880 Sch . F. I T. Fr. R. 2, 155 4408 Jamaica (1 C'lin- I’ublic High School . 1860 Sell... F. I F. B. 2, 305! ton I’lace). \ I 1 4409 Jamaica (Rich¬ Public High School . 1897 Sch . . . F. T. ' Fr. ' F. 1,295 mond Hill;. 1 i 4410 Jamaica . State Normal School . Sch . . . F. T. i Fr. B. 2, 700' 4411 Jamestown . James Prendergast Free Lib. . 1880 Gen .. ! 0. c. ! F. B. 18,913: 4112 . do . Public High School . 1868 Gen . . 1 T. i F. B. 4, 959, 4413 . do . Young Men's Christian Assoc. 1884 Y.M.. i F. C. ! F. i B. 1,000 4414 Johnstown . Ihrblic High School . Sch... 1 F. T. i Fr. 1 F. 2, 072! 4415 . do . Public Library . ’iooi’ Gen .. 0. T.D. ; F. i F. 5, 730, 4416 Jordan . I’ublic High School . 1.842 Sch . . . F. T. F. F. 1,300, 4417 Jordanville . Public Library . 1893 Gen . . ! F. T. C. F. 1 F. 1,230: 4418 j Katonah . Villa ge I m proV emeu t Soc iet y * 1878 Soc . . . 1 I"- C. s. 1,953' 4419 t Keene Valley . Ihiblic Ijibrary . Gen .. ; 0. T. C. S. Fr. 1 B. 2,04l! 4420 ! Keeseville . Lee Memorial Library . 1901 Gen .. ' o. C. S. PT. ’ B. 1,306; 4421 . do . McAuley Academy . 1885 Sch... 1 F. c. Fr. B. 1,065 4422 . do . Public High School . 1850 Sch... i F. T. F. B. 1,825 4423 Keuka Park . Keuka College I’ublic Library 1896 Sch... F. T. C. P'. B. 3,602 4424 Kingston . City Library . 1899 Gen . ' 0. T. D. F. B. 4, 298 4425 . do . Kingston Academy . 1774 Sch . . . 1 T. Fr. B. 1,400 4426 Kingston (Rond- Ponckhockie Public Library. 1899 Gen .. F. T. F. B. 2, 034 out). 4427 Kingston . Sch ool Library (el emeu tary ) * . 1838 Sch . . . ^ F. T. F. B. 2,445 4428 . do . Third Judicial Hist. Law Lib. 1 876 I.a w . . F. T. F. R. 6,683 4429 Kingston (Rond- Ulster Free Academy . 1870 Sch . . . F. T. Fr. B. 1, 726 out). 4430 Lakemont . Palmer Institute . 1839 Sch . . . ’ F. T. C. Fr. i F- 5, 000 4431 Lake Placid . Public Library . 1884 Gen .. 0. T. C. F. B. 4,000 4132 Lancaster . Lancaster Library . 1882 Gen . . ! F. C. S. Fr. F. 4,315 4433 . do . Public High School . 1894 Sch . . . F. T. Fr. F. 1,200 4431 Lawrence . Public High School . 1895 Sch _ F. T. F. F. 2,020 4135 Le Roy . Library Association . 1873 Gen .. R. C. S. Fr. 1 C. 3, 500 4436 . do . I’ublic' High School . ! 1891 Sch... F. T. Fr. 1 F- 1,500 4437 Lewiston . Free Library . 1901 Gen . . R. C. F. F. 2, 606 4438 1 ,il)erty Public Library . . . 1894 Gen F T. F. C. 2, 085 4439 Lima . Genesee Wesleyan Seminary. 1830 Sch . . . F. C. Fr. B. 5, 400 4440 Ijimestone . Union School . 1896 j Sch _ F. T. F. B. 1,300 4441 Lisle . Lisle Academy . 1867 Sch . . . F. T. F. B. 1,000 4412 Little Falls . Public High School . 1 1 Sell.. F. T. Fr. B. 6, 000 4143 Liverpool . Pnbl ic Libra. rv . .. Gen . . F. T. P". R. 1 , 359 4444 . do . Union School * . Sch F T. F B. 1,000 4445 Lockport . Free Public Library . 1.893 Gen .. F. T. f! B. 8,300 4446 . do . Public High School . .Sell _ PL T. Fr. B. 1,019 4147 . do . St. Joseph’s Academy and In¬ 1866 Sch... F. C. Fr. B. 1,535 dustrial Female School. 1 4448 Long Island City.. Public High School . 1.891 ; .Sch... F. T. F. B. 1,853 4449 Long Island City Queens Borough Library a ... 1896 Gen .. R. T. F. B. 40, 062 (101 East ave.). 1 4450 Lowville . Lowville Academy* . 1 Sch... F. C. F. B. 4, 095 4451 . do . State Street High School . 1885 1 Sch... F. T. F. B. 1,800 * Statistics of 1900. « Including 10 branches. PUBLIC, SOCIETY, AND SCHOOL LIBKARIES 927 Slates of 1,000 volmncs and over in 1003 — CJonlinued. C, corporation; L, donations. 7: F, free; S, snirscription; Fr, free for reference. 8: 0, circulating; B, botii.] QJ P. a a Ph Volumes added during year. Books is.sued for home iise. Beceipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. o 111 Productive funds. 10 11 12 13 14 15 1« , 1? 18 19 300 5, 412 $41 ^705 Marv F. Gaines . 4 S44 A. E. Chase . 795 45, 914 ^2, 000 100 100 2,393 'r3,’666 §30, 66o Anna K. Perkins . 204 125 125 250 . 210 CO oc 1,000 100 400 1,690 8, 000 Lucile R. Townsend _ 80 8 2 300 46 46 M. I. Hunt . 442 2,390 1 Flora Belle Smith . 150 2, 378 235 Almena C). Wheeler . 44, 279 200 200 S. IT. Svnnott . 4.6 000 11, 587 18, 530 34, 237 37, 122 312, 000 260,000 Geo. Win. Harris . ’lOO 49 40 Andrew C. White . 11,000 1 1,708 250 250 500 150 1,763 . ( Carrie E. Hovt . 90 300 300 1 M. Eva Glen . . i i ! 5, 565 1,120 69, 973 100 5, 602 5, 702 100, 000 65, 000, .. ..1 Marv E. Hazeltine . 114 15, 222^ 626 626 Julia Grace Bealer . 620 1 1 511 5771 573' 223 796 Mrs. Margaret A. Sharpe. i,oio: 24, 038 2, 500' 100 3, 025 24, 200 Mary G. France . 73' 250 25 25 70 Harriet V. Peck . 64' 1,754' 35 63 Elizabeth A. Bell . j 826, 1,234 371 . 107i 1,988 50 350 2, 000 Jennie Lawrence . 285i 2, 679 319 600 120 20 1 M. Bernard O’Keefe . 250 68 750 50 ’ 50 100 1 . Ernest E. Hinman . 105 305 2, 981 * loo' 1 . 220 1 Eva R. Ambler . 800 292 28, 306 3, 000 3,000 . 1 30, 000 1 E. S. Post . 1 . . . ■ 1 1 4, 958 48 52 ! Sadie F. Schutt 50 227 2, 000 1 86 50 136 i 113 600 ()00 1,200 1 Geo. Teller 212 488 ! 455 46 511 C. C. Wilcox . 100 300 10,000 j 390 100 1,170 1 . ''''2,' 500 George H. Bruce . 116 4, 100 1 190 Miss A. E. Thatcher . 4, 000 j 200 200 Burt B. Farnsworth . . . . 100 i 400 2, 835 455 455 Fred De Ij. King . ! 3, 800 I i . 200 Katharine Cameron . 123 3, 786 i 100 1 747 1 ! 85 3, 648 100 i 25 ' 143 i Linda Horn . 500 70 550 1 ' 74 A. C. Work.s 90 35 1,100 35 35 ! 70 P. J. McEvov - 55 SCO 1 1 . 14 223 i 4, 012 100 100 Mabel E. Graves . 1 1 500 317 24, 652 900 100 459 1,459 1 10, 000 Emmett Belknap . ! 3, 460 Sister At Vermiica. 55 533 ' 2, 600 1 1 Emma W. Heermance... 4,699 j 185, 434 : 20,124 20,924 •Jessie F. Hume j 800 1 100 . ; 25 ii 10 ! 35 Arthur M. Johnson . 4391 4392 4393 4394 4395 439(5 4397 4398 4399 4400 4401 4402 4403 4404 4405 4406 4407 4408 4409 4410 4411 4412 4413 4414 4415 4416 4417 4418 4419 4420 4421 4422 4423 4424 4425 4426 4427 4428 4429 4430 4431 4432 4433 4434 4435 4436 4437 4438 4439 4440 4441 4442 4443 4444 4415 4446 4447 4448 4449 4450 4451 928 EDUCATION REPORT, 1903, Public, societij, and school libraries in the United [Cohimii 5: Building — O, owned; B, rented; F, furnished free. 6; Supported [by — T, taxation; K, reference; Location. j 1 j NEW YORK— con. 4452 Lvons . 4458 Madalin . 44.54 Madrid . 44.55 Malone . 44.50 . do . 4457 Manlius . 4458 Marathon . 44.59 IMarcellus . 4400 Margaretville . 4401 Maspeth . 4402 Massapequa . 4403 Matteawan . 44C)4 Mavville . 4405 Mechanicville .... 4400 Medina . 4407 Merrick . 4408 Me.xico . 4409 Middleburg . 4470 IMiddleport . 4471 Middletown . 4472 . do . 4473 . do . 4474 Millbrook . 4475 Mineville . 4470 Mohawk . 4477 Montgomery . 4478 Monticello .* . 4479 Montour Falls .... 4480 . do . 4481 . do . ' 4482 Moravia . ! 4483 . do . 4484 Moriah . 4485 Morris . 4480 Morristown . 4487 Morrisville . 4488 Mount Kisco . 4489 . do . 4490 Mount Morris . 4491 Mount Vernon.... 4492 . do . 4493 . do . 4494 Nan net . 4495 Naples . 1 4490 . do . i 4497 Newark . ’ 4498 . do . i 4499 Newark Valley. . . . ' 4500 4.50 f New Berlin . ! 4501 New Brighton ....' 4501 . do . 4501 Newburgh . 4505 . do . 450.’) . do . 4507 . do . 450S . do . 4509 Newtield . 4510 New Hartford . 4,511 New Paltz . 4512 New Rochelle .... Name of library. Founded M Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. i 3 4 '5 1 _ 6 i 7 1 ^ 1 9 ! Union School . 1840 Sch . . . F. T. Fr. B. 4, 550 Idvoli Public Library . 1885 Gen .. F. T. F. B. 1, 250 Public High School . Sch _ F. T. Fr. B. 1, 000 Franklin"" Academy (Wead Sch . . . 0. T. F. B. 7,000 Wadhams Reading Circle. . . . 1894 Gen .. R. T. C. F. B. 1,784 Public High School . 1850 Sch . . . F. T. Fr. B. 1,776 Peck Memorial Library Assoc . 1893 Gen .. O. T.C. F. B. 3,690 Public High School . Sch . . . F. T. Fr. B. 1,024 Public High School . '1895' Sch ... F. T. F. B. 1,208 Borough of Queens Library, Sch . . . F. T. F. B. 1,200 School No. 72.* 1 He Lancev Flo vd-Jones Free 1S9G Gen .. 0. T. S.Fr. B. 1, 745 Library. Howland Circulating Library . 1872 Gen .. 0. C. S.Fr. B. 6,790 Union School . 1857 Sch... F. T. 1 F. C. 1, 125 Public School . 1895 Sch... F. T. D. F. B. 5, 950 Public High School . 1890 Sch . . . F. T. F. B. 2, 500 Merrick Library . 1891 Gen .. 0. U. F. B. 1,648 Academy and High School... 1826 Sch . . . F. T. Fr. B. 3,012 Public High School . 1885 Sell . . . F. T. F. R. 1,700 Public High School . Sch... F. T. Fr. B. 1,025 Public High School . 1887 Sch . . . F. T. Fr. R. 2, 000 Public School . 1879 Sch . . . 0. T. F. B. 9, 624 State Hospital (Leonora S. 1877 Asy... 0. T. F. B. • 3,522 Bolles Memorial Library). Free Library . . Gen .. F. T.C. F. B. 1,792 Public High School . ’1893’ Sch... F. T. F. B. 1,008 Public Library . 1893 Gen . . F. T. F. B. 1,554 Public High School . 1791 Sell . . . F. T. F. R. 1,000 Public High School . Sch . . . F. T. Fr. B. 1,680 Cook Academy . 1872 Sch . . . F. C. Fr. B. 3, 000 Free Library . 1893 Geii .. R. T. F. B. 1,571 Union Free School* . 18.50 Sch . . . F. T. F. B. 1,200 Powers Library . 1880 Geii .. 0. T. F. B. 4, 024 Public High School . . Sch . . . F. T. Fr. B. 1,075 Sherman Collegiate Institute. 1872 Sch . . . F. C. F. B. 2, 000 Public High School . 1869 Sch... F. T. F. B. 1,900 Public Library Gen F. T F B. 1 , 576 IMorrisyille Library _ ' . 1903 Gen .. 0. T.D. F. B. 1,000 Free Library and Reading 1902 Gen .. F. 1 C. F. 1 B. 2, 541 Public High School . 1876 Sch... F. T. 1 1 Fr. B. 2, 562 Public High School . 1879 Sch... F. T. ! F. B. 1,800 Lockwood Collegiate School Sch . . . F. C. 1 Fr. B. 1,000 for Girls. Public High School . 1894 Sch...^ F. T. Fr. B. 1,319 Public Library . 1896 Gen .. F. T. F. B. 9, 798 Public Library . 1894 Gen ..' 1 F- T. F. C. 1,780 Naples Academy * . 1860 Sch... F. T. F. B. 1.500 Piildic Hieb Sc'bool Sch 1 F T. Fr. B. 2, 300 Free Public Library . 1897 Gen .. 0. T. F. B 4, 865 Union School . 1857 Sch ... F. T. F. B. 2,000 Public High School . 1889 Sch... F. T. F. B. 3, 029 Public Library . 1880 Gen . . R. T. F. B. 1,296 Mary Washington Free Lib .. 1898 Gen .. R. T. F. B. 2, 669 Sailors’ Snug Harbor . 1833 Soc ... G. C. Fr. B. 4, 500 Staten Island Acad. (Arthur 1886 Sch...i 0. C. D. F. B. 9, 781 Winter Memorial Library). 1 Free Library . 1852 Gen ..1 0. T. F. B. 29, 434 Mackie’s (Misses) Seminary *. Sch . . . ! F. C. F. B. 2, 500 Mount St. Mary’s Academy .. ’i888’ Sch . . . i F. c. s R. 1,349 Newburgh Theological Sem.. 1805 Theo . 0. c. F. B. 3, 500 Second Jud. Dist. Law Lib . .. Law . . R. T. F. R. 6, 184 Town Library . 1895 Gen .. R. T. F. B. 1,600 Public High School . Sch . . . i F. T. Fr. B. 1,130 State Normal School . 1886 Sch . . . : F. T. F. R. 4,500 Public Library . 1893 Gen .. R. T. F. B-. 12, 468 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBEAEIES 929 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] s ^ q; be c: G 'O'S nd a! 2 ^ Receipts from- 3 *^.2 Ph 2 '5 § OJ G G aJ I- Name of librarian. 10 12 13 14 15 1« 18 10 1,500 150 700 S25 8145 25 8144 8297;. 50: . F. H. Gardner . Chas. W. Townsend. 4452 4453 4454 4455 4456 4457 4458 4459 4460 4461 4462 4463 4464 4465 4466 4467 4468 4469 4470 4471 4472 4473 4474 4475 4476 4477 4478 4479 4480 4481 4482 4483 4484 4485 4486 4487 4488 4489 4490 4491 50 200 1,100 413 4,954 1,240 863 588 i 577: 32 1,306 85, 000 Geo. J. Whipple. 5,400 15, 000 A. S. Knapp . . J. W. Livingston , 148 1,000 12 R. L. Countryman 2, 025 5, 891 300 8,000 5, 000 854 2,000 500 175 315 1,036 13,000 23, 000 Edna R. Wiley . Joseph N.Badeau. 100 35 L. B. Blakeman. Edith Hill . Lina Miller . A. H. Norton _ S. C. Kimm . 25 470 342 350 50 83 20 55, 280 8, 010 5, 000 2,1151 3,707 500 200 3, 285 30, 000| Mary K. Van Keuren 3,000, W. B. Ewer . 25| 125 13! 200 1,11 50 185 25 Alice C. Masters. S. L. McClellan . Grace L. Davis . . 1,000 4, 570 800 6,302 100 ; lOOi. 50 Elizabeth P. Hopkins. . Sarah A. C. Butler. 1,460 1,300 1,823 333 9,799 650 1,298 100 ,000 B. L. Brown . Cora A. Hixson . J. B. Lawrence . Rev. Wm. A. Aiken. Margaret Peddle . . . 50 110 Frederick J. Carpenter Jennie A. Rockfellow . 100, 21 1,106 1 25 300 52, 037 2,176 1,200 3,500 54 710 500: 60: Beatrice Stepanek . 4492 Frances D. Thomson _ ' 4493 Wilford F. Down . 4494 4495 4493 4497 4498 4499 4500 4591 4502 4503 2, 340 40 17,111 3,000 21, 300 6,824 10, 089 1,500 250 125 300 150 100 125 125 100 100 1,982 378 260 410 421 3, 800 1, 097 82, 045 3,946 161 1, 050, . 5, 892 j. ”'’73|; Emma B. Richmond _ C. A. Hamilton, A. M ... J. S. Kingsley . Mrs. Wm. G. Prentice... Mary Isabel White . 10, 000 35, 000 Marion Canfield. Thos. M. Hawthorne _ 4504 4505 4506 4507 4508 4509 4510 4511 4512 150 30 100 3,000 ....i 1,200 140: 140 1,200 280 20, 000 Sister M. Blanche J. G. D. Findlev.. N. D. Belknap.'... Edna Simpson .... 2, 000 200 . 1,886 59,785 10,956. 100: 19 11,447' Florence Wiley . Elizabeth C. Stevens _ ED 1903- -59 930 EDUCATION KEPORT, 1903 Public, society, and school libraries 'in ttie United [Column n: Building — O, o\vneV 1 Ux K \ji 1 V (17 W. 44th st.). 1 n. 4540 New York City Bronx Free Library . 1901 Gen .. 1 F. T.D. F. B. 3,212 (176th st. and W a s h i n g t 0 n 1 ave.). 1 ' 1 i * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES. 931 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8; C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Rec a .2 « H sipts frc 3^2 P-t Productive g funds. ' Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. 10 11 12 13 14 15 J 17. 18 19 100 . 3=120 Margaret M. Maher . . 17, 903 811 20, 209 $205, 000 1 $220, 000 Geo. C. Hurlbut . George Whitefield, jr. 5,200 Josephine T. Bragg. . . 2, 500 Lucy E. Howard . . 6,000 250 Mary R. Cranston _ 30, 000 600 Anthony Woodward, Pii. d1 8,0C0 40 3=400 2,418' 9,821 Herbert Valentine ... 1 1 1 1 38, 020 1, 669 i 188 3, 385 1,101 i 85, 000 Isabel Thur.ston . 100 515 Antonio Arrighi . 50 20 (<■1,000,000 Arthur W. Tams . 150 Robert Reitz . 2, 158 W. F. Kip . i 250 ! Mary Brown .Sumner. 1 Wm. L. Hazen . j 75 i 1 i;::;;;:::: . 178 1 4, G65 i 1 . ! 550 Gertrude S. Crockett . 800 1 i i 149 1 1 i F. G. Croswell . 532 ; 16, 701 8 1 726 Julia Ida Bedell . 4513 4514 4515 4516 4517 4518 4519 4520 4521 4522 4523 4524 4525 4526 4527 4528 4529 4530 4531 4532 4533 4534 4535 4536 4537 4538 4539 4540 « A library of music exclusively 932 EDUCATION KEPORT, 1903, Fahlic, society, and school libraries in the United [Column 5: Bniloing— O, owned; R, rented; F, furnished free. 6; Supported bj'— T, taxation: R, reference; Location. Name of library. Founded. Cla.ss. Building— Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 ! o 6 ! j 8 9 NEW YORK— con. 4541 Soc . F. c. F. B. 1,700 (5 W. 31st St.). 4542 New York City Cathedral Free Circulating 1888 Gen .. T.D. F. B. 68, 745 (536 Amsterdam Library. « ave.). 1 4543 New York Citv Catholic Club . 1873 Soc . . . ! 0- C. Fr. B. 20,000 (120 Central 1 Park, S.). 4544 New York City Centurv Association . 1847 Soc ...; 0. C. Fr. R. 15, 000 (7 \V.43d St.). 1 I 4545 1858 Mer .. R. c. Fr. R. 4,000 (32 Nas.sau st.). 454G New Y’ork City Charitv Organization Society. 1881 Soc ... F. c. F. B. 2,800 (105 E.22d St.). 4547 New York Citv City Library . 1847 Gen .. F. T. F. R. 9,598 1 (Citv Hall). 4548 New York Citv College of the City of New 1852 Col . . . F. T.D. Fr. B. 35, 749 (17 Lexington York. ave.). 4549 New York Citv Clionian Soviet v* . 1870 C. Soc. F. C. S. B. 1,265 (105 E. Broad¬ way) . 4550 New" York Citv College of Pharmacy of the 1829 Med . . F. C. F. R. 5, 585 (115-119 W. 68th City of New York. St.). 4551 New York City College of St. Francis Xavier. 1847 Col ... F. C. Fr. B. 101,400 (30 \V.16th St.). 4552 . do . Students’ Library . 1818 Col ... F. C. Fr. B. 8,000 4553 New York City College Settlement . 1888 Gen .. F. C. F. B. 2,600 (95 Rivington of \ 4551 j . New York Citv Collegiate School . h... F. C. Fr. B. 1,000 (241 W.77th St."). i 4555 New York Citv Columbia Universitv . 1754 Col ... ’ 0. C. D. Fr. B. 346, 354 (\V. 116th St. and Amster¬ dam ave.). 4556 New York City ... School of Law . Law F. C. Fr. R. 23, 000 4557 New York City Teachers College (Bry¬ 1888 Col ... F. c. Fr. B. 22, 637 (120th St.). son Library). 4558 New York City Comstock School . Sch . . . F. c. Fr. B. 1,200 (32 W.40th St.). 4559 New York City Cooper Union for the Ad¬ 1857 Gen .. F. c. F. R. 39,481 (8th St. and 4th vancement of Science and ave.). Art. 4560 New York City Cornell University Medical 1899 Med .. F. c. Fr. B. 2, .500 (28th St. and Isl College. ave.). 4561 New York City Corporation Counsel Law Law . . F. c. S. R. 15, 000 (Tryon Row) . Department. 4562 New York City Curtis (Osborn Marcus) 1870 Sch . . . F. c. Fr. B. 2,000 (Port Rich¬ School. 4563 mond ) . New York Citv De La Salle Institute . 1887 Sch... F. c. S. B. 5,000 (108 W.59th .st.‘). 4564 New York Citv DeWitt Clinton High School. 1898 Sch . . . F. T. Fr. B. 3, 482 (140 W.102d St.). 4565 New York City De Witt Memorial Free Li¬ 1882 Gen .. 0. c. F. B. 2, 500 (286 Rivington brary. 4566 bl. ) . New York City Eclectic Medical College . 1865 Med .. F. c. Fr. B. 3,718 (171 Lexington ave.). 4567 New York City Elv’s (Misses) School . Sch... F. c. Fr. B. 3, 000 (Riverside Drive) . 4568 New York City Equitable Life Assurance So¬ 1876 Law . . F. c. Fr. R. 21,096 (120 Broadway). ciety Law Library. * Statistics of 1900. « Including 11 branches PUBLIC, SOCIETY, AND SCHOOL LIBKAKIES, 933 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: 0, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Beceipts from— Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 IG 17 18 19 1,000 Ti. M. MeFormiek . 4541 400 6, 802 412,243 f 17, 275 823, 182 Agnes Wallace . 4542 703 1 Jas. M. Mooney . 4543 1,500 3,000 Viggo C. Eberlin . 4544 4545 2,500 400 Josephine Tompikins .... 4546 98 1,000 1,000 Philip Baer . 4547 4, 240 838 5, 322 3, 805 $1, 733 5,538 $37, 000 Chas. G. Ilerbermann . . . 4548 59 500 50 4549 10, 000 185 Virgil Coblentz, Ph. D .. 4550 1,050 20 John F. O’Donovan, S. J. 4551 100 8, .500 Walter Dwight, S.J . 45.52 409 17,935 300 Mabel H. Duncan . 4553 4554 50, 000 18, 800 92, 205 . 1 78, 338 James H. Canfield . 4555 4556 . 1 2,611 28, 006 Elizabeth G. Baldwin ... 4557 • 4558 1, 180 2,000 2,000 40, 000 4559 5, 000 100 650 4560 James M. Valles . 4531 200 800 121 Osborn Marcus Curtis . . . 4562 100 i 1 Brother Peter . 4563 20 1,052 Harriette Arden . 4564 100 46 12, 119 Malcolm R. Birnie . 4565 17,090 20 250 20 William Wengenroth. . . . 4566 Elizabeth L. Ely . 4567 1, 127 Thomas Campbell . 4568 1 934 EDUCATION REPORT, 1903, Puhlic, sociefy, and school libraries m the United [Column 5; Building — O, owned; R, rented; F, furnished free. C: Supported by— T, taxation; R, reference; Location. Name of library. Founded. 1 Class. i Building — 1 Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 5 6 8 9 NEW YORK — con. ! i 4569 New York Citv Equitable Life Assurance 1896 Sci.... ! F. C. F. B. 7,594 (120 Broadway). Society, Insurance Lib. ! 4570 New York City Ethical Culture School . Sch... F- c. Fr. B. 11,000 (109 W. 54th St.)*. 4571 New York City Female Academy of the 1847 Sch... ■ F. c. S. R. 7, 923 (130th St.). Sacred Heart. 4572 New York City Five Points Mission Free 1868 Gen .. F. c. F. C. 2,100 (63 Park st.). Reading Room.* 4573 New York Citv Foreign Missions . 1840 Gen .. F. c. F. B. 7,810 (156 Fifth ave.). 4574 New York Citv Free Library of the General 1820 Gen .. 0. T. F. B. 100,273 (13-24 W. 44th Society of Mechanics and St.). Trade.smen. 4575 New York Citv General Theological Semi- 1817 Theo . 0. c. Fr. B. 33, 966 (9th ave. bet. nary of the Protestant 20th and 21st Episcopal Church. sts.). 4576 New York Citv German Liederkranzof New 1868 Soc . . . F. C. S. B. 7,420 (111-119 E. 58th York City. 4577 Si. ) . New York City Grace ITou.se Parish Library 1881 Gen .. F. c. F. B. 1,780 (802 Broadway). and Reading Room. 4578 New York City Grammar School, No. 99* _ 1860 Sch . . . F. T. F. C. 1,800 (Westchester). 1 4579 New York City Grand Lodge F. and A. INI _ 1886 Mas .. F. c. F. R. 5,450 (79 W. 23d St.). 4580 New York City Grolicr Club . 1884 Soc . . . F. c. Fr. R. 7,810 (29 E. 32d St.). ' 45, SI New York Citv Harlem Free Library . 1825 Gen .. 0. T. F. B. 23, 676 (32 W. 123d St.). 4582 New York Citv Harlem Y. W. C. .4. Library.. 1891 Y.W.. F. c. S. Fr. B. 1,342 (72-74 W. 124th 1 St.). 4583 ; New York Citv Harmonic Club . 1852 Soc . . . 0. C. Fr. B. 16,943 (43-45 W. 42d 4584 St.). New York Citv i Harvard Club . 1865 Soc .. . 0. C. Fr. B. - 4,500 (27 W. 44th st.)‘. 4585 Nerv York City Health Department of the 1866 Med .. R. T. Fr. R. 1,964 (55th St. and 6th city of New York. * ave.). 4586 New York Citv Hebrew Orphan Asylum and 1859 Asy... F. C. F. C. 3, 500 (135th St. and Benevolent Society. 1 A m s t e r d a nr ave. ) . 4587 New York City (36 Hebrew Technical Institute . 1887 Sch . . . F. C. Fr. B. 2, 829 Stuyvesant st.) . 4588 New York City High Bridge Free Library _ 1901 Gen .. R. T.C. F. B. 1,000 (Woo d y c r e s t ave.). 4589 New York Citv Holland Society of New 1885 Soc . . . R. C. D. Fr. R. 1,C0G (348 Broadway). York. 4590 New York (iity Holy Cross Academy . 1858 Sch . . . F. C. Fr. B. 2, 000 (343 W. 42d .st.). 4591 New York Citv Hudson Guild . 1895 Soc . . . F. T. C. F. B. 2, 000 (252 W. 2tith st. ). 4592 New York City Huger Boarding and Day Sch . . . F. C. F. B. • 1,200 (726 Fifth ave.). School.* 4593 New York City Huguenot Society of Amer¬ 1884 Hist .. R. (b Fr. R. 1,000 (105 E. 22d st.). ica. 4594 New York City Huntington Free Library 1891 Gen .. 0. D. F. R. 5,000 (W estchester and Reading Room. ave.). 4595 New York City In.stitution for the Improved 1867 Asy... F. C. Fr. C. 1,200 (904 Lexington Instruction of Deaf Mutes. ave.). : * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBKAKIES, 935 Slates of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7; F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. 1 Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. 1 Public ap¬ propria¬ tion. Productive funds. iO 11 1- IS 14 15 16 17 18 10 Mary E. Miller . 4569 200 Helen C. Allen . 4570 1, 862 302 E. White . 4571 420 4572 316 1,509 1,323 W. Henry Grant . 4573 3,967 2,370 100, 619 $&, 150 6, 150 H.W. Parker . 4574 2, 285 1, 516 5360 6,349 $6, 000 P. K.Cady . 4575 210 7,000 Ernest Wolkwitz . 4576 Emily V. Clark . 4577 100 1,500 30 30 4578 6,000 ' 214 1,200 Alex:. A. Clark . 4579 1 H. W. Kent . 4580 1,569 100,764 7,708 11,326 Carolyn G. Thorne . 4581 94 1 , 238 50 4582 300 423 8,869 1,700 Hns'o HofTmann . . 4583 2,000 400 Geo. J. Coombes . 4584 118 20 600 600 4585 4,000 T,. E. Schleclite . _ 4586 334 1,500 123 398 5, 500 4587 240 2, 100 100 368 B. M. F. Caulfield . 4588 4589 150 40 1 1 , 4590 7, 111 100 1 784 4591 4592 35 4593 E. F. Nisbet . 4594 300 4595 936 EDUCATION KEPOET, 1903, Piihlic, society, and school libraries in the United [Column 5: Buililing— O, owned; R, rented; F, furnished free. G; Supported bj'— T, taxation; R, reference; Location. Name of library. ■ Founded. Class. 1 Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 , i * i 4 5 6 1 7 8 1 9 459G NEW YORK — con. New York City Jewish Theological Seminary i 1886 Theo . F. C. 1 Fr. B. 10, 000 4597 (736 Lexington ave.). New York City of America ( ^Iorais Library). Kingsbridge Library Associa- \ 1893 Gen .. R. D. ■ F. B. 1,956 4598 (Kingsbridge). New York City tion. La Salle Academy . 1 1848 Sch . . . F. C. Fr. B. 2, 625 4599 (44-50 2d .St.). New York Citv Literary Society of Morrisania 1883 Soc .. . F. C. S. C. 1,995 4600 (156th St. and Trinity ave.). New York Citv Lotos Club . 1 1870 Soc . . . 0. c. Fr. R. 1,6G0 4601 (556-558 Fifth ave.). New York City Marinonides Free Library. . . . 1853 Gen .. R. T.C. F. B. 80, 1791 4602 4603 (723 Lexington ave.). New York City (Broadway and 131st .St.). New York Citv i 1863 1896 Col . . . Asy . . . F. C. C. S. F. R. 10, 790 1,902 Manhattan State Hospital, F. B. 4604 (Ward’s Island). New York City (16 East. Maritime Exchange Library* 1874 Mer .. F. C. Fr. R. 1,800 4605 Beaver st.).' New York City (39 Medico -Legal Society Li¬ 1872 Law' .. F. c. Fr. R. 1,500 4606 Broadway). New York City (13 brary.* Mercantile Library Associa¬ 1820 Gen .. 0. c. S. B. 231, 809 4607 x\stor place). New York City tion. Methodist Library . 1 1852 Theo . F. c. Fr. R. 5,000 4608 (150 5th ave.). ' New York City Metropolitan Club Library *. . 1894 Soc ... F. c. F. B. 2,000 4609 (5th ave. and 60th .st.). New York City Metropolitan Museum of Art. i 1 1880 Hist . . F. c. Fr. R. 7,323 4610 (Central Park). New York City Military Service Institute Li¬ 1879 Gar... F. c. Fr. B. 10, 000 4611 (Governor’s Is¬ land). New York City brary.* Monthly Meeting of Friends 1881 Soc . . . F. c. S. Fr. B. 1,444 4612 (226 E. 16th st.)‘. New York City of New' York. Morris High School . 1898 Sch . . . F. T. Fr. B. 3,756 4613 (3080 3d ave.). New York City Mount St. Ursula Academy. . . 1854 Sch . . . F. C. Fr. B. 1,993 4614 ( Bedford Park ) . New York City (32 Mutual Life Insurance Com¬ . ! Laav . . F. C. Fr. B. 10, 708 4615 Nas.sau st. ). New York City. . . . pany Law Library. Neighborhood Settiement _ Gen .. R. T. D. C. F. B. 2, 651 4616 New York Citv New York Academy of Medi¬ 1847 Med .. 0. Fr. B. 80, 000 4617 (17-21 W. 43d st.). New York City cine. New' York Athletic Club . 1895 ' Soc . . . F. C. S. R. 6,119 4618 (Central Park, south). New York City New' York Botanical Garden. 1895 Sci.... F. C. Fr. ! R. 13, 500 4619 (Bronx Park). New York City New' York Caledonian Club.. 1856 Soc ... 0. C. S. B. 3,000 4620 (846 7th ave.). New York City New' York Catholic Protect¬ 1873 Sch . . . F. D. Fr. B. 1,900 4621 (Westchester)." . do . ory ( Female Department ). New' York Catholic Protect¬ 1865 Sch . . . F. D. Fr. B. 6,500 4622 New York City ory (Male Department). New' York Collegiate Insti¬ Sch . . . F. C. Fr. B. 1,000 4623 (241 Lenox ave.). New York Citv tute. New York Colored Mission... 1865 Soc . . . F. C. F. R. 1,000 4624 (225 W.30th st.'). New York City New York Eye and Ear In¬ 1892 Med . . F. C. Fr. R. 1,288 4625 (222 2d ave.). New York Citv firmary. NeAV York Genealogical and 1869 Soc . . . 0. C. S. R. 5,546 (226 W.58th st.j. Biographical Society. * Statistics of 11 100. PUBLIC, SOCIETY, AND SCHOOL LIBRAKIES, 937 Slates of 1,000 volumes and over' in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: (', circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — . Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. o ^ * S ^ .2 Productive funds. 10 11 12 13 14 15 .6 IT 18 19 500 200 ?1,000 George A. Kohut . 94 9,860 Mrs. M. H. IVinn . 4597 8 1 Bro. A. Joseph . ; 4598 15 515 150 James Dettmann . 4599 250 1,000 Curtis Bell . 4600 4, 463 19S, 207 S. X. Schottenfels . 4601 3,382 70 2,000 230 B. Aurelian . 4602 83 2, 618 4603 4604 2, 000 4605 5,442 93, 953 1 27, 121 S!19, 000 $500, 000 W. T. Peonies . 4606 5, 000 Joseph C. Thomas . 4607 i 100 4608 398 298 2, 216 Wm. L. Andrews . 4609 1,000 4610 160 John Cox, jr . 4611 50 646 4,000 ^557 557 Bertha F. Hathaway _ 4612 851 41 38 Mother M. Fidelis . 4613 1,255 William J. C. Berrv . 4614 163 10, 921 n Claribel Egbert . 4615 20, 000 3, 000 ri, 000 25, 000 380, 828 284, 426 John S. Brownue . 4616 677 1,950 Henry A. S. Upton . 4617 1,500 1 Anna Murray Vail . 4618 S. Sandisojr . 4619 200 50 Sister M. Antoninus . 4620 800 300 4,000 Brother William . 4621 4622 729 Margaret W. Svmmes _ 4623 6, 000 Wm. L. Dennett . 4624 6, 147 5, 892 28, 500 Hamilton B. Tompkins.. 4625 ! 938 EDUCATION REPORT, 1903, Puhlic, society j and school libraries in the United [Column 5: Building — (), owned; B, rentetl; F, furnished free. 6: Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. 1 Building— Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. • - 3 4 5 6 7 s 9 NEW YORK— con. 4()26 New York Citv New York Historical Society . 1804 ! Hist .. ! 0. C. F. R. 125, 000 (170 2d ave.). I 1 1 4627 New York Citv New York Homeopathic 1880 Med . . F. C. Fr. 6,500 (63d St. and nve. Medical College. 1 A). 1 4628 New York Citv New York House of Refuge .. 1825 Asy... F. C. F. I 2,369 (Randall’s Is- 1 1 land). 4629 New York Citv (5 New York Infirmarv for Wo- Med .. F. C. Fr. B. 1, 134 Livingston pi.). men and Children. 4630 New York Citv New York Institution for the 1831 Asy... F. c. Fr. B. ’ 5, 726 (412 9th ave.). Blind. * 4631 New York Citv New Y’ork Institution for the 1829 Asy. . . F. c. Fr. B. 9, 882 ( Broadwav and Instruction of the Deaf and tY. 163d st.). . Dumb. 4632 New York Citv New York Juvenile Asvlum.. 1851 Asy... F. T. Fr. B. 1,000 (176th St. and Amste rdam ave.). 4633 New York City New York Law Institute . 1828 Law .. F. c. S. B. 59, 197 (P. 0. building) . 4631 New York City New York Law School . 1891 Law .. R. c. Fr. R. 10,193 (35 Nassau st.). 4635 New York City New York Press Club . 1874 [ Soc . .. R. C. Fr. R. 6,000 (116 Nassau st.). , 4636 New York City New York Produce Exchange. 1872 Mer . . F. C. Fr. R. 2,000 (Broadway and Beaver st.). 4637 New York City (40 New York Public Librarya... 1895 Gen .. 0. T.C. F. B. 924, 351 Lafayette pi.) . 4638 New York City New York Society Library ... 1751 Soc . .. 0. C. S. Fr. B. 100, 000 t (109 UniversitV pl.). 4639 ^ New Y'ork City New York Society of Peda¬ 1891 Soc . . . F. C. s. B. 1,500 1 (85th st. and gogy.* 1 Madison ave.). 4640 ; New York City (64 New York State Medical As¬ Med .. R. C. F. R. 30, 000 1 Madison ave.). sociation. 4641 New York City New York Trade School . Sch . . . F. C. Fr. B. 1,000 i (1st ave., 67th and 68th sts.). 4642 New York Citv New 5'ork Training School 1898 Sch . . . F. T. Fr. B. 2,601 (119th .st. and 2d for Teachers. ave.). 4643 New York City New York Turnverein . 1855 Soc . . . F. C. S. C. 3,000 (85th si. and Lexington ave.). 4644 New York City New York University . 1831 Col . . . 0. c, Fr. B. 76, 012 1 (Univ. Heights). 4645 ! New York City Law Library . 1831 Law . . F. C. Fr. ' F. 16, 510 1 (32 VVaverly place). . 4646 New Y’ork City Now York American Vet¬ 1875 Med .. F. C. Fr. R. 1,300 ( 141 \V. 54th .st.). erinary College. 4647 New York City Pedagogy Library . 1890 Col . . . F. C. Fr. B. 5, 591 (32 \V a A’ e r 1 y 1 place). 4648 ' New York City New York Yacht Club* . 1844 Soc . . . F. c. S. R. 3,500 i (67 Madison ave.'). 4649 i New York City Normal College . 1886 Sch... F. T. Fr. B. 8,046 i (69111 st. and j Park ave). 4650 New York Citv Normal College Alumna; Set¬ 1896 Soc . . . R. c. F. B. 2, 390 (446 I<:.72d st.).' tlement. 4651 New York City Olivet Church . 1891 Gen .. 1 F. c. F. C. 1 4, 175 1 (63 Second ave.). i 1 1 * Statistics of 1900. o Including 19 branches. PUBLIC, SOCIETY, AND SCHOOL LIBRAKIES 939 StdMs of 1,000 volumes and ovei' in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from— Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 3, 324 $12, 789 $100, 000 Robert H. Kelbv . 15, 000 George Jansen . S57 57 11,000 133 40 27, 252 603 4,043 4,326 Thomas F. Fox, M. A . . . 1 1,667 1 1 William H.W inters . 1 ' 272 i 1,061 Thomas L. Thompson . . 200 5, 000 5,000 Paul Weir . 3,000 1 James H. Partriek . 224, 622. 56, 967 2, 801, 331 1 S:120, 809 306, 306 3, 500, OOG J. S. Billing'S, director _ ! 2,984 27, 995 11, 70S 20, 414 259, 504 8150, 000 Frank B Rmelow 150 150 1,200 ! i 143' 11,312 j ! 1,000 500 700 S. Oppenhvni 9, 252 1,594 i 1 j 3, 488, 4, 333 77, 500 1, 152, 675 Leslie J. Tompkins . 662 4, 254 j 25 * 1 Win. C. i'.riller . 463 2,148 1,490' 600 1 1 5, 000 885 6,669 ! i 1 Edith Rice . 455 8, 059 Mary Plumb. . . 69 5, 063 1 Frederick Rarihle . . 1 i . 4626 4627 4628 4629 4630 4531 4632 4633 4634. 4635 4636 4637 4638 4639 4640 4641 4642 4643 4644 4645 4646 4647 4648 4649 4650 4651 940 EDUCATION KEPOKT, 1903, Public, sodefu, and school libraries in the United [Column 5: Building — O, owned; R, rented; F, furnished free. 6: Supported hy — T, taxation; R, reference; Location. Name of library. Founded. j Class. 1 Building — Supported by — | Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volume.s. 1 2 3 4 5 G 7 8 9 NKW YORK — con. 4652 New York City Ida vers Library . 1888 Soc . . . F. C. s. R. 3,000 (16 Gramercy Park). 4653 New York City Prison Association of New 1865 Asy. .. 0. C. Fr. R. 1,000 (135 E. 15th St.). York. 4654 New York City Protestant Episcopal Citv 1877 A.sy... F. D. Fr. C. 1,500 (Blackwells Is- Mission Society. land.). 4655 New York Citv Public School No. 14, Bronx Sch . . . F. T. Fr. E. 1,862 (Westchester). Borough. 4656 New York Citv Public School No. 1, Rich- 1890 Sch... F. T. Fr. B. 1,100 (Tottenville). mond Borough. 4657 New York City Public School No. 14, Rich- 1896 Sch . . . F. T. Fr. B. 1,845 (Stai)leton). mond Borotigh. 4658 New York Citv Public School No. 18, Rich- Sch . . . F. T. Fr. B. 1,000 (W. New Brigh- mond Borough. ton ) . 4659 New York Citv Public School No. 31, Man- Sch . . . F. T. Fr. B. 2, 058 (200 Monroe st.). hattan Borough. 4660 New York Citv Ravson’s (Misses) School for 1895 Sch . . . F. C. Fr. B. 1,500 (176-180 W. 75th Girls. 4661 st.). New York City Reform Club . 1888 Soc . . . F. C. Fr. B. 14, 000 (233 Fifth ave. ). 4662 New York City Republican Club of the City 1887 Soc . . . F. C. Fr. R. 1,400 (54 W.40th st.). [ of New York. 4663 New York City > Riverdale Library . 1884 Mer... 0. T. I). F. B. 5, 054 ( Kingsbridge). 4661 New York City Sacred Heart Academy . 1883 Sch... F. C. S. B. 1,205 (Westchester). 4665 New York Citv St. Aloysius Library . 1852 Gen .. F. C. S. B. 5, COO (208-10E.4thst.).i 4666 New York City St. Francis Hospital . 1866 Asy... F. D. F. C. 1,008 (609 Fifth st.). 4667 New York Citv St. Gabriel’s Academy . 1860 Sch ... F. C. Fr. R. 1,500 (233 E.36th st.i. 4668 New York City St. George’s Free Circulating 1893 Gen . . F. C. F. C. 8,000 (207 E. 16th st.). Library. 4669 New York City St. John’s College . 1841 Col ... 0. C. S. B. 50, 000 (Ford ham, 100th st.). 4670 New York City St. Joseph’s Institute for Deaf Asy .. F. C. Fr. B. 2, 500 (Westchester). Mutes. 4671 New York City St. Mary’s School . 1890 Sch... F. C. Fr. B. 4,000 (8 E. 46th st.). 4672 New York City St. Theresa’s Ursuline Acad¬ 1874 Sch... F. C. F. R. 1,000 (139 Henry st. ). emy.* 4673 New York Citv Spalding Literary Union . 1885 Gen .. 0. C. Fr. R. 1,000 (34 W. 60th st.). 1 4674 New York Citv Spence (Miss) School for Girls. 1893 Sch. . . F. C. Fr. B. 4,000 (6 W. 48th st.). ’ 4675 New York City Snimrintendent of .schools. . . . 1902 Sch... F. T. Fr. B. 4,217 (59th st. and Ikirk ave.). 4676 New York City Technical Society of New 1880 Sci . . . R. C. S.Fr. B. 3,000 (192 Third ave.'). A'ork. 4677 New York City Tenement House Chai>ter 1895 Gen .. R. T. F. B. 2, 274 (48 Henry st.). Library. 4678 New York City Tottenville Library . 1899 Gen .. R. T. C. F. 13. 2,896 (Tottenville). 4679 New York City Ty[)Othetie of the City of Nevr 1892 Soc . . . F. C. Fr. R. 2,o:o (320 Broadway). York. 4680 New York City Union League Clulj . 1863 Soc. .. F. C. S. R. 11,000 (1 E.39th st.). 4681 New York Citv Union Settlement . 1895 Gen . . F. C. F. B. 2,314 C237 E. 104th st.). * Statistics of 19C0. PUBLIC, SOCIETY, AND SCHOOL LIBEAKIES, 941 States of 1,000 volumes cmd over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circnlating; B, both.] Pamphlets. . Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 18 14 lo 10 17 18 19 Edwin B. Child . 1,500 300 225 Richard E. Evans . 70 509 Philip O’ Ryan . 1 550 N. .1. TiOwe - 496 90 76 41,600 Margaret F. O’Connell .. 12, 000 1 Walter T. Stephenson . . . 180 200 $450 50 25 1,025 $50 $50 915 $2, 400 Francis H. Thorn . 25 40 Brother Lucidius.. Henry .Tung . . . 18 Sister .Tosephine 500 250 Sister l\r. Vincentia, 5,958 168 Em m a, A . Ba vs 300 400 60, 000 .Tohn A. .Tansen S .T Ellen H. Flahertv 50 Sisters of St. Mary 100 50 250 20, 000 Chas. Osborne . Ella C. Williams . 1,890 C. G. Lei and • 500 Felix Mueller . 239 12, 962 $950 100 100 1,176 Bertha Miller . 300 637 14, 206 1,216 1,326 L. C. McCormick . 1,000 Henrv V. Royer 270 3, 500 William B Child 665 16, 388 1 . 022 Marion S Aforse, 1 1 4652 4653 4654 4655 4656 4657 4658 4659 4660 4661 4662 4663 4664 4665 4CG0 4667 4668 4669 4670 4671 4672 4673 4674 4675 4676 4677 4678 4679 4680 4681 942 EDUCATION REPORT, 1903, Public, society, and school libraries in the United [Column 5: Buildins^ — O, owne^l; R, rented; F, furnished free. G: Supjxjrted by — T, taxation; R, reference: Location. Name of library. Founded. Class. Building — Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 5 6 7 8 9 KEW YORK — con. 4682 New York City Union Theological Seminary. 1836 Theo . 0. C. Fr. B. 80,000 (700 Park ave.). 4683 New York City University Club . 1879 Soc . . . F. C. S. R. 19, 742 (54th St. and 5th ave. ) . 4684 New York City University Settlement . 1887 Gen .. R. T. F. B. 7, 039 (184Eldridge.st.). i 4685 Yeltm’s (Miss) School* . ' Sch . . . F. C. F. B. 1,000 (160 W. 74th St.'). 1 4686 New York City Wadlcigh High School . 1897 Sch . . . F. T. Fr. B. 2, 350 (36 E. Pith St.). 4687 New York City Webster Free Library . 1895 Gen .. 0. C. F. B. 12, 455 (526 E. 76th .st.). 4688 New York City Woman’s Library . 1873 Gen .. F. C. F. B. 1,500 (9 E.8th St). 4689 New York City Young Men’s Benevolent 1899 Gen .. 0. C. F. B. 9,478 (311 E.B’dwav). Association. 1 4690 New York City Y. M. C. Library . 1852 Y. M . . 0. c. Fr. 1 B. 51,136 (317 W.56th St). 4691 New York City Young Men’s Christian Union 1839 Soc ... F. c. Fr. B. 1, 000 (Westchester and Bergen aye). 4692 New York City Young Men’s Hebrew Asso¬ 1874 Soc . . . 0. c. F. R. 7,405 (Lexington aye. ciation. j and 92d st.). 4693 New York City Young Woman’s Christian 1870 Y. Vv’.. F. T.C. F. i B. 32, 200 (7 E. 15th .st.).' As.sociation. i 4694 New York Mills _ Union Free School No. 1 . Sch...l F. T. F. i B. 1,000 4695 Niagara Falls . He Veanx School . ‘ 1857 Sch . . . F. C. Fr. i B. 1,900 4696 . do . Public High School . 1 Sch... F. T. Fr. B. 1,171 4697 . do . Public Library . i 1895 Gen .. 0. T. F. B. 12, 573 4698 Niagara Univ . Niagara University . i 1864 Col ... F. C. Fr. B. 14,000 4699 . do . Seminary Dept. (R. C. ) . . . 1 Theo . F- c. Fr. R. 1,300 4700 North Chili . A. M. Chesbrough Seminary*. 'i869' Sch... 1 F. c. F. B. 2, 000 4/01 North Cohocton _ Public High School . 1 Sch . . . I F. T. Fr. B. 1,000 4702 North Easton . Burton Library . 1 1895 Gen F. T. F. B. 1,378 4703 North Tarry town . L^nion School . 1 Sch ... F. T. F. B. 1,800 4704 North Tonawanda Public Library . i 1893 Gen .. F. T.D. F. B. 5, 433 4705 . do . Y. M. C. A. Library . I 1893 Y.M..i F. C. S.Fr. B. 1,100 4706 Norwich . Follett Memorial Law Lib . . . ' 1902 Law . . R. T. Fr. R. 6, 000 4707 . do . School DLstrict (Guernsey 1872 Sch... 0. T.D. Fr. B. 4, 500 Memorial Library). 1 4708 Nunda . Public High School . 1846 Sch...' F. T. Fr. B. 2,400 4709 Nyack . Nyack Library . 1879 Gen ..' O. T. F. B. 5, 594 4710 Rockland Military Academy- Sch... F. C. Fr. B. 1,000 4711 ! . do . Union School . . 'isso' Sch . . . ' F. T. F. B. 1, 766 4712 Oaklield . Public High School . 1892 Sch... F. T. F. B. 1,200 4713 Ogdeusburg . Public Library . 1893 Gen . . 0. T. F. B. 13, 843 4714 Glean . Forman Library . 1871 Gen .. 0. T. C. S. Fr. B. 6, 140 4715 . do . Public High School . 1850 Sch... F. T. Fr. B. 2,939 4716 Oneida . . do . Sch . . . F. T. F. B. 6,330 4717 Oneonta . Public Library . 1892 Gen . . R. T. F. B. 6,950 4718 . do . State Normal School . 1890 Sch... F. T. Fr. B. 3,000 4719 Onondaga Valley . Onondaga Academy (Alex¬ 1811 Sch . . . F. T. F. B. 1,300 andrian Library). 4720 Orchard Park . Public High School . Sch . . . F. T. F. B. 1,000 4721 Ossining . Dr. Holbrook’s School . ’i866' Sch... F. C. Fr. B. 3,000 4722 . do . Mount Pleasant Academy. . . . 1814 Sch. .. F. C. Fr. B. 12, 000 4723 . do . Ossining Seminary for Girls.. 1867 Sch . . . F. c. Fr. B. 2,000 4724 . do . Public High School . Sch . . . F. T. Fr. B. 2,624 4725 . do . Public Library . 1893 Gen .. R. T, F. B. 6, 530 4726 . do . Sing Sing Prison . 1842 Asy... F. T. F. B. 8,511 4427 Oswego . City Library . 1853 Ge'n .. 0, T. F. R. 16, 454 4728 . do . Public School . Sch... F. T. F. B. 6,775 4729 . do . S. Normal and Training Sch. . 'isi'i' Sch . . . F. T. Fr. B. 15, 500 4730 Ovid . . . . . Public High School . Sch . . . F. T. Fr. B. 1,161 * Statistic.si of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES, 943 States of 1, GOO volumes and over in 1903 — Continued. C, corporation; D, donations. 7; F, free; S, subscription; Fr, free for reference. 8: C, circulating: B, both.] Pamphlets. Volumes added during year. Books issued for home use. Bec( _o X H dpts frc S ^.2 (5 Productive V funds. * oJ a o o c 3 o H Permanent en¬ dowment fund. 1 Value library building. Name of librarian. 10 11 12 13 14 15 16 17 18 19 52, 908 1, 675 $3, 990 $3, 990 $82, 000 $100, 000 Chas. B. Gillett . 4682 0*^6 W. PI. Duncan, jr . 4683 1,031 79, 236 S4, 500 SlOO 4, 800 Theresa Blumbe^’g . 4684 4685 4686 700 660 126, 177 6,900 6,900 15,000 Edwin W. Gaillard . 4687 4088 882 934 101, 263 4,125 7, 832 22, 500 Helen Bernstein . 4689 4, 000 1,743 1 6, 945 4,225 12, 069 100, COO 100, 000 Silas H. Berrv . 4690 300 Wm. W. Lawson . 4691 170 1, 141 15, 000 Anna H. Rosen . 4692 2, 323 96, 070 6,000 1 7, 072 Harriet F. Husted . 4693 117 1, 670 W. G. Young . 4694 500 3 400 8 8 Wm. S. Barrows . 4695 4696 1,588 77, 133 7,000 7, 175 60, 000 Adele B. Barnum . 4697 2, 100 100 5, 600 5,000 Rev. John J. Maher . 4698 4699 200 4700 4701 90 3, 025 50 50 120 ],000 Libbie J. Cornell . 4702 236 1 3, 977 Emma L. Silver . 4703 3iJ2 18, 483 1,000 100 1,342 Mary T. Warren . I 4704 300 4705 200 500 700 500 1,200 N. Louise Ruckteshler. . . 4706 250 750 7, 995 350 250 1,976 12, 000 3, 000 . do . 4707 200 75 500 267 267 4708 272 27, 106 1,300 100 1,444 1, 700 15, 000 PTeien Tj. Powell . 4709 4710 28 1,027 Ira H. Lawton . ! 4711 100 60 2, 500 50 20 72 A. H. Dov.niev . 4712 1,150 700 ! 22, 441 1,800 2,273 25, 000 Frank W. Hutchins . 4713 500 242 12, 018 100 448 1,134 8,000 10, 000 Miss Eurydice Brown . . . 4714 4715 118 14, 644 550 550 R M McElrov 4716 1,000 19, 563 800 100 900 Ellen E. Plitchcock.. 4717 700 50 Caroline T. Bockes . 4718 25 100 100 Guy A. Bailey . 4719 16 60 625 31 31 65 F. A. Peek 4720 4721 4722 4723 4724 180 1 . 513 100 624 Harriet N. Van Horn _ 4725 537 1 44, 572 4726 289 750 1,538 Robert Seeley Kelsey. . . . 4727 67 21, 923 4728 300 5,680 Caroline V. Sinnamon . . . 4729 1 4730 944 I EDUCATION REPOET, 1903. Puhlic, sociefi/, and school lihraries in the United [Column 5: Building-— O, owned; B, rented; F, furnished free. G: Supported by— T, taxation; R, reference; Location. Name of library. Founded. j Building — Supported by — Free, subscrij)- tion, or free for reference. Circulating, ref¬ erence, both. Volume.s. 1 O 3 4 i 5 G 7 8 9 NEW YORK — con. 4731 1895 Gen ..! R. T. F. B. 10, 000 4732 Sell . ' F. T. Fr B. 1, 200 4733 Oxford . Oxford Memorial Library .... 1900 Gen ..1 0. T. Fr. B. 4,600 4734 l^ree Library . 1894 Gen . . 0. i T. C. F. B. 4,378 4735 Free School * . Sch . . . F. T. F. B. 1,500 473G Palenville . Rowena Memorial School _ 1900 Sch . . . F. T. F. B. 1,200 4737 1857 Sch . . . i F. T. F. B. 3, 720 4738 . do . King’s Daughters’ Free Lib .. 1901 Gen ..: R. ! C. F. B. 1,000 4739 1874 Sch . . .! F. T. Fr. B. 1,122 4710 Public High School . 1870 Sch ... F. T. F. B. 1,989 4711 Public Library . 1899 Gen .. R. T. F. B. 2,000 4742 Peekskill . Field Library . 1887 Gen ..! 0. D. F. B. 8,000 4743 . do . Peekskill Military Academy . Sch... F. C. Fr. B. 1,522 4744 St. Gabriel’s School . Sch... F. c. Fr. B. 3, 000 4745 Sch...' 1 F- c. F. B. 1,500 4746 1895 Gen . . 1 f; T. F. C. 3,842 4747 Public High School . 1854 Sell... 1 F. 1 T. F. B. 2, 000 4748 Phelps . Union and Classical Hig-hSch. Sch... F. T. Fr. B. 1,140 4749 Public High School . Sch. . . ! F. T. Fr. B. 1,000 4750 Pli i I in f Hit Public. Tiibrarv 1893 Gen . . i F. T. F B. 1,879 4751 Pilcenix . Public High School . Sch... i F. T. Fr. B. 1,132 4752 I’iermont . Improvement Association. . . . Gen . . ' R. T.C. F. C. 2,229 4753 Pinebush . Public Library . 1899 Gen . . 1 F. T. C. F. B. 1,172 4754 Pine I'lains _ Free Library . 1874 Gen .. R. T. F. B. 2, 591 4755 PI a ttslinrg D’Yonville Acaderny* 1 Sch F. C. F B 1,000 4756 . do . Public High School . 1891 Sch... F. T. F. R. 1,895 4757 . do . Public Library . 1894 Gen .. F. T. F. B. 4, 635 4758 . do . Public School' . Sch. .. ! F. T. Fr. B. 4,922 4759 . do . St. Peter’s Church . 1903’ Gen . . F. C. F. c. 1,000 4760 . do . State Normal and Training 1890 Sch... F. T. Fr. R. 3,946 School. 1 4761 Poplarridge . Hazard Library . 1885 Gen .. 0. C. F. B. 3,500 4762 Port Bvron . Free School and Academy *. . 1860 ! Sch... ! F. T. ! Fr. B. 1,000 4763 Port Chester . Library and Reading Room.. 1876 I Gen . . ! 0. C. j B. 2, 236 4764 . do . Public High School . Sch... i F. T. i Fr. ! B. 1,517 4765 . do . School District Library* . 1845 i Sch. . . ■ F. T. I"- 1 B. 1,770 4766 Port, ITpiiry Sherman Free T,il(r:iry 1887 Gen .. ■ 0. T. D F B. 6,521 4767 Port Jervis . Free Libary . 1892 Gen . . 0. T. ’ ! F. 1 B. 13, 775 4768 . do . INIini.sink Valley Hist. Soc _ 1889 Hist .. F. T.C. 1 F. R. 1,424 4769 Port Leyden . Union School . 1894 Sch... F. T. j Fr. B. 1,194 4770 Port Richmond _ Public High School* . Sch...i F. T. ! Fr. C. 2,000 4771 Portville . Union School . . 1880 Sch...' F. T. ! F. B. 1,040 4772 Port Washington . . Free Library . 1895 Gen ..’ 0. T.C. i F. B. 1,125 4773 Potsdam . Clarkson Sc'h. of Technology. . 1 Col ... F. C. , Fr. B. 1,444 4774 . do . Public Librarv and Reading Room. ’i896’ Gen .. 0. T. : F. B. 3,620 4775 State Normal and Training 1SG9 i Sch . . . F. T. , Fr. B. 5,889 School. 1 4776 Poughkeep.sie . City labrary (Adriance Me¬ 1843 Gen .. 0. T. F. B. 26, 000 morial Library). 4777 . do . Vassar Brothers’ Hospital 1898 Med .. F. C. Fr. R. 6, 000 (Fisher Library). 4778 Va ssn r Col 1 ege . 1865 Col ... 0. c. Fr. B. 45, 500 4779 Prattsburg . Franklin Acad, and High Sch. 1823 Sch... F. T. F. B. 2,500 4780 Pulaski . 1’ula.ski Academy . 1854 Sch... F. T. C. S. Fr. B. 2,550 4781 Randolph . Chamberlain Ins'titute (Helen 1855 Sch... F. C. F. B. 2, 440 Culver Library).* 4782 Red Hook . Public Librarv . 1898 Gen . . R. T. F. B. 1,136 4 78;3 Rensselaer . Public Library . 1893 Gen F. T. F. C. 2, 675 4781 Rhinebeck . Starr Institute . 1860 Gen . . 0. D. F. B. 6, 000 4785 Riehburg . Union School . 1887 Sch... F. T. F. B. 2, 020 4786 Richfield Springs. . Public High School . 1885 Sch... F. T. Fr. B. 1,400 4787 Riverhead . Free Tiibrarv 1896 Gen . . R. T. C. F. B. 1,457 4788 Roche.ster . Academy of the Sacred Heart. 18.54 Sch . . . F. C. s R. 1,833 4789 . do . Appellate Division Law Li¬ 1846 Law.. F. T. F. R. 24, 813 brary (Fourth Dept). 4790 . do . Central Library . 1862 Gen .. 0. T. F. B. 35, 499 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRAKIES 945 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, .subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. 1 Receipts from — Total income. Permanent en- dowmentfund. Value library building. Name of librarian. Taxation; Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 200 24, 000 Mrs. J. B. \yorthington . . 238 iio 21,689 $600 §100 $740 $5, 000 Mary A.Arrison . 378 6,843 100 502 5, 2.50 Louise Denton . 10 1,200 150 300 67 415 117 116 233 . William J. Deans 252 100 755 Mrs. Antonio R. Seeley . . 500 100 700 25 25 50 EvaE. Conant. . . 300 75 75 1.50 W. E. Gordon . 150 3W 7,497 600 lOu 1,037 Edith A. Terry . 11,000 ^685 733 $14, 000 1,500 Julia A. Sprague . 100 D. M. Orleman . 331 12, 020 300 200 545 Henrietta Hicks . 40 1,000 Miss E. B. Briggs . 355 2, 975 50 54 109 76 1, 712 21 22 43 Vera H. Beaman . 108 6, 310 200 100 500 Adelaide E. Haring, . 269 4, 267 100 238 Mrs. Joel Whitten . 3, 025 167 167 Frank Eno . . 30 100 Jane J. Edwards . 1,000 554 35, 271 600 630 E. S. Hall . 232 78 55 133 400 2,352 150 J. N. Pelletier . 606 Anne O’Brien . 50 75 868 160 IGO 750 Dexter Wheeler . . . 1 1. . .. . 176 13, 2.57 1,185 1,259 5, 000 16, 000 Carrie B. Stud well . j 33 5, 536 24 24 374 9, 650 200 100 1, 164 20, 000 Flora J. Collins . 568 33, 458 3,000 100 3,142 25, 000 Elisabeth G. Thorne . 79! [ 50 150 W. L. Cuddeback . 1.51; 1,426 25 25 50 Irv'iug T. Farr _ 100 ‘ 6 85.5 Fred R Darling 1 67 2, 133 25 50 5,000 Wilhelmina M. 5Iitchell.| 1 50- 442 i ! 12, 630 1, 200 100 1, 614 300 William Kernan . ! 1 139 Florence R. Curtis . 1 2,588 87, 858 9,082 9, 082 100, 000 j John C. Sickley . i o o o 5, 000 2,746 Frances A. Wood . 1,000 40 100 50 50 100 J M Scoville . 250 3, 094 56 106 Chari e.s M. Bean . 360 21 1, 700 103 1, 500 152 4, 095 80 80 2.55 '’36 212 10, OCO 425 100 525 W. A. Cuzner . 140 99, 060 1, 212 1, 212 20, 000 15, 000 Wesley I. Miller . 300 60 , 1,800 32 33 65 J. M. Reed . 200 153 1,450 53 58 111 ^Albert K. Watkins . 186 4,880 100 372 Ruth H. Tutbill . 100 20 350 K E. Cantwell . 1 1 , 220 3, 000 3,500 455 114, 772 3, 1.53 3, 364 Katherine J. Dowling...’ 4731 4732 4733 4734 4735 4736 4737 4738 4739 4740 4741 4742 4743 4744 4745 4746 4747 4748 4749 4750 4751 4752 4753 4754 4755 4756 4757 4758 4759 4760 4761 4762 4763 4764 4785 4766 4767 4768 4769 4770 4771 4772 4773 4774 4775 4776 4777 4778 4779 4780 4781 4782 4783 4781 4785 4786 4787 4788 4789 4796 ED 1903 - 60 946 P:DUCATI0N report, 1903, Public, society, and s^-hool libraries in the Pnited [CJohmin '); Euildinfj — O, owiiecl; R, rented; F, furnished free. 6: Sui)ported by — T, taxation; R, reference; Location. Name of library. O Gla.ss. 1 Building — Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 4 5 ! 8 9 NEW YORK — con. ■1791 Rochester . East High School . 1849 Sch... F. T. Fr. R. 3, 904 4792 . do . Sch... F. c. Fr. B. 1,000 4793 . do . Nazareth Convent and Acad. 1873 Sch... F. C. Fr. R. 4,’ 817 4794 . do . Power’s Law Library . 1885 Law . . O. c. Fr. R. 10, 000| 4795 . do . . Reynolds Library . 1884 Gen .. 0. c. F. B. 51,500 4796 . do . Rochester Historical Society. l-<87 Hist .. F. c. S. Fr. R. 3,935 4797 . do . Rochester Theological Sem . . . 1851 Theo . F. c. F. B. 32, 081 479.S . do . St. Bernard’s Seminary . 1892 Theo . 0. c. Fr. R. 12, 000 4799 . do . State Industrial School . 1890 Asy... F. T. F. B. 1,482 4.300 . do . Univensitv of Rochester . 1F50 Col ... 0. G. Fr. B. 40, 774 4801 . do . Western New York Institu- 1876 Asy... F. c. 1 F. B. 8,800 tion for Deaf Mutes. 4802 Rockville Center. . Public Library . It 91 Gen .. F. T. , F. B. 3,029 4803 1894 Gen .. ! 0. T. C. F. B. 12, 674 4804 . do . Public High School . Sch... ! F- T. Fr. B. L910 4.S05 . do . St. Peter’s Academy . 'i873’ Sch . . . F. C. Fr. B. 1, 250 4806 . do... . Young Men’s Christian Assoc. 1860 Y. M.. 1 F. C. s. C. 1,000 4.S07 Ro.slvn . Brvant Circulating Library .. 1878 Gen .. 1 G. C. S. Fr. C. 1,000 4 SOS 1903 Gen .. 1 0- T. C. F. B. 2, 341 4809 . do . Summer Institute* . 1886 Sch . . . ! F. T. C. Fr. B. l’ 807 4810 Rouses I’oint . Union Free School . Sch . . . i F. T. Fr. B. 2’ FRl 4811 Rve . Free Reading Room . 1889 Gen . . 0. C. S. Fr. B. 2’ 208 4812 Sag Harbor . Union School . 1870 Sch . . . 1 F T. F. B. 1, 355 4813 1 St. .Toiinsville . Public High School . Sch . . . F. T. Fr. B. 1,030 4814 i St. Regis Falls . Union School . is'ii Sch . . . F. T. •Fr. B. 1, 146 4815 1 Salamanca . Public School . 1875 Sch . . . F. T. F. B. 2, 739 4816 : Salem . Bancroft Public Library . 1891 Gen .. 1 0. T.C. F. B. 7,000 4817 ' do Washington A fsademy F. T. Fr. B. 1, 750 4818 Sandy Hill . Public High School . 1871 Sch . . . F. T. F. B. 2, 120 4.819 Saranac Lake . Public High School . 1816 Sch . . . F. T. F. B. 2, 000 4820 Saratoga Springs.. Fourth Judicial Dist. Law Lib. Law . . R. T. F. R. 6, 100 4.821 . do - - ". ... Public High School . Sch... F. T. Fr. B. 1,600 4822 . do . Public Library * . 1867 Gen . . R. T. F. B. 4,000 4823 . do . St. Faith’s School . 1891 Sch . . . F. C. Fr. B. 2, 867 4821 . do . Saratoga Alheuceum . 1885 Gen .. R. C. S. ■ B. o’ 000 4825 Sauarerlies . Public High School . 1894 Sch . . . F. T. Fr. B. 3’ 018 4826 . "do . Public Library . 1894 Gen .. R. T. F. B. 4, 3’29 4827 Sava nnah Pul)lic Hitrh School Sch F. T. F. B. 1, 606 4828 Schenectady . Free Public Library* . 1894 Gen . . R. T.C. F. B. 8’ 363 4829 . do . Public High School . 1854 Sch . . . F. T. Fr. B. 1, 500 4830 . do . Union College . 1795 Col . . . 0. C. Fr. R. 35,’ 460 4831 . do . Y.M.C. A. Library* . 1875 Y.M.. F. C. S. B. 1,965 4832 Scholia rie Public Higir School . Sch F. T. Fr. B. 1, .390 4833 Schuvlerville . Free Library . 1900 1 Gen .. R. T. F. B. 2^000 4831 . do . Public School* . 1874 j Sch... F. T. F. B. 1, 000 4.835 Scot tsvi lie . ... Public High School . F. T. F. B. li 127 4836 Sea C lift' . Public Library . 1895 ! Gen .. R. T. F. B. 2, 149 4837 Seneca Falls . Library Association . 1891 ' Gen . . R. T. C. F. B. 4, 284 4838 . dq . Mvnderse Academy . 1867 Sch... y T. Fr. B. 2^380 4839 Shelter Island _ Public Library . 1 1885 i Gen .. o'. T. S. Fr. B. 1 2, 9.54 4840 Sherburne . Public High School . i 1895 1 Sch... F. T. Fr. B. 1 1,542 4.811 . do . Public Library . • { 1895 1 Gen .. F. T. F. B. ! 3, 186 4842 Sherman . Public High 6cho o pH'd Value libr; building. Name of librarian. 10 11 12 13 14 15 10 17 18 19 300 225 $150 475 $100 100 ffi25n^ _ Geo. A. Bollcs . . . 157 19, 963 580 Lucy A. Bensley . 1 572 24 79 Lester Howard . 100 100 1,796 50 100 Henry J. Gihson. . . 255 276 2, 342 100 $5, 000 F. Florelle Seymour . 500 1, 920 1, 920 T. L. R. Morgan . . 1,872 332 4, 238 . 206 145 412 M. S. Pattison . 5,150 35 152, 956 300 31,369 31, 369 200, 000 Ezekiel W. Mundy . 710 50 Sr. M. Columbina . 24, 086 2, 700 2,248 314 6,385 5, 940 $100, 000 40, 000 Henry 0. Sibley . J. W. Marlow.. ‘ . 66 Frank R. Walker . . 1 1 . ! 2, 000 200 25 225 Louise Foote . 26 728 10, 843 4,408 2,000 1,086 5,000 40 199 150 100 291 Celia E. Whitnev . 100 100 100 90 280 Frecl V. Lester..* . 116 256 6,382 450 100 550 Mabel F. Malcolm . 424 7,408 18, 060 100 100 200 Ada M. Rork . . 38 243 907 Marie J. Stande . 200 16 Caroline L. Warr . 400 75 810 50 Brother Paphylinus . 200 12 635 5 5 Julia F. McGahan . 1,872 146 61, 508 101 ^3, / 55 3,755 150, 000 De Witt Clinton . 4,125 100 John W. Nugent . 60 50 William S. Lozier . 30 6,000 Anna Nugent . 100 200 370 J. G. Murdoch . 35 500 25 139 5,397 55 186 Ka.te A.Farnham . 500 150 150 Louise M. Stone . 200 6,806 6, 369 600 16, 000 Am V F. Sutton . 395 203 350 368 Mary Elliott . 70 50 30 80 .T. T/. TiUsk 79 350 Sa m 1 . H . H od gi n . 200 528 50 50 100 Geo. F. Bar ford . 79 3,027 60 363 150 500 150 J. C. Schreiber . Viola, Cook . 100 600 680 Isaac P. Bielby . 9,691 63 805 1,578 12,231 17, 308 Dana, W. Bigelow. 5, 538 2, 671 132, 632 11, 500 200 C. M. Underhill . 16 200 10 500 73 73 156 W. L. Millias . 632 25 25 Sara. M Ha.rrinvton 12, 001 100 840 Ha ttie F. Stevens . 500 600 .T. R . Fairgrieve . 70 305 15, 478 8, 041 53 100 407 507 7,100 15, 000 20, 000 Lewis E. Steele . 66 713 Mrs. E. A. Howarth 38 Ezra. W. Beue.diet 324 12, 503 100 100 235 Mary S. Crandall . 4856 4857 4858 4859 4860 4861 4862 4868 4864 4865 4866 4867 4868 4869 4870 4871 4872 4873 4874 4875 4876 4877 4878 4879 4880 4881 4882 4883 4884 4885 4886 4887 4888 4889 4890 4891 4892 4893 4894 4895 4896 4897 4898 4899 4900 4901 4902 4903 4904 4905 4906 4907 4908 4909 4910 4911 4912 4913 4914 4915 4916 4917 4918 950 EDUCATION EEPOET, 1903, Fiiblic, society, a)id scJiooI libraries in the United [Columns: Building— C), owned; B, rented; F, furnished free. G: Supported by— T, taxation; R. reference; Location. Name of library. Founded. Class. Building — Supported by — Free, subacrip- tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 5 6 7 8 i 9 NEW YORK — con. 4919 Warsaw . Public High School . 1853 Gen .. F. T. F. B. 5, 381 4920 Warwick . Warwick Institute . 1848 Sell . . . F. T. Fr. B. 1, .360 4921 . do . Y. M. C. A. Public Library _ 1879 Y.M.. F. C. F. B. 1,035 4922 Waterford . Public High School * . 1895 Sell... F. T. F. C. 3, 600 4923 AVaterloo . Library and Historical Soc... 1875 Hist .. 0. T.C. F. B. 7,249 4924 . do . 1 Sell . . . F. T. Fr. B. 1, 400 4925 Sell F. T. F. B 4 1 695 4926 . do . Y. M. C. A. Library . . j 1875 Y. M . . F. C. S.Fr. B. I’.OOO 4927 Waterville . Public Library . 1894 Gen .. 1 0. T. F. C. 2,953 4928 Watervliet . Post Lib., Watery liet Arsenal. ! 1840 Gar... F. T. F. B. 1,000 4929 . do . Public High School . 1900 Sch... F. T. Fr. B. 1,000 4930 Watkins . Public High School =*= . ! 1895 Sch . . . R. T. F. B. 3, 300 4931 . do . Public Library . I 1895 Gen . . R. T. F. B. 4,088 4932 Waverly . Public High School . 1894 Sch . . . F. T. F. B. 3,750 4933 Webster . Public High School . 1 1875 Sch . . . F. T. Fr. B. 1,400 4934 Weedsport . Public High School . ' 1858 Sch... ! F. T. Fr. B. 1,635 4935 Sch . . . 1 E. T. Fr. B. 1, 400 493(i . do . Public Library . i 1894 Gen .. ! F. T. F. B. 6, 500 4937 West Albany . Y. M. C. A. (Railroad Dept.) . . ' 1879 Y. M . . F. C. Fr. B. 1,500 4938 Westfield . Patterson Library . ! 1890 Gen .. F. T.C. F. B. 12, 648 4939 : . do . Public High School . 1869 Sch . . . F. T F. ' E. 2, 670 4940 1 West Hampton Public Library . 1 1888 Gen .. 0. T.C. F. B. 1,300 4941 , Jocacn. W. New Brighton . Westerleigh Collegiate Inst.. i . Sch . . . F. C. Fr. i B. 1,164 4942 j Westpoint . United States Military Acad.. i'i862' Col . . . 0. T. Fr. i B. 50, 000 4943 1 Westport Circulating Library . * 1885 Gen . . 0. T.C. F ! B. 2, 840 494 4 ; West Winfield . Free Library . 1894 Gen .. F. T. F. B. 2, 517 4945 ' . do . Public High School . Sch . . . F. T. Fr. B. 1,800 4946 i Whitehall . Public High School . 'iSAi' Sch . . . F. T. F. B. 1,600 4947 i AVhite Plains . Public High School . Sch... F. T. Fr. 1 B. 1,660 4948 ' . do . Public Library . i 1899 Gen .. 0. T. F. 1 B. 6,655 4940 ' . do . : . Westchester County Law Lib. ^ 1861 Law . . F. T. F. 1 R. 1 3, 500 4950 Willard . Willard State Hospital* . 1869 Asy... F. T. Fr. R. 3,288 4951 Wilson _ Public High School . 1869 Sch . . . F. T. F. B. 2, 113 4952 Windsor . Public High School . 1868 Sch . . . F. T. F. B. l|037 4953 Wolcott . Leayenworth Institute and Sch... F. T. Fr. B. 1,089 Wolcott High School. i 49-54 Worcester . Public High School . 1889 Sch... F. T. F. B. 1,000 4955 Wyoming . Free Library . 1888 Gen .. 0. D. F. B. 4,483 4956 Yonkers . Hollywood Inn . 1893 ■ Soc . . . 0. C. S. B. 5, 3311 4957 . do . Public High School . 1883 1 Sch... F. T. Fr. R. 1, 122 4958 . do . Public Library . 1893 ! Gen .. F. T. C. 18,710 4959 . do . St. Joseph’s Seminary . 1896 Theo . 0. C. S. R. 22, 500 4960 . do . Woman’s Institute Free Cir¬ 1880 Gen .. F. C. F. B. 4,351 culating Library. NORTH CAROLINA. 1 ! 4961 Asheyille . Bingham School . 1792 ' Sch . . . F. c. s. B. 3,000 4962 ... .do . Bishop Atkin.son Library .... 1881 Theo - F. c. F. i B. 2. 254 4963 . do . Library Association . 1879 Gen .. 0. c. S.Fr.' B. 5,000 4964 . do . Normal and Collegiate Inst . . 1892 Sch . . . F. c. Fr. i K. 2, 000 4965 . do . Public High School . 1888 Sch . . . F. D. Fr. j B. 2,000 4966 .tugusta . Hodges School . Sch . . . F. C. Fr. B. 1,000 4967 Beaufort . St. Paul’s School . Sch . . . F. C. Fr. B. 3,000 4968 Belmont . St. Mary’s College . 1878 Col ... F. C. S. 1 B. 7, 700 4969 . do . Sacred Heart Academy . Sch . . . F. C. Fr. R. 1,000 4970 Buies Creek . Buies Creek Academy'* . 1895 Sch . . . F. C. F. R. 2, 000 4971 Chapel Hill . Uniyersity of North Carolina. 1800 Col . . . F. c. Fr. I B. 40, 200 4972 . do . Law Department . Law .. F. c. Fr. i R. 2, 000 4973 Charlotte . Biddle Uniyersity . 1874 Col . . . F. c. Fr. B. 17, 000 4971 . do . Carnegie Library . 19G3 Gen .. 0. T. F. B. 3,000 4975 . do . Elizabeth College . Col . . . F. C. Fr. B. 1,000 4976 . do . Y. M. C. A. Library . 1874 Y.M.. F. G. Fr. B. 2, 685 4977 Como . Buckhorn Academy . .* . Sch... F. T. Fr. B. 1,000 4978 Concord . Laura Sunderland Memorial Sch . . . F. C. Fr. B. 1,000 1 School. * 1 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBEARIES 951 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8; ('.circulating; B, both.] A d o Receipts from — G '6 0) d Pamphlets. Volumes adc during yea Books issued home use Taxation. Public ap¬ propria¬ tion. Productive funds. Total incom is ii e . 50 100 121 1 in T^mette Tompkins 1,844 79,534 4, 000 1 4, 363 ! 775 Helen M. Blodgett" . 3, coo 500! 250 ■T. P.rnnesu . 600 10, 764 100 1,179 Bertha Trube . 500 125 225 R. T. Grinnan . 760 17 Alfred H. Stubbs . 2, 059; 13, 200 1,2.50 Julia Hatch . . Thos. Lawrence, D. D _ Thos. B. Hamby . . 169 2,100 140 . 1 1 ! . 1 i . 1 1 . . i ... , .. ^ 20, 000 1,700 14,000 ■ 1 . 2, 794 Louis R. Wilson . . 1,000 1,500 2,500 25, 780 300 Hunter Holmes Card- 700 487 2, 500 2, .500 24, 300 well, A. M. Annie Smith Ross . . i i 25 3,788 200 1 1 ■ 4919 4920 4921 4922 4923 4924 4925 4926 4927 4928 4929 4930 4931 4932 4933 4934 4935 4936 4937 4938 4939 4940 4941 4942 4943 4944 4945 4946 4947 4948 4949 4950 4951 4953 4954 4955 4956 4957 4958 4959 4960 4961 4962 4963 4964 4965 4966 4967 4968 4970 4971 4972 4973 4974 4975 4976 4977 4978 952 EDUCATION REPORT, 1903 Public, society, and school libranes in the United [Columns: Building — 0, owned; R, rented; F, furnished free. 6: Supported by — T, taxation; R, reference; Locatiou. / Name of library. Founded. Class. Building— Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 1 5 G 8 9 4979 NORTH CAROLINA— continued. Concord . 1 ! Public High School . 1 Sch . . . F. T. i i ! Fr. B. 1,000 49S0 . do . Scotia Seminary . '1896' Sch . . . F. C. Fr. B. 2, 500 4,500 2, 100 49S1 1 1885 Sch . . . F. c. 1 Fr. R. 498‘2 Crescent . Academy and Business Col. . . 1896 Sch... F. c. , F. B. 4983 Gaston College . 1 Col . . . F. c. ; Fr. B. 1,000 20, 000 4984 Davidson . Davidson Col. (Union Lib. ) . . . 1885 Col . . . F. c. iS.Fr. R. 4985 Durham . Graded and High School . Sch . . . F. T. ! Fr. B. 2, 000 4986 . do . Public Library . i’isg/ Gen .. 0. T. 1 F. B. 4,500 4987 . do . Trinity College . 1840 Col . . . 0. C. S. B. 28, 500 4988 Elon College . 1892 Col . . . F. c. i Fr. R. 1,975 1,800 3, 001 4989 ' 1893 Sch . . . F. D. Fr. R. 4990 Fayetteville . Cross Creek Lodge, No. 4, 1 1844 6. F.. F. C. Fr. C. 4991 . do . I.O.O.F.* Donaldson-Davidson Acad . . . 1 Sch... F. C. Fr. B. 1,000 4992 Frankiinton . Frankiinton Christian College ! 1880 Sch . . . F. C. Fr. R. 1,800 4993 4994 ! 1888 Sch _ F. T. F. R. 1,000 3, 500 1,000 Public High School . . Sch ... F. T. Fr. B. 4995 Green.sboro . A. andM. Col. for the Col. Race Col ... F. T. Fr. R. 499r, . do . Public School* . 'isoo' Sch . . . F. T. Fr. B. 5,000 4997 . do . State Normal and Indus. Col. 1892 Sch . . . F. C. Fr. B. 3,000 4998 Guilford College.. Guilford College _ ‘ . 1837 Col ... F. C. Fr. B. 5,000 4999 Hickory . Claremount Female College.. Col ... F. c. Fr. B. 2, 000 1,500 5000 . do . Lenoir College . 1891 Col . . . F. c. S. Fr. B. 5001 Highlands . Hud.son Free Library . 1884 Gen . . F. c. F. B. 1,000 1,200 5002 Renlv . Public High School * . Sch... F. T. Fr. B. 5003 Ledger . Good-Will Free Library . 1887 Gen .. 0. C. F. C. 8, 000 2„555 1,200 1,000 1,000 5004 Lenoir . Pioneer Library . 1875 Gen .. F. C. c. S. Fr. B. 5005 Littleton . Female College . 1882 I. . Sch . . . F. S. B. 5006) Louisburg . Louisburg Female College ... Col . . . F. c. c. Fr. B. 5007 Mar.shallberg . Graham Academy . Sch . . . F. Fr. B. 5008 5009 Mebane . Bingham School . . 1891 Sch . . . R. c. Fr. R. 1,500 1,700 Jlorganton . North Carolina In.stitution 1895 Asy... F. T. Fr. B. 5010 Mount Ldeasant. . . for the Deaf and Dumb. Mount Amoena Female Sem . Sch . . . F. C. Fr. B. 1,000 5011 . do . North Carolina College . 'i857’ Col ... F. c. Fr. R. 4, 000 2, 500 2, 200 3, 250 6012 l\Iurireesboro . Chowan Baptist Feniale In¬ stitute Library.* Catawba College . Col ... F. c. Fr. B. 5013 Newton . Col ... F. c. F. B. 5014 Oakridge . Calc Ridge Institute . 1852 Sch... F. c. c. Fr. B. 5015 Oxford . Horner School * . Sch F. Fr. B. 1,500 5916 . do . Oxford Female Seminary .... Col . . . F. c. Fr. B. 1,000 1,450 5017 Raleigh . Baptist Female Uniyersity . . . Col . . . F. c. Fr. R. 5018 . do . College of Agriculture and 'i89i' Col ... F. T. Fr. B. 3, OGO 5019 . do . Mechanic Arts.* North Carolina Institution Asy . . . F. T. Fr. B. 4, 500 5020 . do . for the Education of the Deaf, Dumb, and Blind. Oliyia Raney Library . 1900 Gen .. 0. C. F. P>. 6, 290 5021 ! . do . St. Augustine’s School (Ben¬ 1896 Sch . . . F. C. Fr. B. 3, 000 5022 . do . son Library). St. Mary’s School . 1842 Sch . . . F. c. s B. 3, 500 5023 . do . Shaw University . . 1865 Col ... F. c. Fr. R. 3, 300 5021 . do . State Library . 1820 State . F. T. Fr. R. 34, 000 5025 . do . Supreme Court Library . 1812 Law . . F. T. Fr. R. 14, GOO 5026 Rainseur . Ramseur High School * . Sch . . . ■p C. Fr. B. 1,000 5027 Rockymount . University School * . Sch . . . F. c. Fr. B. 1,000 5028 Rutherford College Rutherford College* . 'i853' Col ... F. c. Fr. B. 5, 000 1,000 5029 Reidsville . Graded and High School . Sch... F. T. Fr. B. 5030 Sal em . Salem Female Acad, and Col Col ... F. c. Fr. B. 6, 000 8,000 2, 000 5031 5032 Salisbury . . do . Livingstone College . Public High School . 1899 Col ... Sch... F. F. c. T. Fr. Fr. B. B. 5033 Tarboro . Union High School . Sell . . . F. T. Fr. B. 1,000 1,100 16, 300 5034 Trinity . Higli School . . . 1838 Sch . . . F. C. Fr. B. 5035 Wake Forest . Wake Forest College . 1837 Col ... 0. C. Fr. B. 5036 . do . Law School . Law . . F. F. C. Fr. R. 1,000 2,1.50 5037 Waynesville . Waynesville Library . i89i Gen .. C. S. Fr. B. * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES 953 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 1C 18 11) $500 1, 500 1,500 o o OC p 160 900 H. B. Hemmeter . . J. M. L. Lyerly . $300 200 850 Archibald Currie . 400 10, 090 17, 280 12, 500 26, 240 38 35 $45, COO J. P. Breedlove . 0. W. Johnson . 40 25 . i i 1 250 250 Z. A. Post . J. W. Blacknall . 500 $500 600 Annie F. Petty . 137 $300 300 Julia S. White . 500 500 K-* Ot O O 90 Arthiir L. Moser . 800 A. W. Willis . 425 325 5,000 66 266 Frances C. Harper . Lucile Aiken . I 1 . I . 25 500 50 Clarence Woods . J. M. Moser . 3,000 2, 000; 400 1 213 2, 500l ! 130 j 540 28, 000 100 420 1,100 544 350 8, 000 A. W. Pegues . M. 0. Sherrill . . 1 2, 000 1 1 . i . i 800 5,000 70 894 80 1,000 J. T. Henrv . .1 . 10, 000 G. W. Paschal . 1 . 1 500 150 1,000 150 Amelia P. Butler . i 4979 4980 4981 4982 4983 4984 4985 4986 4987 4988 4989 4990 4991 4992 4993 4994 4995 4996 4997 4998 4999 5000 5001 5002 5003 5004 5005 5006 5007 5008 5009 5010 5011 5012 5013 5014 5015 5016 5017 5018 5019 5020 5021 5022 5023 5021 5025 5026 5027 5028 5029 5030 5031 5032 5033 5034 5035 5036 5037 954 EDUCATION REPORT, 1903 PuMic, societi/, and school libraries in tire United [('.olumu 5: Building— O, owned; II, rented; F, furnished free. G: Supported by— T. taxation; R, reference; L( ication. Name of library I Founded. Class. Buikiing — Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 5 6 ‘ 8 9 1 XOKTH r.AROLIXA — 1 continued. 1 1 503S Weaverville College . 1880 C. Soc. F. C. Fr. R. 1,200 503S West Raleigh . North Carolina Col. of Agri- I 1890 Col ... F. T. Fr. ^ B. 3,500 culture and Mechanic Arts. | 5040 Whitsett . Whitsett Institute . ’ Sch... F. C. Fr. B. 2,-500 50-11 . do . Y. M.C. A. Library* . 1855 , y. M . . R. c. S. i B. 4,000 5012 Wilmington . Public Library . ' Y. M . . 0. 1 c. s. B. 5,000 5043 Winston-Salem ... Salem Female Acad, and Col.' 'isoi ' Col . . . F. I c. Fr. 1 R. 7,000 5044 . do . West Salem Public School _ 1886 ' Sch . . . F. ' T. Fr. 1 B. 3, 268 NORTH HAKOTA. 5(M5 Agricultural Co) . . North Dak. Agricultural Col . 1890 Col ...j F. T. F. B. 8,700 5040 Bismarck . North Dakota State* . 1889 ; State . F. T. Fr. R. 13,400 .5047 Sch . . . ! F. T. Fr. B. 1,000 5048 . do . State Educational Library . . . 1896 State .1 F. T. F. B. 3,000 5049 Public High School . Sch...l F. T. Fr. B. 2,163 .5050 Public Library* . 1897 ' Gen ..1 R. ! C. S. B. 1 , 200 5051 Devils Lake . . Public Library . 1899 ; Gen .. ! c- S.Fr. B. 2, 210 5052 Dickinson . Public School . 1891 ; Sch ... F. : T. F. B. 1,000 .5053 F.l leu dale I Public High School . ]8'1 Sell ! ! ' F. 1 T. Fr. B. 1,269 6054 Fargo . I Fargo College . ; 1890 Col . . . t F. ! C. s B. 4,300 5055 . do . ' Masonic Grand Lodge . 1810 Mas .. F. 1 F. R. 3,000 50.56 . do . ’ Public Library . I 1899 Gen .. 0. T. F. B. 1,789 .5057 Grand Forks . Northwestern Noruial Col.* .. Sch . . . F. : T. Fr. B. 1,000 50.58 . do . Public Library . 1899 Gen . . 0. 1 T. F. C. 2, 230 5059 do . . . I Saint Bernard’s College 1898 Sch... F. c. S. Fr. B. 1,000 5060 T4 il Ishnrn Public High School * Sch I R. 1 X F C. 1, 100 5061 .Tamestowu . i Public School . 18'i'9 Sch . . . 1 F. T. F. B. 1,200 .5062 Dakota . ; Circulating Library* . Gen .. ! R. ! C. Fr. B. 1,000 5063 . do . ' Public School _ * . 'l8t>9’ 1 Sch... i F. i T. F. R. 1,000 5064 Tjarimorc . i Public High School . 1890 Sch... I F. 1 T. F. R. 1 , 250 506.5 IMavvillc.. . ' Public; Library . . 1900 Gen .. i 0. i T. F. B. 1,130 .5066 . (io . State Normal School 1 I F. ' T. Fr B. 2, 000 .5067 1 I'niversity - - _ University of North Dakota.. lt81 I Col ... ! T. S. Fr. B. 8, 2.52 .5068 ! Valley City . I State Normal School . . . 1892 Sch . . . 1 F. T. F. B. 3, 000 5069 1 Wahpeton . Red River Valley University. 1892 Col ... 1 F. 1 c. Fr. R. 2, 000 OHIO. i i 5070 Ada . I Ohio Northern University. . . . 1871 Sch . . . I'- : c. p. B. 10,000 .5071 t . do . ' Franklin Literary So'c _ , 1871 Soc - . . ! F. c. p. B. 3, 300 5072 i . do . Philomathean Society _ 1 1871 Soc . . . ' F. c. Fr. B. 1,700 .5073 1 Akron . Buchtel College . ' . 1870 Col ... 1 F. c. Fr. R. 7,000 5074 i . do . Edith Lawrence High School. 1893 Sch... F. D. Fr. B. 1,000 .5075 1 . do . Eva Hill Parish Library . 1888 Soc . - . 1 F. C. F. C. 4,500 5076 ! . do . Public Library . ! 1873 Gen .. T. F. B. 22,186 5077 ! Alliance . . . Mount Union College . ■ 1889 Col ... 1 F. C. Fr. B. 7,700 .5078 1 . do . Public School * . 1885 Gen .. 1 F. T. F. C. 1,936 5079 : . do . Public Library . ■ 1901 Gen .. 0. T. F. B. 3,000 .5080 I \^)ilan.l \shland College ^ch _ 1 V c 3 Fr K 1,000 5081 i . do . Library Association . isk' Gen .. iu T. b. F. B. 1,942 5082 . . . do. Public School . Sch . . . F. T. D. F. B. 1,170* 5083 i Ashtabula . Free Public Library . 1895 Gen .. ' o. T. F. B. 5,900 5084 I Ashtabula (Har- Harbor Special Scliool . 1 1891 Sch... ! F. D. F. B. 1,000 i Ixir Station). 1 F. .50.85 I Athens . . . Ohio University . ■ 1804 Col .. C. Fr. B. 17, 000 .5086 . do . Public School . 1888 Sch... ! F. T. F. B. 1, 115 5087 ; Austinburg . Grand River Institute . ' 1831 Sch... F. T. S. B. 2,000 5088 I Barkevville . Barkevville Academy. 1 1, 500 .5089 Barnesvillc . Puldic School . 1882 Sch... F. T. s. B. 2,000 ,5090 Bellaire . Public High School . 1 1896 Sch... F. T. Fr. B. 2,000 6091 Bellevue . Public Library . 1891 Gen . . O. C. Fr. B. 1,800 6092 Berea . Baldwin Univ. IMem Lib Col . ! 0. C. S. B. 8. 000 5093 . do . German Wallace College.. 1 1861 Col ... i F. c. F. B. 2,100 5094 . do . Public School . Sch... i F. D. S. R. 1,100 5095 Bowling Green . . . Public School . 1 . Sch . . . 1 F. T. Fr. B. 1,000 6096 Brooklyn . St. Stanislaus’s Novitiate . 1 1897 Soc... 1 F. : C. Fr. R. 4,000 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBKAKIES 955 States of 1,000 volumes and over in 1903 — Continued. C, corporation; I), donations. 7; F, free; S, subscription; Fr, free for reference. 8; C, circulating; B, both.] I’amphlets. Volumes added during year. Books issued for home use. Keceipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of li'orarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 IS 10 10 C. A. Weaver . 5038 Caroline B. Sherman _ 5039 . 1 1 5040 . . 1 5041 1 . 5042 100 o o $170 E. A. Lehman . 5043 5044 600 100 j i Ethel McVeety . 5045 GOO $1, 000 1, 000 5046 5047 150 300 300 V,'. L. Stockwell . 5048 5049 198 1 . 5C5J 150 195 Mae R. Rulsberg 5( 51 200 200 . $100 400 500 R. C. Davidson . 5052 5053 500' 200 1 . Mrs. B. R. Beede . 5054 500 200 ()09 Frank J. Thompson . 5055 200 1,.325 o' rH 2, 500 2; 715 $20, 000' . do . 5056 5057' 678: 383 18, 075 2, 24i 3, 139 22, 700 Elizabeth L. Abbott . 5058 100 5059 200, 32 5060 ICO 500 100 100 C. C. Schmidt . 5061 5062 300 100 1,546 Hazel Metcalf . 5063 100 1,300 P. S. Berg . 5064 100 50 700 70C io, 660 Samuel Torgerson . 5065 5066 2, 500; 356 500 $500 1,000 Miss Marion EvansTwiss. 5067 C. Van Der Vern . 5068 1,200 500 45 Elizabeth G. Williams... 5069 500 Marilla Baner . ' .5070 1 200 Thos. E. Hook . .5071 . 1 442 T. E. Huffman . 5072 700 370 5073 5074 5075 1, 196 55, 199 8, 200, 8,401 82, 000 M. P. Edgerton . 1 5076 10, 000 1,460 2, 434 300 Viola Price Franklin. . . . ' .5077 32, 100 517 5078 150 125 18, 720 359 150 628 Louise Russell . 5079 200 60 75i W. D. Furrv . 5080 161 3, 261 230 _ 544l Nellie L. Stevens . 5081 63 8 700 H.R. Brush . 5082 750 250 20, 783 1,960 1,985 Frances M. Dickinson. .. 5083 50 380 6, 000 200 5084 3,000 Eli Dunkle . 5085 30 20 1,200 no .J 120 . i F. S. Coultrap . 5086 5087 . 1 . 5088 40 . 1 . Blanche Fowler . .5089 I 5090 50 100 7, 000 . . . , 600 Emma Sutter . 5091 2,000 380 1,200 10, 000 G. F. Collier . 5092 ' 100 300 1, 500 ! no M.R. McElroy . 5094 204 1,980 .' 125 Belle G. Yonker . 5095 1,000 50 5096 956 EDUCATIO^^ REPORT, 1903, rahllc, society, and school libraries in the United [Column 5: Building — 0, owned; R, rented; F, furnished free. 6: Supported by — T, taxation; R, reference; L ^ i 5 1 6 7 8 9 • r)ir>i OHIO— continued. Cincinnati . St. Xavier College . 1842 i Col ... F. C. Fr. R. 27,000 5152 . do . Students’ Library . 1848 Col ... i F. c. Fr. B. 5, GOO 5i5;l . do . Young Ladies’ Sodality .. 1898 Soc . . . j F. c. Fr. B. 2, 200 5151 . do . Theological and Religious 1863 Theo . F. c. F. B. 8,337 5155 . do . Library Association. United states Circuit Court of 1895 Govt. .1 F. T. Fr. R. 15, 000 5155 . do . Appeals for the sixtheircuit. University of Cincinnati . 1876 i Col ...j 0. T. F. B. ' 72, 441 5157 . do . Law Library of the Cin- 1833 Law . . o. C. Fr. R. I 6, 500 5158 . do . cinnati College. American Assoc, for Ad- Sci.... F. C. F. R. 5, OOol 51 59 vancement of Science. 5Yalnut Hills High School _ Woodward High School . Sch... F. T. Fr. B. 1 2, 400; 3, OOOl 5160 . do . 'iss'i' Sch . . . F. D. F. B. 5161 . do . Y.xM.C. A. Library . 1848 Y.M.. F. C. F. R. 1, 300i 5162 . do . Young. Men’s Mercantile Lib. 1835 Gen .. F. c. S. B. 65, OOO! 5163 Public Library . 1S34 Gen . . F. T. F. B. 12,000- 1, 000; 55, OOOi 5164 . do . Public School . 1860 Sch... F. T. Fr. B. 5165 Cleveland . Case Library . 1848 Gen . . R. C. S. Fr. B. 5166 . do . Case Sell, of Applied Science . 1881 Col . . . F. c. Fr. ! R. 5,000! 5167 . do . Cleveland Homeopathic Med¬ 1848 Med . . F. c. Fr. I R. 5168 . do . ical College. Cleveland Law Lib. Assoc _ 1870 Law . . F. c. s. K. 2, 500j 17, 000- 5169 i . do . Cleveland Medical Lib. Assoc. 1894 5Ied .. O. c. s. B. 10, 000 5170 * . do . Cleveland Normal Training School. East High School . Sch . . . F. T. Fr. R. 2, 200 2, 500' 5171 . do . Sch . . . F. T. C. Fr. I I B. 5172 Hathaway-Brown School _ 1886 Sch . . . F. Fr. iR. 2, 000- 5173 . do . Jewish Orphan Asvlum . 1868 Asy. .. F. C. Fr. I c. 3, 460] 5174 .do . Lincoln High School . Sch... F. T. Fr. ! B. 3, 000 2, 400| 5175 . do . Mittleberger’s (Miss) Engli.sh Sch . . . F. C. Fr. : B. 5176 . do . and Clas.sical School.* Pilgrim Church Institute . 1894 Gen .. F. c. Fr. I ! B. 1, 700 5177 . do . Public Library o . 1869 Gen .. 0. T. F. I B. 200, 810; 5178 . do . Rowfant Club . 1893 Soc . . . F. C. Fr. I R. 1, 0501 5179 . do . St. Ignatius College . 1886 Col ... F. c. Fr. I B. 10, 270j 5180 . do . St. Mary’s Seminary . 1849 Theo . F. c. Fr. I B. 12, 435 5181 5182 do South Hi eh Sf-hool Sch .. 1 F. i F. T. Fr. B. l,500i 2, 500' . do . University School . 1890 Sch . . . c. Fr. I R. 5183 . do . Ur.suline Academy . 1850 Sch . . . i F. c. Fr. I B- 10, 000 5181 1 . do . We.stern Reserve Hist. Soc . . . 1867 Hist . . i O. c. F. ! R. 22, 320; 5185 1 . do . Western Reserve University 1826 Col ... 0. c. F. B. 48, 006 5186 1 . do . ( Adelbert College). College for Women . 1892 Col ... 0. c. F. B. 5, OOo' 5187 . do . Franklin T. Backus Law 1892 Law . . i c. Fr. R. 10, 000| 5188 . do . School. Medical College * . 1843 Med . . F. c. Fr. R. 2, 000 5189 . do . West High School . 1890 Sch . . . F. T. F. B. 2, 500 5190 . do . Y. M. C. A. Railroad Dept _ 1872 Y. M.. R. C. Fr. B. 1,000 5191 Clyde . Public School . 1886 Sch _ F. T. Fr. R. 1,035 5192 Collin wood . Public School . : 1890 Sch . . . F. T. F. B. 1,613 5193 Columbus . Capital University and Theo¬ ! 1830 Theo . F. C. Fr. B. 6,000 5194 . do . logical Seminary.* Franklin County Free Travel¬ 1 , 1898 Sch . . . F. D. F. C. 2,500 5195 . do . ing School Liiirary. German Lutheran Seminary . ■ 1830 Theo . F. C. S. B. 6,000 5196 . do . La w Library Association . ; 1887 Law . . F. C. s. R. 4,500 5197 ; . do . Ohio Dept, of Agriculture *. . . 1847 Sci.... F. T. F. R. 5, 000 5198 . do . Ohio Institution for Educa¬ 1874 Asy. . . F. T. F. B. 3,575 5199 ' . do . tion of Blind.* Ohio Institution for Educa¬ 1851 Asy. . . TP Jp . T. Fr. B. 3,000 5‘200 ' . do . tion of Deaf. Ohio Institution for Feeble¬ 1881 Asy . . . F. T. Fr. B. 3, 146 5201 ’ . do . minded Youth. Ohio Penitentiary* . 1867 Asv... O. T. F. C. 4,000 5202 . do . Old Northwest Genealogical 1887 Hist . . R. C. Fr. R. 1,054 * Statistics of 19 Society. 1 00. n Including 4 branches, ( 1 5 subbranche !S, and 32 sta1 tions PUBLIC, SOCIETY, AND SCHOOL LIBRAEIES. 959 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, Donations. 7: F, iree; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] A Si Receipts from — Total income. 1 S| 1 U Pamphlets. Volumes adc during j^ea Books issued home use Taxation. Public ap¬ propria¬ tion. Productive funds. C A ii S.2 fx, Value libri building. Name of liluarian. 10 11 1-2 13 14 15 16 17 IS 19 2,000 50 John N. Poland . 86 $375 1 H.P.MilehS. J . Margaret Pe Serisj^ . 200 5, 000 ! 1, 480 294 $1, 200 1, 200 $25, 000 N. T). C. Hf)dges . 1,000 5, 557 2,000 $1,000 2, 200 Caroline Clinton Collins. 6, 988 1,000 19, 251 $60, 000 PJarriet Evans Hodge . ..j Eleanor de V. Piatt . 8, 000 240 Harriet Evans Hodge . . . 1, 500 100 250 i . 1,214 1,000 33, 986 30, 000 6, 780 1,458 25, 000 Alice McLean . 2, OOO $1,400 Marj’ Lowe . 3,210 4,300 3, 187 94, 216 16, 212 18, 012 500, 000 Chas. Orr . A. S. Wright . 1,200 3,000 5, 616 E. A. Eeazel . 1, 200 762 332 644' 1,958 1 12, 000 20, 000 S.M. Harding . 118 1,333 . 13, 000 23, 000 882, 574 145, 813 158, 354 35, 311 W. H. Brett 58 600 50 Francis J. Haggeney _ Jerome .7. Reidy . 3,500 290 813 50 50 50, 666 Certrnde R. Cnlhorn 1,539 400 E. C. Williams . .\nna. Tj. McTntvre 25 ‘ 250 3, 000 200 200 ICO 500 250 5, 000 150 150 A. H. Wicks . 127 Erank T^. Whitney 2,000 36 50 100 W.B. Gallowa.v. A. Pflueger . 200 600 600 Chas. T. Keech 10, 000 250 1 1 . 799 799 1 1 300 50 Maria Lerch . 289 i 500 300 60, 000 1 3 496 58 Frank T Cole i 1 5151 5152 5153 5154 5155 5156 5157 5158 5159 5160 5161 5162 5163 5164 5165 5166 5167 5168 5169 5170 5171 5172 5173 5174 5175 5176 5177 5178 5179 5180 5181 5182 5183 5184 5185 5186 5187 5188 5189 5190 5191 5192 5193 5194 5195 5196 5197 5198 5199 5200 5201 5202 960 EDUCATION KEPOKT, 1903, Public, socieiy, and school libraries in the United [Column 5: Building — O, owned; R, rented; F, furnished free. 6: Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 i 4 5 6 1 1 8 i 9 OHIO— continued. 6203 Phelps’s (Miss) English and Sch . . . ! F. C. Fr. B. 1,500 Classical School for Young Ladies and Children.* 5204 - do . Pontifical College Joseph!- 1873 Col . . . i 0. C. Fr. R. 20, 000 num Library. 1 5205 . do . Public Library . 1872 Gen .. ! F. T. F. B. 37, 303 520;; . do . Public School . 1853 Sch... 0. T. F. B. 56, 658 5207 . do . St. Joseph’s Academv . 1875 Sch... F. C. Fr. B. 1,600 6208 . do . Smvthe’s Circulating Lib.*.. 1898 Mer .. R. C. S. B. 3,000 5209 . do . Starling Medical College . 1876 Med . . F. C. Fr. B. 3, 500 5210 . do . State Archaeological and His- 1900 Sci ... F. C. F. R. 1, 944 torical Society. 5211 . do . State Board of Agriculture... 1846 State . F. T. F. R. 7,000 5212 . do . State Library . 1817 State . F. T. F. B. 88, 105 6213 . do . State Prison . 1840 Asy . . . F. T. Fr. B. 6,000 6214 . do . State School for the Blind. . . . 1874 Asv . . . F. T. Fr. B. 4, 185 6215 . do . Ohio State University . 1873 Col ... F. T. Fr. B. 50, 000 5216 . do . College of Law . Law . . F. T. Fr. R. 3, 500 5217 . do . SupremeUourt Law Library. 1860 Law . . F. T. F. R. 23, 000 5218 . do . University School . 1899 Sch . . . F. C. Fr. B. 1,000 5219 Coshocton . Public Library . . 1898 Gen .. 0. T. F. B. 3, 950 6220 Covington . Public High School . Sch . . . F. T. Fr. B. 1,500 5221 Danville . Public High School . Sch... F. T. Fr. B. 1,000 6222 Dayton . A. B. Shauck’s School . 1891 Sch... R. C. Fr. B. 1,200 5223 . do . Davton Law Library . 1868 Law . . F. C. S. R. 10, 000 5224 . do . English and Classical Pre¬ Sch... F. c. Fr. R. 1,300 paratory School. 5225 . do . Notre Dame Academy . 1886 Sch . . . F. c. S. R. 1,100 5226 . do . Public Library . 1860 Gen .. 0. T. F. B. 61,000 5227 . do . St. Mary’s Institute . Sell . . . F. C. Fr. R. 5, 500 5228 . do . Steele High School . 1893 Sch... F. T. Fr. R. 4, 008 6229 . do . Union Biblical Seminary . 1871 Theo t F. C. Fr. B. 3,000 62:30 . do . United Brethren Circ. Lib _ 1903 Gen . . F. C, S. C. 1,000 6231 . do . Y. M. C. A. Library* . 1887 Y. M.. F. c. S. B. 3, 000 5232 Defiance . Defiance College . 1884 Col . . . F. c. F. R. 2,000 5233 . do . Public Library . 1895 Gen .. R. T. F. B. 5, 316 5234 _ do . I’ublic School . 1890 Sch . . . F. D. F. B. 1 , 650 6235 Delaware . City Library * . 1899 Gen . . F. T. F. B. 1,000 5236 . do . Girls’ Indus. Home of Ohio .. 1869 Asv... F. T. Fr. B. 1,300 6237 . do . Ohio Wesleyan Univ.( Charles 1898 Col . . . 0. C. Fr. B. 43, 000 Elihu Slocum Library). 5238 . do . Monnett Hall Library *. . . 1860 Col . . . F. c. Fr. R. 1,250 5239 Delphos . Public School . Sch . . . F. T. S. Fr. R. 1,000 5240 Doylestown . Public High School . Sch . . . F. T. Fr. B. 1,000 5241 East Cleveland.... Public High School . ’i892' Sch . . . F. T. Fr. B. 2,100 6242 East Liverpool .... Carnegie Public Library . ! 1902 Gen .. 0. T. F. B. 6, 000 5243 . do . Public High School . 1894 Sch . . . 1 F. T. Fr. B. 3,000 6244 East Palestine . Public School . Sch . . . ! F. D. F. R. 1,000 5240 Eaton . Public High School . i 1886 Sch. . . F. T. Fr. B. 1,200 5246 . do . Public Library . 1 1901 Gen ..' R. T. F B. 1,888 5247 Elyria . Elvria Library . 1866 Gen . . i 0. T. F. B. 15, 500 5248 . do . Public School . Sch . . . F. T. F. B. 1,000 5249 Findlay . Findlav College . ’i882' Col . . . F. C. Fr. B. 1,030 5250 Forgy . Bethel Township High School 1881 Sch... F. C. F. R. 1,000 5251 Fostoi’ia . Ohio Normal Training School 1903 Sch... F. C. Fr. R. 1,000 5252 . do . Public High School . 1876 Sch . . . F. T. Fr. R. 1,000 5253 . do . Public Library Association... 1892 Gen .. R. T. F. B. 3, 500 5254 Franklin . Public School . 1895 Sch... R. T. F, B. 4, 500 5255 Fremont . Birchard Library . 1874 Gen .. 0. D. F. B. 14, 374 5256 Gal ion . Public Library . 1901 Gen .. 0. T. F. B. 1, 000 5257 . do . Public School . 1870 Sch . . . F. T. Fr. B. 4, 000 6258 Galliiiolis . Carnegie Public Library . 1897 Gen .. 0. T. F. B. 3, 156 5259 Gambier . Kenvon College . 1824 Col . . . 0. C. S.Fr. B. 32, 000 5260 . do . Divinity School (P. E.) _ Theo . F. C. Fr. R. 12, 000 5261 Garrettsville . Public School . 1875 Gen .. F. T. S. Fr. B. 3.500 5262 Geneva . Platt R. Spencer Mem. Lib... 1880 Gen .. R. T. F. B. 2,978 5263 Germantown . Public Library . ' 1888 Gen .. 0. T. F. B. 4, 037 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRAKIES 961 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] A M U o Receipts from — Cxj 0) cl u Pamphlets. Volumes adc during yea Books issued home use Taxation. Public ap¬ propria¬ tion. Productive funds. 1 Total incom c; o P-I'O Value libri building. Name of librarian. 10 11 12 13 14 15 IG 17 18 19 1,300 500 $1, 800 $10, 000 Rev. Max J. Phiiipp . 3,000 4 894 115, 084 216, 680 $9, 745 4, 000 S406 10, 151 8, 747 $6, 300 John J. Pugh . . 399 14, 587 35, 000 Martin Ilensel . 100 Sister Mary Josephine. . . 20, 034 200 1,200 2,000 5, 000 20 Adolph Feiel . 300 160 Wm. C. Mills . 6, 329 300 41, 683 34, 000 20, 520 20, 520 300 C. B. Galbreath . 300 D. J. Starr . . 800 800 Pauline G. Gray . 5,000 5,500 Olive Jones . 750 10, 000 10, 000 Frank N. Beebe . 300 200 20, 800 510 1,500 Joseph Love . 18 A. B. Sha,uck . 300 D. W. Iddings . 40 2,000 3,619 137, 847 17, 500 17, 934 Eleetra C. Doren . Louis A. Tragesier, S. M . Signa E. Shroyer . A. W. Drury . 1,500 503 1,000 3,000 300 200 100 Adelia Wilson . 241 20, 860 821 821 Jewel Fouke . 200 100 1001 R. tv. Mitchell . 387 4,585 1,134 1, 634 1,263 30 400 200 3, 200 45, 100 2,635 451 5,806 50, 000 Gertrude A. Baker . VI C. E. Oliver . 652 10, 535 915 961 Lida Griswold . 500 732 7, 500 1, 200 Mary Parker . 200 175 500 20 100 Chas. T. Fo.x . 200 50 100 70 200 12 100 800 800 Ella Robbins . 75 11,000 1,199 75 208 Rachel J. Hartley - 136 20, 000 Harriet Amsden'Gast . . . 150 922 1, 165 15, 000 15,000 Ada Vanden . 703 2, 550 571 23, 000 27, 000 Ellen D. Devol . 100 75 115 Glenn R. Conkling . 250 8, 185 6, 601 200 50 280 3,000 Stella Warner . 175 500 523 i,266 Adelaide Taylor . 5203 5204 5205 5206 5207 5208 5209 5210 5211 5212 5213 5214 5215 5216 5217 5218 5219 5220 5221 5222 5223 5224 5225 5226 5227 5228 5229 5230 5231 5232 5233 5234 5235 5236 5237 5238 5239 5240 5241 5242 5243 5244 5245 5246 5247 5248 5249 5250 5251 5252 5253 5254 5255 5256 5257 5258 5259 5260 5261 5262 5263 ED 1903 - 61 902 EDUCATION PwEPOKT, 1903, Puhlic, society, and school lihrarles in the United [Column 5: Building— O, owned; R, rented; F, furnished free. G; Supported by— T, taxation; R, reference; Location. Name of library. Founded. Class. Building— Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes, 1 1 3 4 i 5 6 7 8 9 OH 10 — continued. 1 5204 Twin Valiev College . 1886 Sch . . . F. C. Fr. B. 1, 800 52G5 Sch . . . F. C. P'r. B. 1, COO 52GG . do . Glendale Female College 1879 C.Soc. F. T.C. S. B. 2^500 (Alumnae Library.) * 52G7 . do . Glendale Lyceum . 1883 Gen .. 0. C. S. Fr. B. 3,938 52G8 Denison University . 1831 Col . . . 0. c. Fr. B. 23, 900 52G9 . do . Public School _ " . . 1889 Sch... F. T. F. B. 1,960 5270 Public School . 1880 Sch . . . F. T. F. B. 1,200 5271 . do . MeWhinnev Free School *. . . . 1894 Sch . . . F. T. F. B. 3, 900 5272 Carnegie Librarv . 1889 Gen .. 0. T. F. B. 8, 982 5273 1866 Gen . . 0. T. F. B. 8, 000 5274 . do . Public High School . 1880 Sch... F. T. Fr. B. 1.200 5275 Hanging Rock .... Public School . 1880 Sch... F. T. F. R. 2,001 5276 Public High School . Sch . . . F. T. Fr. B. 1, 200 5277 1877 Gen .. F. T. F. B. 7, 863 5278 1854 Col ... 0. D. Fr. B. 9,990 5279 1893 Gen . . 0. D. S.Fr. B. 6, 500 5280 Jetferson . Citizens’ Librarv Association. 1883 Gen .. F. T.C. F. C. 2,800 5281 Kent . Free Lib. and Reading Room. 1892 Gen .. i 0. T. F. B. 2,800 5282 Kenton . Public Librarv . 1886 Gen .. ! 0. T. F. B. 3,180 5283 Kingsville . Public High School . Sch . . . 1 F. T. Fr. B. 1,200 5284 Lancaster . Boys’ Industrial School * . 1854 Sch . . . F. T. F. C. 1,760 5285 . do . Public Librarv . 1878 Gen .. F. T.D. F. B. 7, 624 5286 Lehiinon . Mechanics’ Institute . 1837 Gen .. F. C. S.Fr. B. 5,500 5287 . do . National Normal University. . 1855 Sch . . . F. C. Fr. B. 10, 000 5288 Lerov . I’ublic High School . . Sch . . . F. T. Fr. B. 1,400 5289 Lim^i . lama College . Col ... F. C. Fr. R. 1,000 5290 . do . Public Library . '1961’ Gen .. R. T. F. B. 3, 300 5291 Lisbon . Lepper Library . 1897 Gen .. 0. T. S.P'r. B. 3,997 5292 Lodi . Public High School . Sch... F T. Fr. B. 1,359 5293 Logan . Public Librarv * . 1897 Gen .. R. T. F. B. 1,500 5294 London . Public High School . Sch... F. T. Fr. B. 2,000 5295 Lorain . Public Library . 'i9o6‘ Gen .. R. T. F. B. 1,500 5296 . do . Public School * . Sch... F. T. F. B. 1, 500 5297 1 Loudonville . Public School . 1890 Sch... F. D. Fr. B. 1,076 5298 jManslicld . Memorial Librar}^ . 1888 Gen . . F. T. F. B. ■ 10,650 5299 . do . Ohio State Reformatory . Asy . . . F. T. Fr. B. 1,200 5300 . do . Public High School . Sch . . . F. T. Fr. B. 1,000 5301 Mantua Station _ Public High School * . Sch. .. F. T. F. G. 1,200 5302 Marietta . Marietta College . 1835 Col _ 0. C. Fr. B. 61, 000 5303 . do . Public High School . 1898 Sch. . . F. T Fr. B. 5,000 5304 . do . Public Librarv . 1901 Gen .. F. T. F. B. 4,843 5305 Marion . Public Library . 1889 Gen . . 1 R. T. F. B. 4,500 5306 Martins Ferry . Public High School . Sch. .. 1 F. D. Fr. B. 1,500 5307 Marysville . Lib. and Reading Room Assoc. 1897 Gen .. 1 F. C. S. Fr. B. 2,163 5308 . do . Public School . 1890 Sch... F. T. F. B. 1,600 53)09 Massillon . McClymond’s Public Library. 1897 Gen .. 0. T. C. F. B. 12, 408 5310 . do . Public School . Sch F. T. Fr. B. 1,000 5311 IMedina . Circulating Librarv . 1801 Gen .. R. C. S. Fr. B. 1^500 5312 Men don . Public High School . 1890 Sch... F. T. F. B. 1,000 5313 Miainisburg . Public High School . Sch... F. T. Fr. B. 1,500 5314 IMiddletown . Public High School* . Sch... F. T. F. B. 1,000 5315 Milan . Township Library . Gen . . F. T.C. S. Fr. R. 1,200 5316 Minerva . Public School . 1885 Sch _ F. T. F. B. 1,000 5317 Mount Gilead . Public School . 1888 Sch... F. T. F. B. 1,200 .5318 IMount Vernon.... Public High School . 1900 Sch... F. D. Fr. R. 1,300 5319 . do . Public Librarv . 1888 Gen .. 0. T. F. B. 7,000 5320 I Natl. Mil. Home.. Putnam and Thomas Library. 1868 Govt. . 0. T. Fr. B. 23, 921 5321 Newark . Circulating Library . '. . 1865 Gen . , F. C. S. C. 3, 284 5322 . do . Licking County Pioneer Hist. 1867 Hht .. F. D. F. R. 1,600 and Antiquarian Soc. 5323 . do . Public High School . 1897 Sch . . . F. T. Fr. B. 2, 255 5324 New Athens . Franklin College . Col . . . F. C. Fr. R. 3, 000 5325 New Concord . Afuskingum College _ 1892 Col .. F. C. Fr. B. 3,675 5326 New I’aris . Public High School . Sch . . . F. T. Fr. B. 1,000 5327 New Philadelphia Public School . 'isGo' Sch . . . F. T. Fr. R. 1,600 5328 ^ NewStraitsville... Public Library . . . 1894 Gen .. 0. T.D. F. B. 2, 321 Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRAK1E8, 963 Slides of 1,000 volumes and over in 1903 — Continued. C corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; b’, both.] O) s, Receipts from— q5 C rS C Pamphlets. Volumes adc during yea Books issued home use. Taxation. Public ap¬ propria¬ tion. Productive funds. Total incom is U O P-( ^ Value libr building. Name of librarian. 10 n 12 13 14 15 10 17 18 19 0. G. Brown . $75! . 1 76 1,900 $75 702 $3, 100 Beatrice Spooner . 14,500 240 200 900 $20, 000 Kate Shepard Hines . 250 140 645 75 H. L. Williams . $50 1,000 2,500 50 7 662 $310 1,310 2,700 1,868 957 142 29, 195 14, 516 I. M. Rosser . 1,800 Florence S. Schenck _ 22 33 34 42 E. S. McCall . 125 487 521 Clara B. Perin . 292 5, 500 7,000 7.50 io, 666 20,000 Emma 0. Ryder . 300 3.50 1,800 2.000 50, 000, Mary V. Wilson . 180 5', 500 130 35 Amelia C. White . 100 300 19, 513 800 60 898 1,000 11,000 Nellie M. Hingley . 13, 711 676 757 Margaret Rogers . 300 1,890 115 34, 536 1,200 97 6, 347 5,000 Miss L. Busbv . Mary L. Frost . 75 .Tennie irnglesby .. 1 . 1 822 35, 376 12, 011 1,800 750 2, 213 i Med ora Freeman . 4.50 149 820 12, 000 M. P. Springer . 14, 849 386 1,300 200 1, 7001 375! 30, 000 Margaret Deming 60 146 451 2, 365 500 46, 000 2,369 60 2,700 Martha Mercer . . . . 2001 1 H. E. Hall . 200 300 5,463 3,868 3001 . i 684 Minnie M. Orr . 1 9091 28, 015 21, 500 2, on 2,107j l,56ll 76' W. D. Cotton . 500 1,522 Sad a Hume . 200 ! lOli . ! Charlotte D. Henderson. 100 i . 200 1,027 42, 429 2, 2.53 1,200 3, 616' 20,000 15, 000 Charlotte D. Leavitt - Eva John.'^on . 45 1 . i 100 50 87 122 F. A. Roberts . 100 50 0. W. Kurtz . 100 C. H. Winans . 1, 000 100 5,172 1, 881 40, 413 150 480 1,047 6 1,148 150 3,000 '■ 10,626 850 839 Mercv Crowell Brett .... Mrs. M. Wright . 1,.500 210 1,860 1 370 300 10 1 10 James H. Smith . 150 3,382 Eleanor Averv 340 25 , 863 ' 122 L. J. Graham . 500 100 200 200 G. C. Maurer . 300 6,666 25 ' 262 500 Maria Ewiner Martin .... 5264 5265 5266 5267 5268 5269 5270 5271 5272 5273 5274 5275 5276 5277 5278 5279 5280 5281 5282 5283 6284 5285 5286 5287 5288 5289 5290 5291 5292 5293 5294 5295 5296 5297 5298 5299 5300 5301 5302 5303 5304 5305 5306 5307 5308 5309 5310 5311 5312 5313 5314 5315 5316 5317 5318 5319 5320 5321 5322 5323 5324 532.5 5326 5327 5328 964 EDUCATION REPOET, 1903 Public, society, and school libraries in the United [Column 5: Building— O, owned; R, rented; F, furnished free. G: Supported by— T, taxation; , ' R, reference; Location. Name of library. Founded. Class. Building— Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 5 6 7 8 9 OHIO— continued. 1 5329 Norwalk . Young Men’s Library and 1866 ; Gen .. R. C. s. B. 6,000 Iteading Room Assoc.* 5330 High School * . 1875 { Sch... F. T. F. B. 1,000 5331 Oak Hill . Providence University . Sch... F. C. Fr. R. 3, 000 5332 Oberlin . Oberlin College . 1833 Col . . . 0 C. Fr. B. 70, 693 5333 . do . Oberlin Theological Sem- Theo . F. C. Fr. R. ! 53, 000 inary (Cong.). 1 1 5334 . do . Union Library Assoc . 1874 C.Soc. F. ! c. s. B. 12, 344 5335 Ottawa . Union School . 1883 Sch... F. T. F. B. 1 1, 200 5336 1824 Col ... F C. Fr. B. 1 19, 500 5337 . do . Oxford College . 1847 Col . . . f! C. Fr. R. 1 5, 000 5338 . do . Western College . 1845 Col . . . 0. C. Fr. B. 1 11, 634 5339 Lake Erie College . 1859 Col . . . F. C. Fr. B. 10, 000 5340 . do . Mathews Private Library . 1795 Gen .. F. c. Fr. R. 1, 378 5341 . do . Public Library . 1898 Gen .. 0. T. F. B. i 7, 257 5342 1881 Gen .. 0. T. C. F. B. ! 8, 000 5343 Public High School . 1889 Sch... F. T. Fr. B. ; 15, 000 5344 1880 Sch . . . F. T. F. B. ! 1, 000 5345 1880 Sch . . . f1 T. Fr. B. ! 1, 000 5346 Pomerov . Public Tiibrarv . 1898 Gen .. R. T. F. B. i 1, 800 5347 Portsmouth . Public Tjibrary . 1879 Gen . . 0. T. F. B. ! 20, 000 5348 Put in Bav . Public School . 1896 Sch . . . F. 1). F. B. 1 1,010 5349 Rathbone . Girls’ Industrial Home . 1867 Sch . . . F. T. F. B. 1, 375 5350 Ravenna . Public High School * . Sch . . . F T. F. B. 1, 700 5351 Reading . Mt. Notre Dame Academy _ 1860 Sch . . . F. c. Fr. R. 4, 000 5352 Richmond . Richmond College . Col . . . F. c. TTr B. 1 3, 000 5353 Rio Grande . Rio Grande College .... 1876 Col ... F. c. Fr.' B. ! 2, 970 6354 St. Clairsville . Public High School . Sch . . . f! T. Fr. B. j 1, 000 5355 St. Martin . Ursuline Academy . Sch . . . F. C. S. B. ! 6, 000 5356 St. Marys . Public School . 1885 Sch . . . f! 1) Fr. R. 2, 780 5357 Salem.'. . Public Library . 1895 Gen .. R. T. F. B. 5, 216 6358 Sandusky . Library Association . 1870 Gen .. 0. T. F. B. ! 11,739 5359 . do . Public High School . Sch . . . F. T. Fr. B. 1,611 5360 Scio . Scio College . 1857 Col . . . F. c. Fr. R. I 5,000 6361 Shandon . New London High School. Sch _ F T. Fr. B. i 15, 000 6362 Shelbv . Public High School . Sch _ F. T. Fr. B. 1 1,000 5363 Sidney . Public Library . 1879 Gen F T. F. B. 1 9, 000 5364 South'N ew Lyme. . New Lyme Institute . 1879 Sch . . . F. c. S. Fr. B. 2, 000 5366 South Salem . Salem Academy* 1842 Sch 0. C. F. B. 1, 863 5366 Sparta . Public High School . 1885 Sch. F T. Fr. B. 1,000 5367 Springboro . Public High School . Sch . . . F. T. Fr. B. 1, 000 6368 Springlield . Warder Public T.ihrary 1872 Gen 0. T. F. B. 19, 928 5369 Wittenberg College (Zimmer¬ 1842 Col . ! ! o'. C. Fr. B. 1 13, 000 man Library). 1 5370 Steubenville . Carnegie Library . 1902 Gen .. 0. T. F. B. 6,281 5371 Tiffin . Heidelberg FTiiversit.v 1851 Col F. D. Fr. R. 12, 000 5372 . do . ! Public Library . .' . 1880 Gen .. o'. T. F. B. 4,913 5373 . do . Public School . Sch . . . F. T. F. B. 2,000 5374 . do . Ursuline College . 1870 Sch . . . F. C. Fr. B. 1,600 5375 Toledo . ! Pnldic T.ibrarv . 1873 Gen . . 0. T. F. B. 49, 742 5376 . do . St. John’s College . 1900 Soc . . . F. C. Fr. R. 6,500 5377 . do . Toledo Law Association . 1869 Law . . F. C. S.Fr. R. 9,000 6378 . do . Toledo Medical College . 1889 Med .. F. C. Fr. R. 1,500 5379 . do . Ursuline Academy* . 1860 Col . . . F. C. Fr. B. 3,000 5380 Toronto . Central High School* . 1895 Sch . . . F. T. F. B. 1,000 5381 Troy . Public School . 1896 Sch . . . F. T. D. F. B. 5,000 5382 Uhrichsville . Twin City Public Library .... 1901 Gen .. F. C. S. Fr. B. 1,762 5383 . do . Public High School * . Sch... F. T. F. B. 2,000 5384 Upper Sandusky .. Public School (Harris Lib.) .. 1880 Sch . . . F. T. S.Fr. B. 3,000 5385 Urban a . Public Library . 1890 Gen .. 0. C. S.Fr. B. 4,000 5386 . do . Urbana University . 1850 Sch... F. C. Fr. B. 5,800 5387 Vanwert . Brumback Library . 1899 Gen . . 0. T. F. B. 1 9,125 5388 . do . 1 Public School*...* . 1885 Sch... F. T. F. B. 2,000 5389 Wapakoneta . 1 Public High School * . Sch . . . F. T. Fr. B. ! 1,500 5390 Warren . Public Library . 1888 Gen .. R. T. F. B. ! 9, 483 5391 Washington C. H.. 1 Carnegie Public Library . 1895 Gen .. 0. T. F. B. 1 4,000 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES, 965 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Beceipts from— Total income. Permanent en¬ dowment fund. Val ue library building. Name of librarian. 5329 5330 5331 5332 5333 5334 5385 5336 5337 6338 6339 5340 5341 5342 5343 5344 5345 6346 5347 5348 5349 d .2 X 03 H 0.03 os- o ft • — o g o o O p-( > ■43 CO ^ 0 0 — 10 11 12 13 14 15 16 17 18 19 233 23 7,377 400 $487 21 200 56,578 4, 000 15, OCO $1, 230 6, 080 $24, OOC $25, 000 691 100 1,218 50 630 100 8,893 1,433 Nettie E. Close . 1,500 Wm. J. McSurelv . Martha M. Warner . ' 180 890 Eliza Lamb . 1 _ S. M. Kendrick . 1 . 877 467 450 24, 695 10, 357 . $2, 580 3, 221 600 13, 000 12, 000 Julia G. Erwin . 600 15, 000 AnnE. Frederick . 1,000 25 400 168 60 5, 788 25, 000 1, 500 400 343 5,000 345 5, 000 62 100 75 Emme McQuigg . 50, 666 Nana A. Newton . 50 100 60 J.C.Oldt . $100 Elizabeth Quaife . . Sister Superior Catherine Aloysius. 5351 5352 5353 5354 5355 5356 5357 5358 5359 5360 5361 5362 5363 5364 5365 5366 5367 5368 5369 5370 5371 5372 5373 5374 5375 5376 5377 5378 5379 5380 5381 5382 5383 5384 6385 5386 5387 5388 5389 5390 5391 1,500 22 6 77 100 Ruth E. Brockett . 50 50 585 567 60 100 1,£01 3, 824 Sister Eulalia . 25, 966 41, 175 1,300 3, 000 Helen S. Carey . Laura Scheufler . 1, 200 250 . 1 Ida E. Williams . 1 1,000 200 1,400 24, 296| 1, 350 900 2,699 Emma Graham . i . . 1 1,106 253 2, 897 20 562 76.024 6 449 6, 676 350 3,989 270 3, 230 100, 000 8,000 Alice Bnrrowes . 4,000 300 2, 500 B, F. Prince . 28, 628 3,800 Ellen Summers Wilson .. W. A. Clemmer . 4, 000 417 250 22, 848 1,262 6,000 Jessie D. Hershiser . C. A. Krout . 1 1 1,399 500 300 212, 414 22,171 23, 822 130,000 Willis Fuller Sewall . 2,000 Fred. J. Hillig, S. J . 1,626 1, 626 Mary V. Fisk . 20 25 1,322 341 i . 100 13,877 3,548 270 1,320 269 Clara Williams . 199 1 Marvilla Cummings . 50 225 -10 1,801 100 125 729 Abbie E. Tracy . 375 12, 751 3, 000 John H. Williams . 29, 229 4,504 4, 504 105 50, 000 Ella Louise Smith . 500 80 907 36, 452 2, 010 740 2, 945 1,500 1 3, 500 Cornelia G. Smith . 1 . Mabel K. Dixon . 966 EDUCATION EEPORT, 1903 Public, society, and school libraries in the United [Column 5: Building— 0, owned; R, rented; F, furnished free. 6: Supported by— T, taxation; R, reference; Location, Name of library. Founded. Class. 1 Building — Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 4 5 i * 7 8 9 OHIO — continued. 5392 1875 Gen .. F. C. S. C. 2 400 5393 Public School . 1887 Sch... F. T. Fr. B. 1*200 5394 Public Library . 1873 Gen . . 0. T. F B 4, 900 .5395 Wellstdn . Public High School . Sch... F. T. Fr. B. 1,000 .5396 Public High School . Sch... F. T. Fr. B. 1,000 .5397 . do . C. & P. R. R. Reading Room * . 1875 Gen .. F. C. S. B. 2,763 .5398 Westerville . Oiterbein University . 1847 Col ... F. c. S. Fr. B. 10, 185 5399 . do . Philomathean Society.... 1875 ' C. Soc. R. 1 c. S. B. 2,487 5400 . do . Philophronean Society... 1856 C. Soc . F. c. S. B. 1, 251 5401 1890 Gen . 0. T. F. B 2,620 5402 Wilberforce . Wilberforce Uniyensity . 1856 Col . . . F. C. Fr. B. 5,000 5403 . do . Payne Theological Sem .. 1891 Theo . F. c. Fr. R. 2,600 5404 Willoughby . Circulating Library Assoc .... 1878 Gen .. i R. c. S. C. 1,178 5405 . do . Public School . 1876 Sch . . . ! T. F. B. 1,700 5406 1870 Col ... F D Fr R 3,000 5407 . do . MTlmington Libra^ry . 1899 Gen .. R. T. F. B. 1)542 5408 Gen . . R. C. S. B. 1,200 5409 Wood sfi eld . 1898 Gen .. R. c. S. Fr. B. 1,170 5410 Woodyille Academy * . Sch . . . ! F. c. S. B. 1,000 5411 . do . Woodyille Seminary . 1885 Sch . . . 1 F. c. Fr. R. 1,000 5412 Woo.ster . Free Public Library . 1897 Gen .. 0. T. F. B. 3, 000 5413 . do . Uniyensity of Wooster . 1870 Col . . . 0- C. Fr. B. 22,011 5414 j Xenia . Central High School . Sch . . . F. T. Fr. B. 1,400 5415 . do . Library Association . 1878 Gen .. F. T. F. B. 9, 087 5416 . do . Ohio Sailors’ Orphans’ Home. Sch . . . F. T. Fr. B. 4, 000 5417 . do . Xenia Theo. Sem. (U. Presb.) . 1794 Theo . F. C. Fr. R. 5, 538 5418 Yellow Springs ... Antioch College . 1862 Col . . . F. C. F. B. 7,000 5419 . do . Public Library . 1899 Gen .. R. T. F. B. 1,500 5420 Youngstown . Rayen High School . Sch... F. C. Fr. R. 1,200 5421 . do . Reuben McMillan Free Lib .. 1860 Gen .. 0. T. F. B. 20, 530 5422 Zanesville . Public School (Buckingham 1844 Sch... F. D. Fr. B. 4, 023 Library). 5423 . do . Zanesyilie Athenseum . 1828 Gen .. 0. C. S.Fr. B. 12, 600 OKLAHOMA. 5424 Alva . Northwest Ter. Normal Sch.. 1897 Sch . . . F. T. Fr. B. 2,657 5425 Chilocco . Indian Industrial School . 1899 Sch... F. T. F. B. 1,160 5426 Edmond . Territorial Normal School .... 1891 Sch . . . F. T. Fr. B. 5, 720 5427 Fort Sill . Post Library * . Gar . . . F. T. F. B. 1 1,000 5428 Guthrie . Carnegie Library . Gen .. 0. T. . F. B. 2. 855 5429 . do . Oklahoma Territorial Lib.... 1893 Law . . R. T. F. R. 16) 000 5430 Kingfisher . Kingfisher College* . 1895 Col . . . F. C. F. B. 2,100 5431 Norman . Uniyersityof Oklahoma . 1892 Col . . . 0. T. Fr. B. 1,824 5432 Oklahoma . Carnegie Library . Gen .. 0. T. F. B. 7,500 5433 Perrv . Public High School . 1 1901 Sch F. T. Fr. B. 1, 000 5434 Stillwater . Okla. Agric. and Mech. Col . . . 1891 Col . . . F, T. Fr. B. 8,466 OREGON. 54 oo Albany . Albany College . 1866 Col . . . F. C. F. T> 2,631 5136 . do . I.O.O.'F. Library . 1877 0. F .. F. c. F. c.‘ 1,500 5437 Jones Circulating Librarj’. . . . 1894 Gen .. R. c. S.Fr. B. 1,464 5438 Ashland . State Normal School . 1902 Sch . . . F. T. Fr. R. 1,300 5439 . do . Library Association * . 1891 Gen . . F. C. S. B. 1,223 5440 Baker City . Public' High School* . 1889 Sch . . . F. T. F. R. 1,121 5441 Corvallis . Oregon Agricultural College. 1867 Col . . . F. T. Fr. B. 3,340 5442 1 Eugene . Eugene Diyinity School . 1895 Theo . F. C. F. R. 1,400 5443 _ "do . Uniyersity of Oregon . 1876 Col . . . F. T. Fr. B. 12, 000 5414 Forest grove . Freethought Library** . 1895 Gen . R. C. F. B. 1,200 5445 . do . Pacific Uniyersity . 1853 Col . . . F. c. S.Fr. B. 12, 600 5446 McMinnville . McMinnyille College . 1858 Col . . . F. c. F. B. 3,319 5447 Monmouth . State Normal .School . 1882 Sch... F. T. F. R. 1,630 5448 Mount Angel . Benedictine Sisters Conyent 1891 Sch... F. S. B. 2,150 and Academy.* 5449 . do . Mt. Angel Monastery Semi¬ 1888 Sch . . . 0. c. F. B. 5,000 nary and College. 1 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBEAPIES, 967 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from— Total income. Permanent en¬ dowment fund. 1 Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 259 6, 858 $60 $172 $1,000 Ma.rv S. Hunt . 220 3,207 102 Louisa M. Welde . 6,892 $2.54 322 Tjcnora, T.aundon 116 3, 559 4,500 2’ 878 6.50 W. C. Whitney, M. D _ 100 43 763 142 142 3, 691 A . P. Rosselot . 16 150 39 146 4,458 300 318 $5, 500 Mrs. M. C. Amvier. . 1 30 560 99 . 1 Mrs. E. C. Stevens 100 150 1,200 100 100 S. D. Shankla.nd _ 1,000 80 178 $916 1, 012 Minnie Farren . 10 270 90 1 . Fred C. Maver. 1 500 10, 794 5, 000; 763 763 Mrs. Henry McBride .... 6, 000 1,721 . 2,614 35, 000 Thos. K. liavis _ 34,092 2,000 2,000 Etta, G. TVTcElwain . 120 1,046 200 283 Bessie L. Totten . 200 9, GOO 309 386 May Ellis Tucker 150 300 300 Wells Tj. Griswold 1, 259 59, 837 3, 915 300 18 5, 296 300 40, 000 249 13, 900 M. 0. Stillwell 1,500 3, 600 2, 500 2, .500 Charlotte E. White . 419 700 1,000 1,000 . 1 Catherine Horner . 90 10 475 25 65 50 450 10, 782 1,979 2, 085 80,000 4, 000 3, 912 1,500 7,103 . i J. W. Foose. 1,000 50 200 . 1 . 1 30, 000 M. J. Ferguson . 500 40, 000 2,800 2,800 1 Marion Rock . . 1 1 15, 000 700 1,030' Cora Miltimore . 30 25 300 500! H. Barns . 500 100 1,864 . i 285 H. J. Jones . 300 200 700 700 186 203 243 175 175 1,000 150 4, 000 ... 1 R. J. Nichols . 50 200 300 Mrs. E. C. Sanderson . 1,000 800 j 3,000 3,000 Camilla Leach . 200 170 6,000 576 400j 592 637 818 . ! Jos. W. Marsh . 3, 000 286 800! 74 . Emanuel Northup . 100 . :.i . J. B. V. Butler. . . "’376 48 500 3,000 1 • j 1 Dr. Urban Eisher, 0. S. B. 1 i 5392 5393 5394 5395 5396 5397 5398 5399 5400 5401 5402 5403 5404 5405 5406 5407 5408 5409 5410 5411 5412 5413 5414 5415 5416 5417 5418 5419 5420 5421 5422 5423 5424 5425 5426 5427 6428 5429 5430 5431 5432 5433 5434 5435 5436 5437 5438 5439 5440 5441 5442 5443 5444 5445 5446 5447 5448 5449 \ 9G8 EDUCATION EEPORT, 1903 Public, society, and school libraries in the United [Column 5: Building— 0, owned; R, rented; F, furnished free. G: Supported by— T, taxation; R, reference, Loc.ation. Name of library. Founded. Class. 1 Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. j 1 2 3 4 5 G 8 9 OREGON— cont’d. 5450 Col ... F. C. Fr. B. 1,000 5451 I’endleton . Public High School . Sch... F. T. Fr. B. 1,000 5452 Gen . . R. C. S. Fr. B. 4,000 5453 . do . I. 0. 0. F. Library . 1870 0. F .. 0- C. Fr. C. 5,187 54.54 . do . Library Association . 1864 Gen .. 0. T.C. F. B. 40, 000 ,54.55 . do . Multnomah Law Library . 1890 Law . . F. c. S. R. 6,000 5456 . do . Public High School . Soh . . . F. T. Fr. B. 1,560 .5457 Sch... F. C. S. R. 3, 000 .5458 Med .. F. c. Fr. R. 1,000 5459 . do . Young Men’s Christian Assoc. 1870 Y. M . . F. c. S. B. 1,200 .5400 1874 IMas . . F. c. Fr. B. 2, 200 5461 . do . Odd Fellows’ Library Assoc .. 1866 0. F .. F. c. S. Fr. B’. 5, 200 5462 . do . State Library . 18.50 Law . . 0. T. F. B. 25, 000 5463 . do . 1844 Col . . . F. c. Fr. B. 2,000 5464 Union . Union Library and Free 1902 Gen .. R. c. S. Fr. B. 1,000 Reading Room. 5465 Sch . . . F. T. Fr. B. 1,000 School. PENNSYLVANIA. 5466 Alexandria . Memorial Public Library .... 1900 Gen .. 0. C. F. B. 2,708 ,5467 Allegheny . Allegheny Observatory '. . 1867 Sci ... F. c. Fr. R. 4, 100 5468 . do . Allegheny Preparatory Sch . . Sch... F. c. Fr. R. 1,000 5469 . do . Allegheny Theological Sem.. 1825 Theo . F. c. Fr. B. 11, 001 5470 . do . Carnegie Free Library . 1890 Gen .. 0. T. F. B. 48, 581 5471 . do . Public School . 1872 Sch . . . F. T. F. B. 20, 045 5472 . do . Theological Seminary of Re¬ 1856 Theo . F. C. Fr. B. 3, 500 formed Presbyter’n Church. 5473 . do . Western State Penitentiary * . 1826 Asy . . . F. T. Fr. B. 9, 986 5474 . do . Western Theological Sem _ 1827 Theo . F. C. F. B. 32, 000 5475 . do . Western University of Pa ... . 1787 Col . . . F. C. Fr. R. 20. 000 5476 Allentown . Allentown College . 1892 Sch . . . F. c. Fr. B. 1,400 5477 . do . Allentown Col. for Women *. . 1893 Col . . . F. c. S. B. 1,000 5478 . do . Muhlenberg College . 1867 Col ... F. c. Fr. B. 12, 600 5479 . do . Euterpean Society . 1870 C. Soc. F. c. S. B. 2,800 .5480 . do . Sophronian Literary Soc . 1867 C. Soc. F. c. S. B. 2,550 .5481 . do . Public High School . Sch . . . F. T. Fr. B. 1,000 5482 . do . Public Library . 1897 Gen .. R. c. S. B. 1,436 5483 Altoona . Mechanics’ Library and 1860 Gen .. F. c. S. Fr. B. 34, 732 Reading Room Association. 5484 . do . Y. M. C. A., Railroad Dept... 1876 Y. M.. F. c. S.Fr. B. 1,100 5485 Ambler . Ur ion Librar}' . 1887 Gen . . R. c. S. B. 1,395 5486 A ndnlnsin Ring T.ibrarv 1889 Gen .. 0. c. F. B. 3,680 .5487 Annvillc . Lebanon Valley College . 1867 Col . . . F. c. Fr. B. 5,000 5488 Ardmore . Public Library . 1899 Gen .. R. c. F. B. 4,000 5489 Arnold . Public High School . Sch _ F. T. Fr. B. 1,700 5490 Ashbourne . Cheltenham High School .... Sch . . . F. T. F. B. 1,000 5491 Ashland . Public High School . Sch . . . F. D. F. B. 1,079 5492 Athens. Athens Library* . 1898 Gen . . O. C. F. B. 3, 000 5493 . do . Public High School . Sch . . . F. T. F. B. 2,000 5494 Beatty ... 1 . St. Vincent’s Abbey . 1846 Soc ... F. C. Fr. R. 41, 000 5495 . do . St. Xavier’s Library * . 1345 Col . . . F. C. Fr. B. 1,200 5496 Beaver . Beaver College . 1853 Col ... F. C. Fr. B. 2,678 5497 Beaver Falls Geneva College . 1830 Col ... F. C. Fr. B. 4,000 .5498 . do . Public School . Sch... F. T. Fr. B. 1,378 5499 Bellefonte . Public High School . 1897 Sch . . . F. T. Fr. B. 1,127 5500 . do . Young Men’s Christian Assoc. 1869 Y.M.. F. C. S.Fr. B. 2,000 5501 Bern vi lie . Public High School . Sch . . . F. T. Fr. B. 1,000 5502 Berwick . Y. M. C. A. Library . 1897 Y. M.. F. C. S.Fr. B. 6,000 5503 Bethlehem . Bethlehem Preparatory Sch. . 1878 Sch . . . F. c. Fr. B. 2,000 5504 . do . Library of tlie Bethlehems. . . 1900 Gen .. R. T.D. F. B. 4,478 5505 . do . Malin Library of Moravian 1882 Hist . . F. C. Fr. R. 1,416 Literature. 5506 . do . Moravian Church Archives. . . 1742 Hist .. F. c. F. R. 4, 500 5507 . do . Moravian College and Theo- 1807 Col . . . F. c. Fr. B. 7, 500 logical Seminary. * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRAEIES 969 States of 1,000 volumes and over in 1903 — Continued. C, corporation; P, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] c; , • (-< o , Receipts from— § g H Pamphlets. Volumes ad( during yea Books issued home use Taxation. Public ap¬ propria¬ tion. Productive funds. Total in com Ol d C 0) gi Value libr; building. Name of librarian. 10 11 12 13 14 15 16 17 18 19 5450 5451 2,500 300 16, 000 Ben F. French . 5452 4,660 110, 665 5453 4, 000 3, 625 200 $8, 302 $4, 666 16, 677 §88, 250 $160, 000 Mary Frances Isom . 54.54 John F. Logan . 5455 5456 1 5457 1 . 5458 1 100 141 5459 i 120 10,000 80 1,600 4, 180 190 Henrv Schomaker _ 5460 100 380 459 Richard Carlson . '. 5461 $2, 500 2, 500 J. B. Putnam . 5462 ! . 5463 300 Mrs. M. H. Eaton . 5464 5465 100 7, 725 1,600 1, 600 1,000 40, 000 13, 000 E. P. Walker . 54 66 Alice E. Davis . 5167 5468 2, 596 823 900 900 15, 000 5469 107, 357 27,311 28, 000 28, 000 325, 000 Wm. Marshall Stevenson 5470 D. 0. Dalzell . 5471 123 D. B. Willson . 5472 300 38, 000 1,451 5473 1,000 400 1,305 30, 781 James A. Kelso . 5474 250 250 5, 000 J.R. Park . 5475 100 60 Mr.s. J. Wm. Knappen- berger. 5476 200 112 500 65 5477 1,550 George T. Ettinger . 5478 100 150 Eugene M. Ilandwerk... Wirt A. Dries . 5479 5480 6481 230 3, 480 42, 664 160 Clara E. Kistler . 5482 1,546 8,215 5483 2,063 5484 30 Eliza .1. Davis . 5485 1,000 2, 000 113 1,162 375 603 12, 500 S. S. Peneston . 5486 415 1,000 H. H. Shenk . 5487 150 6, 378 388 5488 5489 60 800 Chas. A. Wagner . 5490 S. H. Clair . 5491 100 150 258 25, 000 5492 100 J. P. Robinson . 5493 5,500 50 1,000 Ernest Gensheimer . 5494 5495 173 Olive Tavlor . 5496 40 1,500 150 Geo. Kennedv . 5497 5498 173 750 175 John D. Meyer . 5499 10 5500 5501 200 28 8, 800 Cleopatra Gilbert . 5502 H. A . Foeriup' 5503 1,839 19, 155 500 2, 622 1 Mary J. Reichel . 5,504 1 5505 1,200 500 ! RoVjert Ran . 5506 100 100 100 1 , 500 Angiistus fiebnltze 5507 1 970 EDUCATION REPQRT, 1903, Public, society, and school libraries in the United [Ck)lnniii 5: Building— O, owned; R, rented; F, furnished free. 6; Supported by— T, taxation: R, reference; Location. Name of library. Founded. Class. Building. Supported by^ Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. ‘ 2 3 4 o 8 9 PEN NS Y L V A NI A— continued. 5508 Bethlehem . ^Moravian Parochial School .. 1742 Sch... F. C. Fr. R. 5,000 5509 . do . Moravian Seminary and Col- Col . . . F. C. Fr. B. 4,000 lege for Women. 5510 Birmingham . Mountain Seminary . 1857 Sch . . . F. c. Fr. ' B. 2,500 5511 Gen . . 0. c. Fr. B. 1,500 5512 Sch... F. T. Fr. B. 1,000 551 . do . Public Library . 1903 Gen .. R. D. F. i B. 4,500 5514 . do . State Normal School . Sch . . . F. T. i Fr. 1 B. 3, 3o3 5515 Braddock . Carnegie Free Librarv . 1889 Gen .. 0. D. ! F. B. 37, 168 5516 1900 Gen .. 0. T. i F. i B. 9,000 551 7 _ _ do . Public High School ...* . Sch... F. T. Fr 1 b! 1,000 5518 Bristol . Bristol Library . 1878 Gen .. F. C. i S ‘ B. 2, 452 5519 Brownsville . Public Library Association... 1885 Gen .. R. C. i S. Fr. ' B. 1,820 5520 Sch . . . F. c. Fr. B. 1,000 5521 - -do . Brvn Mawr College . 1885 Col ... F. c. Fr. ! B. 39, 867 5522 1874 Gen .. F. c. s. * B. 2, 560 5523 Butler. T . 1891 Gen .. R. c. F. B. 1,500 5524 . do . Public School . 1890 Sch . . . F. T. Fr. ; B. 1,200 5525 California . State Normal School . 1886 Sch... F. T. Fr. i B. 6, 000 5526 ' Canonshnrg _ Canonsburg Library* . 1879 Gen . R. c. F. B. 3,500 5527 ^ . do . Jetfer.son Academy . 1825 Sch . . . F. c. Fr. 1 B. 2,500 5528 Canton . Public Library . 1899 Gen . . R. D. F. 1 B. 3, 408 5529 Carbonctale . Free Public Library . 1896 Gen .. F. c. F. B. 3, 000 5530 . do . Public High School . 1886 Sch . . . F. T. Fr. 1 B. 1,.500 5531 Carli.sle . Cumberland Co. Law Library. 1869 Law . . F. T. Fr. 1 R. 4, 868 5532 . . .,.do . Dickinson College . 1783 Col . . . 0. c. Fr. 1 B. 35, 000 5533 . do . Belles Lettres Library. . . . 1786 C.Soc. F. C. ' S. Fr. : B. 10, 000 5-534 . do . School of Law . 1892 Law . . F. C. Fr. i B. 5,000 5535 . do . Union Philosophical Soc . 1790 C.Soc. F. C. S. Fr. 1 B. 13, 000 5536 . do . J. Herman Bosler Mem. Lib.. 1899 Gen .. 0. C. S. Fr. B. 3,413 5537 . do . Metzger College . 1881 Sch . . . F. c. S. B. 1, 200 5.538 . do . United States Indian School . . '1895 Sch . . . F. T. Fr. B. 2,980 5539 Carnegie . Andrew Carnegie Free Lib... 1899 Gen .. 0. D. F. B. 6, 587 5540 Catawis.sa . Public School . 1900 Sch . . . F. i D. Fr. B. 1,000 5.541 Chambersburg _ Franklin County Law Library 1865 Law . . 1 C.D. Fr. R. 2, 400 5542 . do . Public High School . 1885 Sch . . . F- D. Fr. B. 1,200 5.543 . do . Wilson College . 1869 Col ... F. 1 C. Fr. B. 8,000 5544 Charleroi _ Public School . 1894 Sch . . . F. T. F. B. 1,300 5545 Chester . Crozer Theological Seminary 1867 Theo . 0. C. I Fr. ! B. 16, 000 (Buckuell Library). 1 5-546 . do . Free Librarv . ' . 1873 Gen .. 0. ' C. S.Fr. ' B. 4,000 5-547 . do. ... Pennsj'lvania Military College 1 Col ... F. c. Fr. i B. 1, 600 5548 clarion . . _ Public High School ** . 1890 Sch . . . F. T. Fr. i R. 1,000 5.549 _ do . State Normal School . 1887 ' Sch... F. T. F. ; B. 7,000 55.50 Coatesville . i Y. M. C. A. Public Librarv . 1892 i Y.M.. F. C. S.Fr. B. 2,700 5551 Collegeville . ' Ursinus College . '. . 1869 ! Col ... 0. C. Fr. B. 10,500 55.52 ‘ Columbia . i Schoch Library . 1871 1 Sch . . . F. T. S. Fr. ! B. 4,000 5.553 i Con cord vi lie Maplewood Institute . 1862 Sch _ F. 1 c. Fr. i B. 3,000 5554 Connellsville _ Carnegie Free Librarv . 1899 Gen . . 0. T. F. B. 2,600 5-555 Conshohocken .... TMiblic School 1890 Sch . . . F. T. Fr. B. 1,030 5-556 1 Corry . Public Library . 1901 Gen .. F. T. F. B. 1,889 5557 j Coudersport . Public Librarv . 18.50 Gen .. 0. c. s. B. 3,500 5558 i Chesson . Mount Alov.si*us Academy . . . . Sch . . . F. c. Fr. R. 4,000 5559 1 (^ressona . Public TTiL'^h School Sch F. T. Fr. B. 1,000 5560 Danville . Thomas Beaver Free Library. 1886 Gen .. 0. D. F.' B. 12,000 5561 Darbv . Free Library . '. . 1742 Gen . . O. C. F. B. 7,500 5562 l)ixm*ont . Western Pennsylvania Hos¬ 1856 Asy... F. T. Fr. B. 2,400 1 pital for the liisane. 5563 Dovlestown . Library Company* . 18.59 Gen .. R. C. S. C. 5, 000 5564 1 E. bowningtown.. Downi'ngtown Library Co.... 1876 Gen .. R. C. S. Fr. B. 2,000 5.56.5 Easton . Lafavette College . 1832 Col ... 0. c. S. Fr. B. 30, 000 5566 . do . Franklin Literary Soc _ C. Soc. F. c. S. Fr. B. 3,000 5567 . do . Henry W. Oliver Chem. 'iooi' Sci. .. F. c. F. R. 1,000 and' Metallurgical Lib. 5568 i . do . Ward Library . Col . . . F. c. Fr. B. 1,800 5569 . do . Washington Literary Soc. C. Soc . F. c. S. Fr. B. 3,000 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES 971 Slates of 1,000 volumes and over in 1003 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8; C, circulating; B, both.] o Receipts from— 6 A'd s g gS Pamphlets. Volumes adc during yer Books issued home use Taxation. Public ap¬ propria¬ tion. Productive funds. Total incom c ^ c3 a Value libr building. Name of librarian. 10 11 12 ' 13 14 15 16 17 18 19 1,720 210 $427 Albert G. Rau . 60 Miss N. J. Davis . 100 6,038 $100 280 $2, 500 50 4,500 85 6,500 2, 559 202, 238 83, 417 3,088 1,438 $20, 000 28, 000 $400, 000 200, 000 Geo. H. Lamb . 4,402 5, 055 28, 240 Robert S. Fletcher . 52 1,777 150 Esther Lawrence . 1,668 188 Emma G. De Laney . 8,000 3,644 Isadore G. Mudge . 100 60 Virginia S. Bailey . 249 300 400 600 Anna M. Shutterly . 800 2,645 46 50 800 450 13, 550 20, 726 $200 712 Margaret J. Dwyer . . . . 250 W. L. Yarrington . 447 984 984 J. Adair Herman . 810 1,700 1 . 75, 000 A. .1. Standing . . 1 Samuel W.MacDowell .. 200 20 25 Phil S. Moyer . 200 319 14, 948 1,200 1,441 20, 000 50, 000 W. Homer Ames . Sarah Kate Ege . 1,420 150 3, 485 Edith MePI. Steele . 22 19, 166 400 5, 000 5, 000 6 100, 000 107, 476 Eleanor Fitzgibbon . 6 1;;:;::; J. M. Roberts . 100 30 150 Jennie Skinner . 200 150 202 J. A. Snodgrass . i Robt.P. Bliss 308 986 540 540 ''’i6,'6o6 "’26,’ 666 17, 678 Martha K en worth v E. W. Hyatt . ‘. . 200 100 100 100 1,500 90 Albert C. Hindman . . 100 5, 890 210 Mel vi n J ac kson . 1,000 391 175 E. B. Price . 800 5 M. Emma Hess . 13,396 50, 000 Anna B. Day . 35 6 238 Walter Wood . 200 250 18, 780 2,500 700 700 Gora, E. TVlurrav 1,000 75 1 125 Mrs. A. M. Glassmire . . 1 199 33, 533 16, 698 48, 000 Mary J. Wetzell . 200 i . 10, 000 Kate W. Serrill . 1 . 125 2, 632 1,869 157 91 Priscilla H. Thomas . 30, 000 J. F. Stonecipher . 200 100 250 450 5, 000 Edward Hart . 5508 5509 5510 5511 5512 5513 5514 5515 5516 5517 5518 5519 5520 5521 5522 5523 5524 5525 5526 5527 5528 5529 5530 5531 5532 5533 5534 5535 5536 5537 5538 5539 5540 5541 5542 5543 5544 5545 5546 5547 5548 5549 5550 5551 5552 5553 5554 5555 5556 5557 5558 5559 5560 5561 5562 5663 5564 5565 5566 5567 5568 5569 972 EDUCATION REPORT, 1903. Public^ society, and school libraries in the United [Column o: Building— O, owned; R, rented; F, furnished free. 6: Supported by— T, taxation; R, reference; Location. Name of library. Founded. Class. Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating,ref- erence, both. Volumes. 1 •2 3 4 5 ' 6 7 8 9 PENNSYLVANIA- continued. 5570 1901 Gen 0 T F B 14 OGO 5571 . do . Y. M. C. A. Librarv . 1899 Y.M.. r‘. C.’ S. Fr. b! l|800 5572 East Stroudsburg . State Normal School . 1894 Sch . . . F. T. Fr. R. 1,000 5573 Edgewood Park . . Western Pa. Institution for 1886 Asy... F. T. Fr. B. 1,190 the Deaf and Dumb. 1860 Sch . . . F. T F R 12, 000 5575 Eldersridge . Mathadeoii Literarv Society . 1850 Soc . . . F. C. S. Fr. B. 1, 200 5576 Sch . . . F. C. Fr. B. 1,200 5577 Erie . 1897 Gen .. 0. T. F. B. 31,645 5578 . do . Sch... F. C. Fe. R. 2,000 5579 1869 Sch . . . F. C. Fr. R. 3, 500 5580 1802 Gen . . 0. T. F. B. 7,600 1897 Sch . . . F. D. F. B. 1,500 5582 Frackville . Public High School* . 1886 Sch... F. T. F. B. 1,200 5583 Public Librarv . 1895 Gen .. R. C. S.Fr. B. 3, 406 5584 Fredonia . Fredonia Institute . 1889 Sch . . . F. C. Fr. B. 1,200 5585 George School .... George School . 1893 Sch... F. c. Fr. B. 2,859 5586 Gettysburg . Lutheran Historical Society.. 1853 Hist . . F. c. Fr. R. 3, 000 5587 . do . Pennsylvania College . 1832 Col . . . F. c. F. B. 13, 800 5588 . do . . . Philomathean Society.... 1831 C.Soc. F. c. Fr. B. 6, 439 5589 . do . Phrenakosmian Society . . 1833 C. Soc. F. D. Fr. R. 5, 500 5590 . do . Theological Seminary . 1826 Theo . F. D. Fr. R. 15, 000 5591 Glen Mills . House of Refuge . 1828 Asy _ F. T. Fr. C. 4,000 5592 Greensburg . St. Joseph Academy . 1888 Sch . . . F. C. S. B. 1,200 5593 . do . Underwood High School . 1879 Sch... F. D. Fr. B. 2, 500 5594 Greenville . Public School * . 1870 Sch . . . F. T. Fr. C. 1,000 5595 .....do . Thiel College . 1870 Col . . . F. C. Fr. B. 7,300 5596 Grove City . Carnegie Free Library . 1900 Gen .. 0. C. F. B. 4,058 5597 . do . Grove City College . 1876 Col . . . F. c. F. B. 4, 500 5598 Hanover . Higbee Public School . 1890 Sch ... F. T, F. B. 1,100 5599 Harrisburg . Dauphin County Law Library. 1865 Law . . F. T. Fr. R. 3, 000 5600 . do . Hist. Soc. of Dauphin Co.* . . . 1869 Hist . . R. C. S. R. 1, 200 5601 . do . Pennsylvania State Agr. Soc.. 1895 State . F. T. F. R. 2, 000 5602 . do . Public High School . Sch... F. T. Fr. B. 2,000 5603 . do . Public Library . 1889 Gen .. R. C. S.Fr. B. 9, 100 5604 . do . State Librarv . State . F. T. F. B. 116, 000 5605 . do . Y. M. C. A. Library . 1854 Y. M . . F. C. S.Fr. B. 7,000 5606 Hatboro . Union Librarv . 1755 Gen .. 0. C. S. B. 10, 360 5607 Haverford . Haverford College . 1833 Col. .. F. C. F. B. 41,575 5608 Hazleton . Hazleton Seminary* . 1886 Sch... F. c. Fr. B. 1,000 5609 1 . do . Public High School . Sch . . . F. T. Fr. B. 1,500 5610 Hereford . Hereford Literary Society. . . . 'isso' Gen .. F. C. S. Fr. B. 1,275 5611 Herman . St. Fidelis College . Sch . . . F. c. Fr. R. 1,800 5612 Hoboken . Allegheny County Workhouse 1870 Asv. .. F. T. Fr. C. 4, 467 5613 Hollidavsburg .... Hollidavsburg Seminary* _ 1867 Sch . . . R. C. Fr. R. 1,200 5614 . do. . Public School . Sch . . . F. T. Fr. R. 1,000 5615 Homestead . Carnegie Librarv . 1898 Gen .. 0. D. F. B. 18, 000 5616 Honesdale . Law and Library Association * 1869 Law . . F. C. Fr. R. 2,000 5617 . . . do . Public High School . Sch . . . F. T. Fr. B. 3,000 5618 . do . Public Library . Gen .. F. T. F. B. 5, 100 5619 Hughesville . Public School . 1885 Sch . . . F. T. F. B. 1,200 5620 Hulmeville . Public High School . Sch . . . F. T. Fr. B. 2,600 5621 Hnntinvdon . . Juniata College . 1876 Col ... F. D. S. R. 25, 514 5622 . do . Pa. Industrial Reformatory. . . 1889 Asv - . . F. T. Fr. B. 3, 500 5623 . do . Public High School . Sch . . . F. T. Fr. B. 1,500 5624 Indiana, State Normal School . 1875 Sch . . . F. T. Fr. B. 5, 065 5625 .Tenkintown . Abington Library Society .... 1803 Gen .. R. C. S. Fr. B. 3,330 5626 Jersev Shore . Public High School . Sch . . . F. T. Fr. B. 1, OJO 5627 Johnstown . Cambria Free Library . 1870 Gen .. 0. C. F. B. 13, 722 5628 . do . Public High School . Sch... F. T. Fr. B. 1,200 5629 Kennett Square .. Bayard Taylor Memorial Lib. 1895 Gen .. 0. D. F. B. 2,933 5630 Kingston . Wyoming Sem. (Bennett Lib.) 1860 Sch... F. C. Fr. B. 4,000 5631 Kittanning _ Public School . 1887 Sch... F. D. F. B. 2, 100 5632 Knoxville . Library Association* . 1846 M er . . 0. 1 C. Fr. B. 40, 000 5633 Kutztown . Keystone State Normal School 1866 Sch . . . F. T. Fr. R. 3,000 5634 . do . Keystone Literary Society 1865 Soc . . . F. C. S. B. 1,781 5635 . do . Philomathean Lit. Soc. * . 1865 Soc . .. F. ' C. S. B. 3,000 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRAEIES, 973 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] ' Pamphlets. | Volumes added during year. Books issued for home use. Receipts from— Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. I Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 6,000 $6, 000 $6, 000 $45, 000 Henrv F. Marx . 5570 150 813 . W.H.'Filson . 5571 150 A. Fenner . 5572 831 $335 335 $5, 000 5a / 3 2, 000 443 $910 916 Annie L. Wilson . 5574 Fred W. St. Clair . 5575 Mrs. C. F. Durrin . 5576 1,262 3,048 139, 569 13, 036 13, 156 120, 000 5577 5578 200 . Elkanah Ilulley . 5579 185 4, 545 . 250 649 7,000 3,000 Eliza Hance . 5580 1.60 300 1,500 . 375 Chas. Horn . 5581 25 300 5582 85 176 10, 772 218 Mrs. A. F. Hamilton . 5583 . ; 2, 200 F. A. Fruit . 5584 128 200 200 Anna Jackson . 5585 J. W. Richard . 5586 6,000 400 316 1,600 John A. Himes . 5587 100 66 200 75 1,500 C. W. Weiser . 5588 50 50 1,000 A. L. Dillenbeck . 5589 1"" 600 600 11, 000 J. W. Richard . 5590 5,000 5591 100 70 Sr. M. Angela . 5592 100 50 100 100 5593 500 100 5594 . 5595 350 168 12,800 33, 000 Gertrude McKinney . 5596 5597 200 100 1, 600 75 75 .John T. Nace . - 5598 W. H. Wyant . 5599 282 5600 100 1,000 1,000 M. D. Lich liter . 5601 5602 100 10, 000 70, 000 Laura B. Gause . 5603 27, 700 Thomas L. Montgomery . 5604 4,000 5605 417 96 3,923 55 265 2,500 E. G. Erdmann . 5606 3, 000 1,716 6,912 1,900 1,900 48, 776 Allen C. Thomas . 5607 5608 5609 300 15 H. Winslow Fegley, M. A. 5610 5611 500 17, 220 5612 5613 232 5614 3, 453 95, 886 8,500 8,500 300, 000 250, 000 W. F. Stevens . 5615 50 5616 5617 125 1,200 100 H. A. Odav . 5618 100 20 200 J. G. Dundore . 5619 5620 101 Jos. E. Saylor . 5621 300 250 500 500 J. H. Likens . 5622 5623 415 ^Vnnie Mitchell . 5624 582 5, 293 1,416 550 Florence Ridnath . 5625 5626 2, 300 153 7,312 1,316 5, 000 29, 264 57, 153 L. Helen Berkey . 5627 5628 131 6, 439 305 898 Alice W. Swayne . 5629 300 75 691 760 5630 200 100 2, 100 101 I). R. Sumstine . 5631 1,000 450 20, 000 1,500 8, 000 5632 • 75 200 Chas. C. Boyer . 5633 120 941 W. W.Heatrick . 5634 65 1,200 75 5635 974 EDUCATION REPOET, 1903, Pv.hlic, society, and school libraries in the United [Column 5: Building — O, owned; R, rented; F, furnished free. 6; Supported by — T, taxation; R, reference; Location. Name of library. Founded. | 1 Class. Building— Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 5 6 7 8 9 rp:XXSYLV.\NT.\— 1 continued. 563G Lancaster . Eastern Theological Semi- 1825 Theo . 0. C. Fr. B. 18, 000 narv of Reformed Church. 5637 . do . Franklin and Marshall Col. 1787 Col . . . 0. C. F. B. 23, 000 (Watts de Peyster Library). 5638 . do . Diagnothian Literary Soc 1835 C. Soc. F. c. S. B. * 7, 500 51)39 . do . Goethean Literary Soc ... 1835 C. Soc. F. c. S. B. ! 11,300 5640 . do.. . liancaster County Hist. Soc .. 1886 Hist .. R. c. S. Fr. R. 1, 000 5641 . do . Law Library Association . 1856 Law . . F. c. S. R. 10, 000 5642 . do . Mechanics’ Library . 1838 Gen .. R. c. S. C. 8,000 5643 . do . y cates School . 1857 Sch... F. c. Fr. B. 1, 300 5644 . do . Y. M. C. A. Library . 1870 YU M.. F. c. S. Fr. B. 8, 000 5645 Library Association . 1876 Gen . . 0. c. S. Fr. B. j 4, 521 5646 Public* Library . 1899 Gen .. F. T. F. B. 2, 848 5647 . do . .* . 1890 Gen .. F. T. S. Fr. B. 5, 500 5648 Bucknell Uniyersity . 1846 Col ... F. 1 c. F. B. 25, 000 5649 . do...."". . Bucknell Institute . 1845 Sch . . . F. c. Fr. B. 3,000 5650 . do . William D. Himmelreich Me- 1891 Gen... 0. c. Fr. B. 3, 790 morial Library. 5651 Lewistown . Lewistown Library Assoc .... 1870 Gen... R. c. S. B. 3, 000 5652 Ligonier . Public School . 1882 Sch . . . -F. T. F. B. 1, 500 5653 Lincoln Univer¬ Lincoln Uniyersity (Vail Me¬ 1866 Col ... 0. C. F. B. 18, 000 sity. morial Library). 5654 Lititz . Linden Hall Seminary . 1794 Sch... F. C. Fr. B. 3, 000 5655 Lock Haven . Library Company *. . ! . 1 1866 Gen. . . R. C. S. B. 5,000 5656 . do . State Normal School . [ 1877 Sch ... F. T. Fr. R. 4,000 5657 Loretto . St. Francis College* .. 1 Sch . . . F. C. Fr. B. 4, 000 5658 AlcKeesport . Carnegie Free Library . 1 Gen. . . 0. T. F. B. 2, 833 5659 . do . Young Men’s Christian Assoc. 1899 YU M . . F. C. Fr. B. 3,100 5660 ISIcSherrystown . . . St. Joseph’s Academy* . 1880 Sch . . . F. C. s R. 1,245 5661 Mahanoy City .... School District . 3896 Sch... F. T. F. B. 2, 500 5662 Mansfield . Free Public Library . 1901 Gen... R. T. F. B. 1, 684 5663 . do . State Normal School . 1864 Sch . . . F. T. Fr. B. 5, 784 5664 Mauch Chunk . . . . Carbon County Law Library.. 1868 Law . . F. T. Fr. R. 1,000 566)5 . do . Dimmick Memorial Library.. 1885 Gen... 0. D. F. B. 20, 000 5666 iSIeadville . Allegheny College . 1820 Col ... 0. C. Fr. B. 18, 000 566)7 . do . Art and Historical Assoc. * _ 1880 Gen... 0. T.C. F. B. 6,394 5668 . do . . MeadyilleTheological School . 1844 Theo . O. C. Fr. R. 26, 000 5669 . do . Public Library . ... 1879 Gen 0. T. F. B. 8, 000 5670 Mechanicsburg ... Trying Female College . 1857 Col ... F. C. Fr. R. 1,000 5671 . do . Library and Literary Assoc .. 1872 Gen .. R. c. S. Fr. B. 4, 000 5672 Media . Delaw'are County Institute 1833 Sci ... 1 0. c. F. B. ! 5, 000 of Science. 1 i 5673 ! . do . Free Library . 1901 Gen .. F. c. F. B. 3,000 5()74 Mercers])urg . Mercersburg Academy . 1866 Sch ... F. c. Fr. B. 3, 600 5675 Millcrsville . State Normal Scihool . 1858 Sell... F. T. 3. Fr. B. 11,400 5676 1 Milton . Public High School . 1885 Sell... F. D. S. B. 1,700 5677 1 Minersville . Public High School . 1883 Sch . .. F. D. Fr. B. 1,000 5678 M organza . Pennsylyania Reform School. 1893 Asy... F. T. Fr. B. 2,700 56)79 1 Morton . Public Library . 1877 Gen .. 0. C. S. Fr. B. 1, 500 56)80 Mt. Holly Springs. Amelia. S. Giyen Free Library. 1889 Gen .. 0. D. F. B. 3, 500 5681 Mount Pleasant. .. Public School . 1901 Sch... F. D. Fr. B. 1,000 5t)82 . do . Western Pennsylyania Col¬ 1873 Sch ... F. D. F. B. ; 3, 000 lege and Scientific Inst. 1 5683 Mverstown . Albright College . 1881 Col ... F. C. Fr. B. 6, 000 5684 Natrona . Public Library . 1885 Gen . . F. c. F. B. 2, 000 5685 Naza reth . Nazareth Hall Militar}' Acad. Sch ... F. c. F. B. 2, 000 5686) . do . Public School . 1893 Sch...! F. D. F. B. 1,300 5()87 New Brighton .... Public School . Sch. .i F. T. F. B. 1, 370 5688 . do...! . Young Men’s Christ’nAssoc.*. 1852 YUM..i R. C. S. B. 2, 122 5689 Newcastle . Public School . Sch ... F. D. S.Fr. B. 1, 500 5690 . do . Young Men’s Christian As.soc. 1885 YUM.. F. C. S. Fr. B. 2, 000 5691 New Milford . Pratt Memorial Library . 1892 Gen ..! 0. C. F. B. 2,500 5692 Newtown . Library Company . 1760 Gen ..' 0. C. S. B. 5, 489 5693 New Wilmington . Westminster College. . . . . 1852 Col . . . F. C. F. B. 6,000 5694 Norristown . Hist. Soc. of Montgomery Co. . 1884 Hist .. 0. c. F. R. 1 1,000 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES 975 Slates of 1,000 volumes and over in 1903 — Continued. C corporation; D, donations. 7; F, free; S, subscription; Fr, free for reference. 8; C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 18 19 10, 000 500 o o o $1, 000 $10, 000 J. N. Blatt . 1,259 900 $27, 000 .John B. KiefFer . Daniel Schnebley . 365 228 Paul B. Rupp . 500 50 $200 3.50 S. M. Sene'r . 500 200 641 II. C. Gemperling . 120 5, 000 160 334 4,200 Percy Carpenter . 200 75 275 H. H. Seaton . 2, 031 178 8 817 3, 969 219 433 4,400 10, 000 Lydia Whitson Wilej". . . . 130 S, 295 500 585 Anne S. Regester . 75 4 .584 250 412 R. T. Adams . 1, 023 2, 512 William E. Martin 20 1-50 7, 800 750 15, 000 13,750 T. E. Halfpenny . 250 200 . 580 Mary McCord . . 600 700 450 18, 000 W. D. Kerswill . ! 450 H. E. Shields . ....... 200 o o 50 531 29, 110 3,000 5, 098 Emily J. Kuhn . . 2o! 10 950 400 W. T. Forrester . 150 45 100 96 8,000 $100 165 W. N. Ehrhart . 10, 788 200 354 Stella, Rae Allen 300 350 Mattie Durell Bodine _ . 1 25 600 1,000 7,000 1, 500 1, .500 45, 000 16,000 Douelas Craig 1,500 40, 000 Johnathan Ilamnett .... 170 381 15, 782 350 1,358 5, .500 18, 000 846 1,572 1,572 31, 440 6,000 Sara. B. IVTa.xwell 200 15, 672 1,000 1,419 Susan McCracken 25 Katherine Wheelock .... 50 2, 600 i 135 D. E. Ea.st . . 1 723! H. K. Broomall . i 400 15, 457 276 Edith H. John . H. Mary Spangler . 6,968 i 1 Helen A. Keiser . 100 102 A. R. Rutt . 500 100 25 200 200 50 2, OOO! 100 1,000 INIrs. L. T. Davison . 500 500 8,000 600 900 10, 000 20, 000 . 1 1 H. C. Dixon . H. Lee Bagenstose . . 500 9, 000 Elisabeth Otterman . .... 1 300 200 G. A. Grim . . 1 30 J. W. F. Wilkinson . .500' 29 238 25 10 64 T;Ottie A . Perrv' 300 4,500 200 12, 000 Mrs. U. B.Gillet 73 190 377 4,000 William E. Martindell. . . 200' 473: 799 10, 000 ■William Summers . ' 5636 5637 .5638 5639 5640 5641 5642 5643 5644 5645 5646 5647 5648 5649 5650 5651 5652 56.53 ,5654 5655 5656 5657 .5353 56.59 5660 5661 .5662 5664 5665 5666 5667 5668 5669 5670 5671 5672 5673 5674 56/5 5676 5677 5678 5679 5680 5681 .5682 5683 5684 5685 5685 5687 5688 5689 5690 5691 5692 5693 5694 976 EDUCATION KEPOET, 1903, Public, society, and school libraries in the United [Column n: Building— O, owned; R, rented; F, furnished free. 6: Supported by— T, taxation; R, reference; Location. Name of library. Founded. j Class. Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 5 G 7 8 9 5095 PENNSYLVANIA— continued. Norristown . Library Company . 1794 Gen .. 0. C. 1 j S. Fr. B. 25, 000 5G9C) . do . IMontgomerv Co. Law Lib _ 1869 Law . . F. T. 1 R. 5,500 6f)97 . do . State Ho.?pital Medical Lib... 1879 Med .. F. T. Fr. 1 R. 1,150 5698 . do . William IMcCann Library _ 1885 Gen .. F. 1 T.C. F. B. 3,730 5699 Free Public Library . 1902 Gen . . R. T. C. F. B. 2,400 G, 600 5700 . do . St. Mary’s College .' . 1881 Sch . . . F. Fr. R. 5701 5702 1901 1883 Gen .. 0 T. F. B. 3, 075 5, 000 Ogontz Seliool .... Ogontz Sch. for Young Ladies.} Sch . . . F. C. Fr. B. 5703 Oil City . Belles Lettres Club Library ..1 1892 Gen .. F. C. S. B. 5, 300 5704 5705 1876 1833 Gen .. R. c. S. Fr. B. 1, 500 Overbrook . St. Charles Borromeo Sem _ Theo . F. c. Fr. R. 30,000 5706 Parkers Landing. . Parker High School . Sch . . . F. T. Fr. B. 1,100 5707 'i892' Sch . . . F. D. F. B. 1,300 5708 Philadelphia . Academvof Nat. Sci.of Phila. 1812 Sci ... F. C. F. R. 52, 000 Philadelphia (Rit- ten house sq.). Philadelphia (1324 Academy of Notre Dame . Sch . . . F. C. Fr. B. 1,000 5710 Acad, of Protestant Episcopal Sch . . . F. C. Fr. B. 3,000 5711 Locust street). Philadelphia (2011 Church (Benson Library). Agnes Irwin’s School . 1869 Sch . . . R. c. Fr. B. 2,250 5712 De Lancey pL). Philadelphia American Academy of Polit¬ 1889 Sci ... F. • c. Fr. R. 1,000 5713 (Station B). Philadelphia . ical and Social Science.* American Entomological Soc. 1859 Sci ... F. c. Fr. R. 4,000 5714 Philadelphia (104 American Philosophical So¬ 1743 Soc . . . F. c. Fr. B. 39, 000 5715., South Fifth St.). Philadelphia (1122 ciety. American Sunday School 1824 Soc ... F. c. Fr. R. 11,540 5716 5717 Chestnut st.). Philadelphia (1350 Pine St.). Philadelphia Union. Anable’s (Miss) School* . Apprentices’ Library . 1820 Sch . . . Gen .. F. 0. c. c. Fr. F. B. C. 1,000 21, 000 5718 (Broad and Brandywine) . Philadelphia (219 Athenicumof Philadelphia .. 1814 Gen . . 0. c. S.Fr. B. 35, 000 5719 S. Sixth st. sta.). Philadelphia (320 Carpenters’ Company of Phil¬ 1736 Gen .. 0. c. S. B. 5, 700 5720 Chestnutst.sta.). Philadelphia (N. adelphia. Cathedral T. A. B. Library .... 1873 Gen .. F. c. Fr. B. 10, 000 5721 American Bldg.) Philadelphia . Central High School . Col . . . F. 1 I T. Fr. B. 9, 500 3, 000 5722 Phila. (17th and Central Manual Training 1885 Sch . . . F. Fr. R. 5723 Wood sts.). Philadelphia(Ger- School. Charter Oak Library . 1855 Gen .. 0. c. S.Fr. B. 1,000 5724 1 man town). 1 Phila. (13th and College of Physicians of 1788 Med . . 0. c. F. B. 73, 621 5725 Locust sts.). Philadelphia . . do . Philadelphia. Com. High School for Girls... Sch . . . F. T. Fr. B. 1,100 5726 Com. Library of the Bourse. . . 1896 Mer . . F. C. Fr. R. 5, 822 5727 Phila. (12th and Diocesan Library and Read¬ 1895 Theo . F. C. F. B. 7, 000 5728 Walnut sts.). Phila. (Tacony) . . . ing Room of tlie Protestant Episcopal Church. Disston Library and Free 1884 Gen .. R. C. S. Fr. B. 6, 000 5729 Phila. (50th st.and Reading Room. Divinity School of the Prot¬ 1862 Theo . F. C. Fr. B. 15, 000 5730 Woodland ave.). Philadelphia . estant Episcopal Church. Drexel Institute . 1891 Sch . . . F. C. F. B. 29, 551 5731 Phila. (21st st.and Eastern State Penitentiary . . . 1844 Asy... F. ! Fr. C. 12, 000 5732 Fairmount ave.) . Phila. (Sta. M, Ilolmcsburg). Phila. (1122 Gi¬ Edwin Forrest Home . Gen . . 0. 1 1 C. Fr. B. 8,000 1,350 5733 Engineers Club of Philadel¬ 1878 Sci.... R. c. F. R. 5731 rard st.). Philadelphia (112 phia. Fidelity Mutual Life Insur¬ 1896 Law . . F. c. Fr. R. 1,230 5735 N. Broad st.). Philadelphia (7th ance Co. Law Library. First Presbyterian Church 1897 Gen .. F. D. F. B. 1,500 and Locust sts.). (Albert Barnes Mem. Lib.). * Statistics of 1 900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES, 977 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, Uee for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added 1 during year. Books is.sued for [ home u,5e. Receipts from — i Total income. Permanent en¬ dowment fund. i Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. io 11 12 13 14 15 16 18 19 1 200 S3 00 SI, 000 S6,000 E. T. Hallman. . . 5695 120 500 1, 309 John S. Jones . 5696 200 . 1 . Edith A. Barker . 5697 120 8. 512 S420 ■304 754, S7, 600 Amelia C. Paley . 5698 376 400 10, 965 450 661 1 . Rebecca, IVf. Tjeete 5699 iOO i . J. G. Schi^eider . 6700 107 12, 332 SI, 620 1, 680' 23, 000 Blanche Mcllvaine . 5701 5702 11, 150 1 . Mr.s. J.S. Ricker . 5703 10 '400 1 . J. M. Cowles . 5704 500 . ! . . F. P. Siegfried . . 5705 1 . 5706 75 179 Mrs. Chas. K. Meschter . . 5707 960 Edw, J. Nolan . 6708 i . 5709 50 50 H. P. Hotrle . 5710 5711 2,500 ......... ! 1 5712 200 . 300 300 5713 1,350 I. Minis Hays . 5714 17, 200 350 50 Edwin \V. Rice . ..5/15 5716 1,181 60, 225 . i 1 7, 032 114,000 50, 000 INfiss J. Y. liiddletnn 5717 600 . Louis K. Lewis . 5718 300 100 200 200 . I Chas. W. Devitt . 5719 500 250 509 300 1 Edward J. Logue . 5720 . 5721 50 Willia.m T,. Rnvre .... 5722 .Jacob T\ eyser . . . 5723 70, 605 1, 951 ] 3, 041 2, 330 7, 301 65, 000 200, 000 Chas. Perry Fisher. . . 6724 5725 600 5726 Jennie K. Lewis . 5727 75 1 30 8, 000 546 J. Luff berry . 5728 5,000 700 1 150 1,000 L. M. Robinson . 5729 4,200 899 17, 275 6, 280 Alice B. Kroeger . 5730 500 500 5731 6 Chas. J. Fyffe 5732 100 i 1 Fredk. W. Myers . 5733 H. T-T.Fonse. 5734 15 200 1,700 5735 ED 1903 - 62 978 EDUCATION REPOET, 1903, Public, society, and school libraries in the Unded [Coluinu 5: Building — O, owned; R, rented; F, furnished free. 6; Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. Building— Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. 1 Volumes. 1 2 3 4 5 6 7 8 9 PENNSYLVANIA— continued. 5736 Philadelphia . Frankford Library and Read- 1856 Gen .. R. C. S. B. 4,851 ing Room As.sociation. * 5737 . do . Franklin Institute . 1824 Sci ... F. C. S.Fr. B. 55, 468 5738 Philadelphia(1315 Free Library of Economics 1897 Sci ... R. c. F. B. - 1, 100 Filbert st.). and Political Science. * 5739 Phila, (1217-21 Free Library of Philadel- 1891 Gen .. R. T.C. F. B. 247,080 Chestnut st.). phia. a 5740 Philadelphia Friends' Free Library . 1874 Gen .. 0. C. F. B. 21, 715 (Germantown). 5741 Philadelphia (142 Friends’ Library . 1742 Gen .. 0. C. F. B. 15, 800 N. 16th st.). 6742 Sch . . . F. C. Fr. B. 16 000 5743 Phila. (Sta. W) .... George’s Institute . 1872 Gen .. 0. D. S. Fr. B. 1,200 5744 Phila. (Sta. S) . German Soc. of Pennsylvania. 1764 Gen .. F. C. S.Fr. B. 25, 000 5745 Philadelphia Germantown Academy . Sch . . . F. C. Fr. B. 1,000 (Germantown). 5746 1848 Sch . . . F. C. Fr. B. 29, 520 5747 Phila. (i7th and Girls’ High School . 1853 Sch . . . F. T. Fr. R. 1,964 Spring Garden). 5748 P h i 1 a d e 1 p h i a Gordon’s (Miss) School . Sch . . . F. C. Fr. B. 1,200 (4112 Spruce st.). 5749 Philadelphia . Grand Lodge of Pa. F. A; A. M. 1871 Mas .. F. C. Fr. R. 7, 757 5750 Philadelphia Greenway Literary A.ssocia- 1876 Gen .. 0. C. S.Fr. R. 1,500 (Llanwellyn). tion. 5751 Phila. (Broad Hahnemann Medical Col. and 1850 Med . . F. C. Fr. B. 15,000 ' \ above Race). Hospital of Philadelphia. 57^2" Phila. (lOth and Hebrew Education Society. . . 1891 Gen .. 0. C. F. C. 2, 000 Carpenter). 5763 Philadelphia Hinst Free Law Library . 1885 Law . . F. c. Fr. R. 12, 000 (Drexel Bldg.). 5754 Philadelphia Historical Society of Penn¬ 1824 Hist . . 0. c. F. R. 60, 000 ( 1300 Locust st.). sylvania.* 5755 Phila. (Sta. M) _ House of Correction . 1888 A.sy. . . F. D. Fr. C. 1,809 5756 Philadelphia (900 House of Refuge . Asy . . . F. T. Fr. B. 1,375 N. 22d st.). 5757 Phila. (Stetion B) . Insane Dept, of Pa. Hosp* _ 1847 Gen .. F. C. Fr. B. 4, 503 5758 Phila. (917-919 In.stitute for Colored Youth*. 1865 Sch... F. C. Fr. R. 4,000 Bain bridge st.). 5759 Phila. (10th and Jefferson Medical College .... 1898 Med . . F. C. Fr. R. 4, 000 Walnut). 5760 Phila. (1422 N. Kene.seth Israel Public Li¬ 1892 Gen .. 0. C. F. B. 5, 000 16th st.). brary. 5761 Phila. (1240 N. Lasalle College . 1852 Col ... F. C. Fr. B. 9, 953 Broad st.) . 5762 Phila. (City Hall). Law Association of Phila . 1802 I.,aw . . F. c. S.Fr. B. 39, 904 5763 Philadelphia . Leeser Library of the Hebrew 1868 Gen .. F. c. Fr. R. 2, 000 Education Society. 5764 . do . Library Assoc, of Friends _ 1835 Gen .. F. c. F. B. 10, 515 5765 Phila. (Locust and Library Company of Phila¬ 1731 Gen . . 0. c. S.Fr. B. 210, 806 .Tuniper sts.). delphia. 6 5766 Phila. (Mount Lovett Memorial Free Lib¬ 1885 Gen .. 0. D. F. B. 14, 139 Airy) . rary. 5767 Philii. (German¬ Lutheran Orphans’ Home.... 1898 Sch... F. C. Fr. B. 1,775 town ) . 5768 P h i 1 a. (Mount Lutheran Theological Semi¬ 1804 Theo . F. c, Fr. R. 24,000 Airy). nary. 5769 Pliiladelphia . IMarkham Club . 1898 Soc . . . R. c. S. R. 1,000 5770 Philadclphia(1106 Mechanics’ Institute . 1857 Gen .. F, c. S. Fr. B. 10, 000 S. 5th st.). 5771 Philadelphia . Medico-Chirurgical College Med . . F. c. Fr. B. 1,500 of Philadelphia.* 5772 . do . Mercantile Librarv^ . 1821 Med .. 0. c. S. Fr. B. 189, 000 6773 Philadelphia (109 Mid-Citv School for Girls* _ Sch . . . F. c. Fr. B. 1,000 S. 20th st.). 5774 Phila. (Sta. H).... Mount ,St. Jo.seph Academy*. 1860 Gen .. F. c. S. B. 7,000 * Statistic.s of 1900. a Including branche,s. PUBLIC), SOCIETY, AND SCHOOL LIBRAKIES 979 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8; C, circulating; B, both.] Pamphlets. i Volumes added during year. Books issued for home use. Receipts from— Total income. Permanent en- 1 dowmentfund. i Value library ^ building. ' Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 125 2, 942 $462 5736 39, 351 1, 167 2,000 $85, 000 Alfred Pigling . 5737 2, 100 400 5738 15, 004 1, 691, 452 $150, 000 $10, 819 168, 068 .John Thom.son . 5739 597 15, 514 2, 147 3, 202 Hannah M. Jones . 5740 412 4,356 Marv S. Allen . . 5741 5742 10, 000 350 9, 000 $13,000 Thomas Wynne . 5743 liooo 80 4; 364 Lina Hertzog . 5744 William Kershaw . 5745 1,124 300 8,802 1,200 1,200 5746 250 250 5747 5748 5, 327 Cfto. P. P,npp . 5749 40 57 57 Frank P. Bogan . 5750 300 T, Bradford. M. D....... 5751 2,000 Samuel G. Schwartz _ 5752 114, 000 W'^illiam M. Stewart, jr. 5653 80, 000 2,000 50, 000 200, 000 ,Tnhn W. .Iordan . . 5764 150 6,383 180 180 3,000 5755 5756 79 5757 15 350 5758 500 170 'Chavles F. .Tanvrin . 5759 130 24, 000 .Tennie Gerson . 5760 5761 1,742 9, 110 $3, 422 12, 671 535 T/Uther F. Hewitt . 5762 500 5763 113 1,800 Anna, R. Ca.rrnll 5764 30, 000 3, 152 35, 552 36, 954 44, 864 428, 000 928, 000 James G. Barnwell . 5765 10,210 5766 128 208 Minnie J. Rohlfs . 5767 5768 67 198 Fredk. N. Trotter . 5769 250 4,099 Cora A. Wisdom. 5770 5771 10,000 2,052 52, 319 6,005 16, 862 119, 853 500, 000 John Ashhurst . 5772 5773 50 1.000 200 5774 Including Ridgway branch, Broad and Christian streets; erected 1878; cost $800,000; the gift of l)r. James Rush, as a memorial to his wife, Phebe Ann (Ridgway) Rush. 980 EDUCATION REPORT, 1903. Public, society, and school libraries in the United [Column 5: Building— O, owned; R, rented; F, furnished free. 6: Supported by — T, taxation; R, reference; 1 1 1 1 I 1 Cl 1 1 1 ■ i a ^ § G ^ Location. Name of library. 1 VJ 0) 1 S o 72 (I) •.3 o M O O 'S i S g ^ ^ o ^ 3 s a 1 1 1 s ^ 1 ’B S D c; ^ c; ^ 1 Ul O > i 2 i 3 4 5 6 8 1 9 PEXXS YLVAXI A— continued. 5775 Philadelphiafllth Meyamensing Literary Insti- 1853 Gen .. F. C. F. B. 7, 950 and Catharine). tute. 1 1 5776 Philadelphia (1227 Arch .St.). New Centurv Guild . . j 1882 Soc . . . F. ! c. S. B. i 3,511 5777 ^Philadelphia . 1 . Theo . n F. B. 1 700 5778 Philu. (Sta.S) . Northeast Man. Training Sen. i 1890 Sell . . . i F- t'. ! Fr. B. 2, 500 5779 Philadelphia (Chestnut Hill). Notre Dame Academy * . Seh... 1 c. Fr. B. 2,000 1 . 1 1 5780 Philadelphia . Numismatic amt Antiquarian Society of Philadelphia.* 1858 Soc _ R. c. S. B. 5,000 5781 Philadelphia(I.O. O. F. Temple). 1850 0. F . . c. Fr. R. 3,000 578‘2 Phila. (Olnev) _ Phila.(Hort.Hall, Olney Free Lib. and Rdg. Pvm. 1876 Gen .. R. c. F. B. 1,078 5783 Pennsylvania Horticultural 1827 Sci ... r'. c. Fr. R. 3,700 Broad below Lo- Society. 5784 cust). Philadelphia i8th Pennsylvania Hospital Med¬ ical Library. 1762 ! Med . . F. c. Ff. R. 15, 000 and Spruce sts.). 5785 Philadelphia (Mt. Pennsylvania Institution for 1820 Asy... F. t. Fr. B. 6, 000 Airy). the Deaf and Dumb. 1 5786 Philadelphia, Penn. Inst, for the Instruc¬ Asy... ! 1 T. i i Fr. E. 12, 041 tion of the Blind. 5787 Philadelphia (329 Penn. Museum and School of 1876 Sch ... F. c. j R. 1,523 S. Broad st.). Industrial Art. 5788 Philadelphia . Phila. Board of Trade Lib.*.. 1833 Mer ..! R. c. Fr. R. 2,000 5789 _Phila. ( 18th and Philadelphia City Institute.. 1852 Gen .. F. c. F. B. 1 27, 100 Chestnut sts.). 5790 Philadelphia . Pniladelphia Club* . 1865 Gen .. R. c. 3. R. 4,500 12,000 6791 Philadelphia (145 Philadelphia College of Phar¬ 1821 Med . . F. c. F. B. N. 10th St. ). macy. 6792 Phila. (10th and Philadelphia County Prison*. Asy . . . F. T. Fr. B. 5, 000 Reed sts.). 6793 Philadelphia(Sta- tion B). Phila. Divinity School* . 1862 Theo . F. C. Fr. B. 20,000 6794 Philadelphia . Philadelphia Maritime Ex¬ 1875 Mer .. F. C. S. R. 2,500 6795 Philadelphia (233 S. 4th St.). change. Philadelphia Museums . 1894 Mer .. R.| 1 C. F. |r. 11, 257 5796 Philadelphia Philadelphia Normal School 1896 Sch . . . F- T. Fr. B. 8, 943 ( 1301 Spring Garden st.). for Girls. 1 j 1 5797 Philadelphia Philadelphia Tiirngemeinde . 1849 Gen .. F. C. Fr. B. 3,130 ( 429-35 N. 6th st.). 1 1 5798 Philadelphia . Post No. 2, G. A. R.* . 1875 Gen .. R. C. F. B. 1,800 5799 Philadelphia Presbyterian Historical Soci¬ 1852 Hist .. F. 1 C. S.Fr. R. 21, 000 (1319\Yalnut st.). ety. 5800 Phila. (17th and Public School * . 1885 Sch . . . F. T. Fr. B. 2,000 Wood sts.). 6801 Philadelphia (1811 Walnut st.). Rittenhouse Club . 1875 Soc . . . F. C. S. R. 5,880 5802 Philadelphia (960 Rodef-Shalom Free Library Gen .. 0. C. F. B. 2,869 N. 8th st. and Reading Room. 6803 Phila. (Broad Roman Catholic High School . 1890 Sch . . . F. c. Fr. B. 2,000 and Vine sts.). 6804 Philadelphia . Sacred Heart Academy and Convent (Eden Hall).* St. Timothy’s Workingmen’s 1850 Sch . . . F. c. Fr. R. 4,600 5805 Philadelphia (Sta¬ 1873 Soc . . . F. c. S. B. 5,000 tion I). Club and Institute.* 5806 Phila. (Germant’n) Phila. (765 S.2dst.). St. Vincent’s Seminary . 1868 Theo . F. c. Fr. B. 18,700 9, 200 5807 South v/ark Library Company. 1821 Gen .. 0. c. S. B. 5808 Philadelphia . Snriug Garden rn.stitute. 1851 Gen . . F. c. S.Fr. B. 16,000 6, 500 5809 . do . Stephen Girard Building Law Law . . F. c. Fr. R. Library. 8,000 5810 . do . Superintendents’ Pedagogi- 1885 Sch . . . F. T. Fr. B. j cal Library. 6811 Phila. (City Hall). 1 Supreme Court of Pa . 1893 Law . . F. T. Fr. R. 5, 000 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES, 981 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7; F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Beceipts from— Total income. Permanent en¬ dowment fund. Value library building. 1 j Name of librarian. j 1 Taxation. 0 Productive fluids. 10 11 12 13 11 15 IG 17 18 1 19 225 §120 §910 §1,250 j 1 1 J. II. Davis . 1 5775 120 2, 567 . 1 . Clara, F. ITannum 5776 . i Wm. H. Alden . 5777 200 1 . 5778 . 1 t‘ . 1 . 5779 . 300j ! . 5780 ^0' i 1 5381 115 551 ! 30: 1 . 1 1 5782 81 David Rust . 5783 . 1 . 1 . Milton M. Bergey . 5784 ! 5785 i I- . ! 5786 73 1 j K. De M. Berg . 1 5787 1 1 5788 2,000 . 1 853' 51,319 4, 756 Mary A. Fell . - 5789 1 300, 1 1 1 800 5790 1 . Thos. S. Wiegand . 5791 j 150 1 500 §150 §150 900 5792 5,ooo; 1 i 1 . 5793 1,000 5791 21,611 801 1 . John J. Macfarlane . 5795 20o| 5, 317^ i Louise F. Buhrman . 5796 113 500 1 1 A. F. Helbling . 5797 200 48 281 . 1 5 5798 50, 000 900^ i .... 2,900! 5,800 William L. Led with . 5799 200 1 100 ' 200! 5800 179' j 1 . ' 1,147 1, 147 38, 938 5801 1 10,211: Olga Gerson . 5802 100 1 ! 1 E. J. O’Donnell . 5803 100 1 500' i 1 . 5801 125' i 2, 000 100 i 5805 680 1 700 Chas. R. Maloy, C. M . 5806 1,200 100 2,000 1, 500 5, 000 Victoria Mahan . 5807 500 125 5, 125 5809 800 i 489 489 5810 2, 500' 2, 500 ! 5811 982 EDUCATION KEPORT, 1903 Public, society, and school libraries in the United. [Column 6: Building— O, owned; II, rented; F, furnished free. G: Supported by— T, taxation; R, reference; Location. Name of library. Founded. Class. Building— Supported by— 1 Free, subscrip- -3 tion, or free for reference. i Circulating, ref- i 1 erence, both. 1 » Volumes. i 1 2 3 4 6 6 TENNSYI, VANIA— continued. 5812 Phila. (Locust Teachers’ Institute Librarj-^. . . 1868 Gen .. F. C. S. B. 15. 741 above Broad). 5813 Phila. (Broad Temple College . Sch . . . F. c. Fr. B. 4,200 and Berks sts.). 5814 Philadelphia . Union League . 1865 Soc . . . F. c. Fr. R. 10, 416 5815 . do . United States Naval Home... Govt. . F. T. Fr. B 4| 378 581 G . do . University Club of Phila . 1881 Soc . . . F. c. Fr. B. 3^ 282 5817 . do . University of Pennsylvania . . 1740 Col ... 0. c. Fr. B. 225, 525 5818 . do . Biddle Law Library . 1886 Law . . 0. c. Fr. R. 30, 532 5819 Department of Medicine . Med . . F. c. Fr. R 1 0, 000 5820 . do . Ursinus College, School of Theo . F. c. Fr. R. 2, 000 Theology (Ref. Ch. in U. S.L 5821 . do . Wagner Free Inst, of Science. 1847 Sci.... F. D. F. R. 25, 000 5822 Phila. (8S.12thst.). William Penn Charter School. Sch . . . F. C. Fr. B. 2,000 5823 Philadelphia . Woman’s Medical Col. of Pa.. isso’ Med . . F. C. S. B. 2,600 5824 Philadelphia (18th Woman’s Christian Associa- 1875 Soc . . . R. c. Fr. B. 4,700 and Arch sts.). tion Free Library.* 5825 Philadelphia . Young Men’s Christian Assoc. 1854 Y. M . . F. c. S. Fr. B. 5,400 582G Phila. (Germant’n) . do . 1871 Y.M.. F. c. S. B. 1,000 5827 i Philadelphia(18th Y’oung Women’s Christian Y. W.. F. c. F. B. 5,000 and Arch sts.). Association. 5828 Philipsburg . Public School . 1892 Sch . . . F. D. Fr. B. 2,300 5829 Phoenixville . PublicLibraryofthe Phoenix¬ 1896 Gen .. 0. T. F. B. 4, 737 ville School District, 5830 Pincp'rovc. . Public High School . 1874 Sch . . . F. T. Fr. B. 1,150 5831 Pittsburg . Academy of Medicine . 1896 Med . . R. C. Fr, R. 3,360 5832 . do . Allegheny County Law Lib.*. 1867 Law . . F. T.C. F. R. 33, 000 5833 . do . Bishop Bowman Institute* . . . Sch . . . F. C. Fr. B. 2, 000 5834 . do . Carnegie Library a . 1895 Gen... 0. T. F. B. 159, 257 5835 . do . Catholic Library . 1897 Soc . . . 0. C. F. B. 3,500 583G . do . Central High School . Sch . . . F. T. Fr. B. 2, 800 5837 . do . College of Pharmacy . 1878 Med . . F. C. Fr. R. 1,200 5838 Pittsburg (410 Engineers’ Society of West¬ 1880 Soc . . . R. C. Fr. R. 3,000 Penn ave.). ern Pennsylvania. 5839 Pittsburg . German Library Association. . 1851 Soc ... R. c. S. Fr. B. 12, 000 5840 Pittsburg (3333 5th Lady of Mercy Academy . 1894 Sch... F. c. Fr. R. 3, 500 ave.). 5841 Pittsburg . Library A.ssociation . 1848 Mer _ F. c. S. Fr. B. 35, 000 5842 . do . Penn. bol. for Women . 1869 ' Col ... F. c. Fr. R. 2, 785 5843 Pittsburg (440 Gth Pittsburg Acad, of Medicine *. 1892 Med .. F. c. Fr. R, 2,841 ave.). 5844 Pittsburg . Pitts. Col. of the Holy Ghost.. 1878 Col ... F. c. Fr. C. 3,500 5845 . do . Public High School * . 1859 Sch . . . F. T. Fr, B. 3,500 5846 Pittsburg (Shadj'^ Shadv Side Academy . Sch . . . F. C. Fr. B. 1,000 Side). 5847 Pittsburg (Shady Thurston Preparatory School. 1893 Sch . . . F. C. Fr. B. 1,400 ave.). 5848 Pi ttsbu rg ( 228 W yo- Young Men’s Christian A.sso- 1866 Y. M.. F. c. F. R. 7,000 ming ave. ) . ciation. 5849 Pittston . Pittston Library* . 1873 Gen . . . R. c. F. B. 1, 124 5850 . do . Public High School . 1891 Sch . . . F. T. Fr. B. 1,460 5851 Polk . State Inst, for Feeble-Minded Asy . . . F. T. Fr. B. 1,000 of Western Pennsylvania. 5852 T^ottstown . Hill School . 1851 Sch . . . F. c. Fr. B. 4,500 5853 . do . Public School . 1870 Sch . . . F. D. F. B. 3, 196 5854 Pottsville . AthenBGum Library . 1877 Gen .. R. C. S. Fr. B. 3, 331 5855 . do . Pnhlir*. High Sohnnl Sch F T. Fr. B. 1,000 585G Punxsutawney _ Public High School . Sch . . . F. T. Fr. B. 1,000 5857 Quakertown . Richland Library Company.. 1795 Gen .. R. C. S.Fr. B. 2,013 5858 Reading . Berks County Law Library... 1860 Law . . F. c. Fr. R. 5,000 5859 do Bovs’ High School . F. T. Fr, B. 1,000 58G0 !"!!do. !!!!!!!!!!!! GiHs’ High School . 1896 Sch . . . F. T. Fr. B. 4,240 58G1 . do . Public Library . 1808 Gen .. F. T. F. B. 17, 600 5862 . do . Schuylkill Seminary . 1881 Sch . . . F. C. S. B. 1, 000 5863 Ridley Park . Public Library . > 1896 Gen .. F. T. F. B. 2, 2001 * Statistics of 1900. a Including 5 branche.s. PUBLIC, SOCIETY, AND SCHOOL LIBRARli:S 983 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] s Receipts from — 1 3 I ^ 0 i : ! 1 8 9 RHODE ISLAND — i continued. 1 ! 5983 Gen . . F. T.C. F. B 7,020 5984 . do . Rhode Island Col. of Agricul- 1890 Col . . . F. T. Fr. R. lolooo ture and Mechanic Arts. 5985 1845 Gen . . F. T. F. B. 4, 200 5986 Little Compton ... Free Public Librarv . 1879 Gen . . F. T. F. b: 2C204i 5987 Lonsdale . Lib. and Read. Room As.«oc.'-^ 18.54 Gen .. R. 1 c. S. B. 3, 904| 5988 Man vi lie Librarv . 1872 Gen . . F. T. F. B. 237 5989 Matunuck . Robert Beverly Hale Memo- 1896 Gen .. 0. T. F. B. 2,500 rial Library.* i 1 1 5990 Natick . Free Librarv * . 1889 Gen .. R. T. 1 F. B. 2, 375 5991 Newport . Middletown Free Librarv*. . . 1848 ! Gen . . R. C. i F. B. 1,600 5992 . CIO . Newport Historical Society .. 1853 I His... F. C. F. R. 9,000 5993 . do . People’s Library . 1869 1 Gen .. 0. C. 1 F. B. 34,500 5994 . do . 1 Gar . . . F. T. 1 F. B. 1, 650 5995 . do . Redwood Library . 1 . . . 1747 1 Gen . . 0. C. S.Fr. B. 45i 700 6996 . do . 1 Sch... F. T. Fr. B. 1, 205 5997 . do . Y. M. C. A. Library* . 1888 1 Y. M.. F. C. s B. 2, 000 5993 Public Librarv . 1889 1 Gen .. F. t’. F. B. 4, 269 5999 Olnevville . Free Librarv I . 1875 Gen .. 0. T.C. F. B. 8, 600 6000 Pascoag . Ladies’ Pascoag Librarv . Gen . . R. C. S. C. 1, 550 6001 Pawtucket . Deborah Cook Sa vies Library. Gen .. 0. T. F. B. 21. 382 6002 . do . Public High School . Sch . . . F. T. Fr. R. 2, 000 6003 Peace Dale . Narragansett Library Assoc . . 1855 Gen .. F. D. F. B. 9, 723 6004 Phenix . Pawtucket Valley Free Lib . . 1884 Gen .. R. T.D. F. B. ! 6, 000 C005 Pontiac . Public Librarv . 1884 Gen . . F. T. F. B. i 3, 156 6006 Torlsmouth . Free Public Library . 1898 Geii .. 0. T.C. F. C. 2, 500 6007 Providence . Academy of the Sacred Heart. . 1 Sch... F. C. Fr. 1 t B. 5, 000 6008 . do . Brown University . 1767 Col . . . 0. C. Fr. B. 135, 000 6009 . do . 1 Butler Hospitalforthelnsane. Asy . . . F. C. Fr. R. 3,000 6010 . do . Classical High School . 1897 Sch... F. T. Fr. R. 1,343 6011 . do . Davis’s Circulating Library .. 1855 Gen .. R. C. s C. 7,000 6012 Providence (Elm¬ Edgewood Free Public Li¬ 1897 Gen .. 0. T. F. B. 2, 175 wood Station). brary. 6013 Providence . English High School . Sch . . . F. T. Fr. B. 4,244 6014 . do . Franklin Lyceum Library. . . . 1847 Mer .. R. C. S R. 4,302 6015 . do . Friends’ School . 1819 Sell... F. C. Fr. R. 8, 000 6016 . do . 1 Gregory’s Circulating Lib _ 1881 Gen .. R. c. Fr. C. 7, 500 6017 . do . 1 La Salle Academy . 1871 Sch . . . F. c. Fr. R. 1,030 6018 . do . Olneyville Free Library * . . . . 1875 Gen .. 0. T.C. F. B. 8,565 6019 . do . Providence Athenseuni . 1753 Gen .. 0. C. s B. 65, 621 6020 . do . Public Library . 1878 Gen .. 0. T.C. f‘ B. 109, 429 6021 . do . Rhode Island Historical Soc. 1822 His ... F. T.C. ! Fr. B. 22, 000 6022 . do . Rhode Island Hospital . Med . . F. C. i Fr. B. 1, 000 6023 . do . Rhode Island Medical Soc... 1879 Med . . F. ! c. Fr. B. 15, 000 6024 . do . Sacred Heart Convent Lib.*. . Sch . . F. c. 1 Fr. B. 3,150 6025 . do . St. Francis Xavier Academy. . Sch . . . F. c. S. B. 2,000 6026 . do . State Law Library . 1868 La \v' . . F. T. f’. R. 27, 600 6027 . do . State Librarv . State . F. T. Fr. R. 15, 000 6028 . do . 1 State Normal School . 1871 Sch . . F. T. F. B. 12, 200 6029 . do . Lf^nion for Christion work*... 1868 Soc . . . R. c. F. C. 6, 247 6030 . do . Y. M. C. A. Library . 1854 Y. M.. F. c. S.Fr. B. 3,500 6031 . do . Y. W. C. T. U. Tea Room Lib . . 1880 AL W.. R. C. S.Fr. C. 1,550' 6032 Riverside . Free Public Library . Gen 0. T. F. B. 4, 398, 6033 Saunderstown .... Willette Free Library . 1886 Gen .. 0. T. F. C. 1,700 6034 Saylesville . Savles Free Lib. Association . 1886 Gen .. F. T.C. F. B. 1,407 6035 Shannoek . Clark’s INIills W. C. T. U. Free 1889 Soc . . . F. T. F. R. 1,950 Library. 1 6036 Summit . Free Tabrarv" . 1891 Gen .. R. T. ! F. C. 2, 500' 6037 Tiverton . Whitridge Hall Free Library Gen . . F. T. D. F. B. 4,479 6038 Tiverton Four Union Public Librarv . 1888 Gen .. R. C. F. B. 2, 888 Corners. 6039 Valiev Falls . Free Public Librarv . Gen F. T. C. F. B. 2, 700 6040 Warren . George Kail Free Library*... 1871 Gen .. 0. T. F. B. 8,000 6041 Warwick . League Free Librarv . . Gen .. 0. T. F. B. 3, 850 6042 Westerlv . Public High School. . Sch F. T. F. R. 2,000 6043 . do. .' . Public Librarv . ^ iS94 Gen .. 0. C. 1 F. B. 15,564 * Statistics of 1900. 989 PUBLIC, SOCIETY, AND SCHOOL LIBRARIES. States of 1,000 volumes and over in 1903 — Continued. C, corporation, D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes ladded during year. Books issued foi home use. Ree _g H 2ipts frc a Productive Y funds. ' Total income. Permanent en¬ dowment fund. Value library building. 1 Xame of librarian. 10 11 12 13 14 16 16 17 18 19 284 3, 928 8150 8616 Lewis B. Alch, jr . 5983 4,000 875 1,876 1,876 i Lillian M. George . 5984 3,970 296 . 297 J. A. Belcher . 5985 114 1,.510 100 100 J. B. Taylor . 1 5986 22C 2. 249 464 5987 135 3,372 121 126 W. D. Aldrich . 5988 2' 200 121 171 5989 50 25 3,000 200 5990 250 5991 11 000 . R. F. Tiilev . 5992 e’ooe 707 31,166 86,000 6,117 8106,000 Jane E. Gardner . 5993 5994 908 15, 634 . 4,822 7Sj 136 Richard Bliss . 5995 10,000 1 . 5996 500 350 5997 787 481 3, 902 625 650 L. M. Shaw . . 5998 395 12; 318 Sl.OOO 196 883 2, 575 16,000 836, 000 1 Harriet H. Richardson . . 5999 45 j 68 6000 948 46, 420 1 7, 000 196 7,371 i 250,000 j Minerva A. Sanders . 6001 6002 763 i 15, 111 i . 200 1,774 32, 000 H. W. Fison . 6003 345 7,814 296 573' H. W. Spencer . 6004 330 112 2, 356 121 222 B. E. Albro . 6005 500 153 2,142 100 395 2,000 Katherine B. Fisk . 6006 3007 30, 000 5,608 100 6, 076 8, 654 3, 428 14,485 a 77, 427 120,000 H. L. Koopman . 6008 6009 6010 1,000 200 6011 60 150 5, 985 925 1,040 2, 000 E.T.Hill . 6012 6013 2, 034 430 203 900 8,743 6014 1, 600 Caroline R. Jones . 6015 Lucv E. Baker . 6016 200 100 Brother Peter . 6017 527 14, 400 200 2,375 20, 000 30, 000 6018 6, 852 1,750 50, 466 1,624 8, 652 39, 709 50, 000 Joseph LeRoy Harrison . 6019 20, 000 7, 053 123, 014 20, 200 13, 453 49, 612 475, 000 W. E. Foster . 6020 45, 000 1,875 1,600 1,537 4,029 41,235 C. S. Brigham . 6021 20 55 Geo. S. Mathews, M. D . . . 6022 Geo. D. Hersey . 6023 6024 1,000 80 Sister Margaret Mary . . . 6025 485 3, 500 3,500 J. H. Bongartz . 6026 3,000 1,430 800 800 H. 0. Brigham . 6027 1,000 4, 000 6028 146i 12,292 146 6029 3, 130 183 100 6030 75 350 200 Fannie Atkinson . 6031 171 5,828 Marv W. Blodget . 6032 135 2, 200 250 294 100 Ruth A. Arnold . 6033 542 71 331 W. T. Asquith . 6034 50 1,400 96 35 131 6035 100 1,100 175 175 6036 30 180 2,340 146 189 Mary J. Seabury . 6037 163 1,933 121 141 6038 86 1,644 96 233 I. L. Dana . 6039 153 11, 028 800 800 6040 130 4,600 125 125 Marv A. Lane . 6041 6042 4,500 684 27, 6301 1 iso, 606 Ethan Wilcox . 6043 Cl Does not include a recent bequest of the late John Carter Brown, amounting to 8500,000, not yet available. Of this fund, 8150,000 is to be used for the erection of a new building for the library. 990 EDUCATION REPORT, 1903, Public, society, and school libraries in the United [f'ohimii b: Building — O, owned; R, rented; F, furnished free. G; Supported by — T, taxation; R, reference; Location. Name of library. Founded. ! 1 OQ W 03 O 1 Building— Supported by— j Free, subscrip- 1 tion, or free for reference. Circulating, ref¬ erence, both. Volumes. • 2 3 4 5 6 7 8 9 KHODE ISEAND— continued. 0044 Wickford . North Kingstown Free Lib... 1899 Gen .. 0. T. F. B. 3,056 004') 1866 Gen . . F. T. F. B. 15, 672 SOUTH CAROLINA. 0040 Aiken . Schofield Normal and Indu.s- 1868 Sch . . . F. C. Fr. C. 2, 000 trial School.* 0047 Central High School . 1898 Sch . . . F. T. Fr. B. 2, 478 0048 Cedar Springs . South Carolina Institution for 1849 Asy . . - F. T. Fr. B. 1,000 the Education of the Deaf and Blind. 0049 Charleston . Charleston Orphan House _ 1800 Asy . . . F. C. F. B. 4, 342 0050 . do . College of Charleston . ■ 1785 Col ... 0. C. Fr. B. 15,000 0051 . do . Library Society . 1748 Soc ... 0. C. S. B. 30, 000 0052 . do . Med. Soc. of South Carolina*. . Med . . R. c. Fr. B. 3,000 0053 . do . Smith (Mrs. Jet) Private Sch. Sch... R. c. Fr. R. 2,000 Library.* 0051 Charleston (Cita- South Carolina Military Acad- Sch... F. T. F. R. 0,500 del). emy. 0055 Charleston . Young Men’s Christian Assoc. 18.54 Y. M.. F. C. S.Fr.' B. 1,600 0050 Chester . Patterson I’ublic Library . 1899 Gen . . F. C. S. Fr. R. 1, 100 0057 Clemson College . . Clemson Agricultural College. 1892 Col . . . F. T. Fr. B. 7,506 0058 Clinton . Presbyterian College of S. C. . 1895 Col ... F. D. Fr. R. 2,000 0059 . do . Thornweli Orphanage (Nellie 1875 Sch . . . 0. C. Fr. B. 0, 632 Scott Library). oeoo Columbia . Benedict College . 1871 Sch . . . F. c. F. B. 3, 466 eoO\U . r^r.f'.do . Columbia Female College * . . Col . . . F. c. F. R. 1,000 0002 . do . Library Association . 1890 Gen .. F. c. S. Fr. B. 1,300 0003 . do . Presbyterian Theo. Seminary. Theo . F. c. Fr. R. 20, 000 0004 . do . Pre.sbyterian Col. for Women. Col ... F. c. Fr. B. 2,000 0005 . do . Public School . 1883 Sch . . . F. T. Fr. B. 2,300 0000 . do . South Carolina College . 1805 Col . . . 0. T. Fr. B. 33, 783 0007 . do . State Library* . 1816 State . F. T. Fr. B. 50, 000 0008 . do . Supreme Court Library * . Law . . F. T. F. R. 10, 000 0009 . do . Ursuline Academy . 1868 Sch... F. C. S. C. 1,500 0070 Conway . Borroughs School * . Sch . . . F. C. Fr. B. 1,500 0071 Darlington . Darlington Guards Library* . 1896 Gen .. R. c. S. B. 1,500 0072 . do . Mayo High School (colored) . Sch . . . F. T. Fr. B. 1,000 0073 . do . St.John’s High School* . Sch . . . F. T. Fr. B. 1,646 0074 Duewest . Due West Female College . . . . Col . . . F. C. Fr. B. 1,000 0075 . do . Erskine College . 1839 Col ... 0. C. Fr. R. 3, 500 0070 . do . Eniihemian Literary Soc. 1843 C.Soc. F. C. S. Fr. C. 3,300 0077 . do . Philomathean Society _ 1842 C.Soc. F. C. S. B. 3,200 0078 . do . Theological Sem. (A.R.P.) Theo . F. C. Fr. R. 2, 000 0079 Gaffney . Limestone College . Col ... F. c. Fr. B. 3, 910 0080 Georgetown . Winyah Indigo Society* . Gen . . 0. c. S. B. 10, 000 0081 Greenville . Furman University . 1851 Col ... F c. Fr. R. 6, 000 0082 . do . Greenville Col. for' Women . . . Col . . . F. c. Fr. B. 1,000 0083 Marion . Public Library . 1898' Gen .. F. c. F. B. 2,300 0084 Mount Flea.sant. . . Theological Seminary of the Theo . F. c. Fr. R. 2,000 United Synod (Ev. Luth.) . 0085 Newberry . Newberry College . 1859 Col ... 0. c. Fr. B. 10, 000 0080 . do. . Phrewakosmian Literary 1800 Soc . . . F. c. Fr. R. 1,200 Society.* 0087 Orangeburg . Claflin Univ. (Lee Library) .. 1876 Gen .. 0. 1). Fr. R. 0,000 0088 . do . Graded School . 1894 Sch . . . F. T. Fr. B. 1,500 0089 Roekhill . Graded School . 1890 Sch... F. T. Fr. B. 1,000 0090 . do . Mdnthro]) Normal Indust.Col. 1895 Sch . . . F. T. Fr. B. 5, 890 0091 Societyhill . Society Hill Library . 1822 Gen . . 0. C. S, B. 3,000 6992 Spartanburg . Converse College . Col . . . F. C. Fr. B. 3,000 6093 . do . Kennedy Free Library . 1883 Gen .. 0. c. S. Fr. B. 4,900 0094 . do . Wofford College . 1854 Col . . . F. c. Fr, B. 12,000 0095 Sumter . Graded School . 1889 Sch . . . F. T.D. Fr. B. 1,900 6096 Union . Clifford College . Col . . . F. C. Fr. B. 1,000 0097 . do . Public Library . 1898 Gen .. F. C. S.Fr. B. 2,000 6098 Williamston . Williamston Female College. 1872 Col ... F. C. F. B. 3,500 0099 Winnsboro . Mount Zion Institute . Sch . . . F. T. Fr. B. 1,200 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES 991 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: P’, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during j^ear. Books issued for home use. Receipts fi'om — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 261 11, 718 $621 $92 $1,029 $3, 000 $7,000 A. W. Luther . 6044 680 25; 907 2, 200 2, 200 Miss A. H. Ward . 6045 1,000 6046 90 245 3,467 350 350 1,000 6047 6048 235 4,149 75 75 6049 433 287 Emma Bull . 6050 § o 1,354 42, 531 1,700 4,982 2, 700 Ellen M. Fitz Simons _ 6051 6052 6053 100 250 250 6054 6055 200 69 3,120 200 Mrs. J. G. Sloan . . 6056 3, 000 852 4, 855 1,450 1,450 A. L. Lewis . 6057 250 50 W.S.Bean,D.D . 6058 800 380 1,992 125 220 1,500 2,200 Wm. P. Jacobs . 6059 2,000 148 274 F. T. Knowles . . 6060 6061 155 510 Martlia A. Cramer . 6062 6063 6064 100 4, 000 100 104 6065 131 2, 107 2,107 20, 000 Margaret PI. Pi on ... 6066 25, 000 3,000 3,000 6067 50 500 500 6068 Sister M. Ignatius _ 6069 6070 75 640 6071 6072 6073 6074 800 200 200 10, 000 W. A. McAulay . 6075 500 300 1,650 N. M. McDill . 6076 55 15 •T. R. Devlin . .... 6077 6078 6079 2,000 1,500 8,000 6080 1,000 300 825 B. E. Geer . 6081 6082 250 Edna Carmichael . 6083 6084 2,500 75 6,000 E. B. Setzler . 6085 26 6086 3, 000 500 500 5,000 L. M. Dun ton . 6087 181 2, 400 87 6088 O o o J. C. Cork . 6089 863 7,507 1,000 1,000 Ida, .1. Dacus . 6090 6 200 500 Sue S. Wilson . 6091 6092 o c o 50 5,588 10, 000 Ophelia, Da.wkins . 6093 850 3, 000 300 Mrs. J. D. Holler . 6094 100 6095 6096 6097 100 Miss Marion Thomas. .. . 0098 6099 992 EDUCATION EEPORT, 1903, Public, societn, and school Uhranes in the United [■Column 5: Building— O, owned; R, rented; F, furnished free. 6; Supported by — T, taxation; R, reference; Location. 1 1 1 Name of library. Founded. Class. Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 5 1 6 7 8 9 SOUTH DAKOTA. 6100 Aberdeen . Alexander Mitchell Free Lib.i 1884 Gen .. 0. T. F. B. 7, 846 6101 Public High School . . 1 . Sell _ F. T. Fr. B. 1,000 6102 Public Higii School . Sen. ..1 T Fr. B. 1 050 6103 . do. .T . S. Dak. Agricultural College . . 1 1885 Col ... T. Fr. R. 7, 350 6104 1 1901 Sch 1 F. T. Fr. B 1,099 6105 . do . Augustana College* . 1870 Col ... F. T. S. B. 1,000 Sch _ F. t! Fr. B. 2,000 6107 Hot Springs . Public School . 1894 1 Sch... F. T. Fr. B. 1.300l 6108 Huron . Huron College . . . 1898 Col ...1 F. C. Fr. B. 6; 000 6109 . do . Public Library . 1903 Gen ..I ! F. S. Fr. B. 1,000 6110 Lead . . Public High School* . 1895 Sch... I 1 F, c! S. B. 1,000 6111 Madi.son . State Normal School . 1866 i Sch...! F. T. Fr. R. 3, 717 6112 Mitchell . Carnegie Library . 1902 ! Gen .. 1 T. F. B. 1, 600 6113 . do . Dakota University . 1887 ! Col...! F. c. Fr. B. 3, 000 6114 i Sch...' ' F T. F’’. B 1,362 6115 . do . State Library * . 1889 State . I F. t'. Fr. R. 5, 000 6116 . do . Supreme Court Law Library. . 1862 Law . . 1 F. T. F. R. 7,786 6117 . do . U. S. Indian Industrial School 1891 Sch...' F. T. Fr. B. S, 065 6118 I 1 Redfield . Redfield College . 1887 Col . . . F. C. Fr. B. 5,000 6119 1 1 Sioux Falls . All Saints Library * . 1885 Sell . . . 1 c. Fr. B. 1,000 6120 1 1 . do . Carnegie Free Public Library 1902 Gen .. 0. T. F. B. 5,000 6121 1 [ . do . Lutheran Normal School . 1 1889 Sch . . . F. C. Fr. B. 1,358 6122 . do . 1 Public School . 1 1889 Sch... 1 F. T. F. 1 R. 4,100 6123 ! . do . I Sioux Falls College . ; 1883 Sch . . . F. C. Fr. i K- 2,000 6124 . do . ! South Dakota Penitentiary... 1882 Asy... F. T. F. 2,289 6425 Speartish . i State Normal School . 1885 Sell . . . F. T. Fr. ! B. i 1,500 6i>-a.! ! Springfield . i State Normal School . Sch . . . F. T. Fr. 1 B. 1 1,000 6127 Tyndall . i Herbert Gopfert Library . Gen .. F. C. S. B. 1,000 6128 Vermilion . St. Joseph’s Academy . 1896 Sch . . . F. c. Fr. R. 1.600 6129 1 University of South Dakota .. 1882 Col ... F T. Fr. B. ?; 962 6130 Watertown . ! Public Library . 1900 Gen .. F. T. S. Fr. B. 1,718 6131 . do . ' Public School . Sell _ F. T. F. B. 1,200 6132 Webster . ! Public High School * . 1888 1 Sch... F. T. Fr. R. 1,000 6133 W e s s i 11 g t 0 n Wessington Springs Seminary 1887 Sch . . . F. n Fr. R. 1,600 Springs. 6134 Yankton . Carnegie Library . 1903 Gen . . 0. T. F. B. 1,200 6135 . do . Public High School . Sch . . . F. T. Fr. B. 5, 385 6138 . do . ! Yankton College . 'iggo' Col . . . F. C. F. B. 7,000 TENNESSEE. 6137 Athens . Grant University . 1869 Col ... 0. c. F. B. 8,000 6138 Bell Buckle . Webb School . Sch... F. C. Fr. B. 10, 000 6139 Bristol . King College . Col ... F. c. Fr. B. 5, 000 6140 . do . Public High School* . 1895 Sch... F. T. Fr. B. 1,000 6111 Brownsville Brownsville Female College . Col . . . F. C. Fr. B. 3,000 6142 . do . Longfellow Literary Soc * 1885 Soc . . . F. C. S. R. 2, 500 6143 Chattanooga . Chattan’ga Col. (HodderLib. ) 1889 Sch... F. C. Fr. B. 1,750 6144 . do . Grant University . ' 1887 Col . . . F. c. Fr. B. 6,000 6145 . do . Chattanooga Normal Univ . . . 1902 Sch... F. c. Fr. R. 1,000 61 18 . do . : Library Association . 1887 Gen .. ' R. T. S. Fr. B. 5,400 6147 Clarksville . Library Association * . 1894 Gen .. R. T. C. S. B. 2,000 6148 . do . Southwestern Presbyterian 1875 Theo . F. C. Fr. B. 8,500 University. 6149 . do . Wash. Irving Soc. Lib *. . . 1871 Soc . . . F. c. Fr. R. 2,000 6150 Columbia, . Columbia Institute . 1836 Seh . . . 0. c. S. B. 1,100 6151 Culleoka . Culleoka Acad. (Read’g Club)* 1880 Sch . . . F. c. s. B. 1,000 6152 Cumberland City . Cumberland Citv Academy .. Sch... F. C. Fr. B. 1,200 6153 Cumberland Gap. . Lincoln Memorial University Sch . . . F. c. Fr. B. 1,200 6154 Dickson . Dickson Normal College . Sch . . . F. c. Fr. B. 2, 000 6155 Fayetteville . Dick White College* . Sch . . . F. c. Fr. B. 1,000 6156 Fran kl in . Tennessee Female College _ Col . . . F. c. Fr. B. 2,000 6157 Grassy Cove . Grassy Cove Academy . Sch . . . F. c. Fr. B. 1,000 6158 Greeneville . Greeneville and Tusculum Ccl Col . . . F. c. Fr. B. 8,000 6159 Harriman . American University . 1893 Sch . . . F. c. F. R. 3, OOOi 6160 Hiwassee College . Hiwassee College. . . Col ... F. c. Fr. B. 3, 0001 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES, 993 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7; F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library j building. Name of librarian. c o "cl 'A Oj H ■''"ph o O, • pi 0) > •1- Pi 10 11 12 13 14 15 16 17 18 19 80 7,54 1 9 a74 $1,968 $2, 088 $15, 000 G. E. Countrymnn. _ 10, 000 287 137 70 $250 79 250 94 192 R. F. Kerr . 2, 565 450 200 96 150 2,000 46 94 200 650 124 710 1,416 C. S. Cobb . 500 Wm. H. Bowers . 1,000 3,000 1,465 ioo 369 2,000 150 1,500 478 Alice J. De Graff . 1,000 12, 500 E. B. Bracy . 200 270 200 T. F. Graham . 650 59 59 Wm. P. Dunlevy . 2, 000 J.S. Sebree . 208 200 1,000 25 J. H. Arnold . 900 105 700 29, 000 550 1,000 3,000 4,867 165 500 100 30, 000 H. T. George . 75 400 $50 C. il. Christianson . i 350 Ruth E. Wells . A. J. Finch . 106 300 0. T. Swenson . . 2, 045 Laura Robins . 200 1,000 1,113 800 200 100 75 742 100 150 . " "1 Sister Mary Stanislaus . . Anna IM. Price . 4,813 3,500 1,500 1,500 390 103 240 Harriet M. B. Tuthill _ 103 i 100 1,200 1 450 1,200 1,200 1 12,000 Mrs. J. Bartholemew _ 2, 000 10, 000 200 1,000 150 200 1,000 $2, 500 _ i Helen E. Miner _ 800 E. C. Ferguson . 1,000 \ . 2,000 50 300 .Tno. Ti. Cooper . 500 100 R. J. Cooke . 50 200 4, 000 500 100 625 310 Margaret Dunlap . J. B. Wharev . 2,000 200 11,000 50 15 300 .Tames A . Tate . 6100 6101 6102 6103 6104 6105 6106 6107 6108 6109 6110 6111 6112 6113 6114 6115 6116 6117 6118 6119 6120 6121 6122 6123 6124 6125 6126 6127 6128 6129 6130 6131 6132 6133 6134 6135 6136 6137 6188 6139 6140 6141 6142 6143 6144 6145 6146 6147 6148 6149 6150 6151 6152 6153 6154 6155 6156 6157 6158 6159 6160 ED 1903 - 63 994 EDUCATION REPORT, 1903. Public, society, and school libraries in the United [Coluinu 5: Building— O, owned; R, rented; F. furnished free. 6: Supported by— T, taxation; R, reference; Location. 1 Name of librarjM 1 ; Founded. Class. Building— Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. a> a a 3 I> ‘i : 3 4 5 G 7 B 9 TENNESSEE— eon 1 6ir.i Huntingdon . Southern Normal University. 1891 Sch . . . F. C. F. R. 7,539 0102 Sell . . . F c. Fr. B 2,500 6103 . do . Memphis Conference Female 1842 Col . . . F. c. Fr, R. 6,348 Institute. 0104 . do . Southwestern Baptist Univ*. 1887 Sch . . . F. c. Fr. B. 3,500 0105 Jeffer.sou City . Canson aiid Newman College. 1858 Col . . . F. c. S. Fr. R. 4,000 0100 Joiinson City . John.son City Library . 1895 Gen .. R. c. S. B. 1,200 0167 . do . National Home Disabled Vol. Goyt. . 0. T. F. B. 4,000 Sol. (Mountain Branch). 6108 Knoxville . Baker-Himel Univ. School*.. Sch . . . F. C. Fr. B. 1,000 0109 _ do . 1875 Col . . . F D. Fr. B. 2, 500 6170 . do . Knox County Teacher’s Cir- 1892 Gen .. F. C. S. B. 1,500 culating Library.* 0171 . do . Law.son McGhee Library* _ 1886 Gen .. 0. C. s. B. 11,403 0172 . do . North Knoxville High School 1900 Sch . . . F. T. Fr. R. 1,250 017-3 _ do . Sch . . . F T. Fr. B. 1,500 0174 . do . Tenn. Dead and Dumb School Asy . . . F T. Fr. B. 1,000 0175 . do . University of Tennessee . Coi . . . F. C. Fr. B. 18,000 0170 Lebanon . Cumberland University . isii' Col ... F. c. P^r. B. 21, 000 0177 McKenzie . Bethel College Library* . Col . . . F. c. Fr. B. 1,000 0178 Maryville . Maryville College . Col . . . F. c. Fr. B. 13, 000 6179 Memphis . Christian Brothers College . . . Col . . . F. c. S. R. 7,000 0180 . do . Literary Society . 'i872 C.Soc. F. c. S. B. 4,500 0181 . do . Cossitt Library . 1888 Gen .. 0. T. F. B. 22, 568 0182 Memphis . Memphis Bar and Law Li¬ 1874 Law . . F. c. S.Fr. R. 16,000 018^- brary Association. . Memphis Hospital Med. Col.. Med . . F. c. Fr. R. 2, 150 0184 . do . St. Agnes Academy* . F c. P’V B. 1,300 0185 . do . St. Mary’s School.'. . 1873 Sell . . . F. c. Fr. R. 1,000 6186 . do . Young Men’s Christian As.soc. Y. M.. F. c. F. B. 1,000 0187 Milligan . Milligan College . Col ... F. c. Fr. B. 2, 000 0188 Monteagle . Fairmount School . 1873 Sch . . . F. c. Fr. R. 1,000 6189 Morristown . Public School . 1893 Sell . . . F. T. Fr. B. 1 , 012 0190 Mount Pleasant... Howard Institute . . 1890 Sch . . . F. c. F. R. 1,200 0191 Nashville . Boscobel College . Col . . . F. c. Fr. B. 1,000 6192 . do . Bowen School . Sch . . . F c. P’r. B. 1,500 0193 . do . Carnegie Library . 1902 Gen .. 0. T. F. B. 15,000 0194 . do . Central Tennes.see College*.. 1806 Col . . . 0. C. S. B. 5, 000 6195 . do . Fisk University . Col . . . F C. S. B. 7,511 6190 . do . Ma.sonic Library Association. 1884 Mas .. R. C. S. Fr. B. 3,000 0197 . do . Montgomery Bell Academy . . 1867 Sell . . . F. c. Fr. B. 1, 214 6198 . do . Roger Williams University... 1873 Col . . . F. c. Fr. B. 0,000 0199 . do . St. Cecilia’s Academy . 1890 Sch . .. F. c. Fr. R. 1,300 0200 . do . State Library . . . 1847 State . F. T. F. R. 50,000 0201 . do . Teacher’s Elliott Library* _ 1886 Sch... F. T.C. Fr. B. 5, 000 0202 . do . Teiinessee Sob. for the Blind. Asy . . . F. T. Fr. B. 3, 150 0203 . do . University of Nashville . Col . .. F C. P^r. B. 15, 000 0204 . do . Vanderbilt University . 1875 Col . . . F. c. Fr. B. 36, 000 0205 . do . Walden University . Col . . . F. c. Fr. B. 4, 500 0200 . do . Theological Dept. (M. E.) . Theo . F. c. 1 Fr. R. 1,500 0207 . do . Ward Seminary . 1865 Col . . . F c. s B. 3,000 0208 . do . Young Men’s Christian A.ssoc. 1894 Y. M . . F. c. Ft. B. 1,000 0209 Nebovil le . Public High School* . 1890 Sch . . . F. TC. F. B. 1,000 0210 Newmarket . New Market Academy* . 1885 Sch . . . F. C. Fr. R. 1,011 0211 Petersburg . Elizabeth Training School * . . Sch... F. c. Fr. B. 1,000 0212 Ihilaski . Martin Female College . Col . . . F. c. Fr. B. 2, 000 0213 Rogersville . Swift Memorial Institute 1893 Sell F c. F B. 1,000 0211 Rugby . Hughes Free Public Library*. Gen . . F. c. Fr. B. 7,000 0215 Sewanee . University of the South .. Col ... c F. B. 23, 196 0216 . do . Theological Dept. (P. E.). Theo . F. c. Fr. R. 2, 000 0217 Sevierville . Murpliy College . Sch . . . F. c. Fr. B. 1,300 0218 Sharon . Training School . Sch . . . F. T. Fr. B. 1, 000 021 9 Spencer . Burritt College . 1849 Col . . 0. C. S.Fr. B. 3, 860 0220 Sweetwater . Sweetwater College . Col . . . V. C. Fr. B. 2,000 0221 Washington Col. . . Wasiiington College . 1790 Col . . . F. c. F. R. 3,000 0222 White Pine . Edwards Academy . 1878 Sch... F. c. F. B. 1,100 ^Statisticsof 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES, 995 States of 1,000 lalumes and over in 1903 — Coutiuued. C, corporation; D, donations. 7: F. free; S, subscription; Fr, free for reference. 8: C, circulating: B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 12 13 14 16 16 17 18 19 3, 500 1, 500 6161 . 6162 264 210 $261 A. B. Jones . 6163 1 200 75 6164 2,250 100 1,000 500 Miss Ellis . 6165 75 70 Miss Mayes Arnell . 6166 $25, 000 Miss M. P. Fuqua . 6167 6168 1, 500 500 3,000 500 6169 100 50 30 6170 790 18, 743 6171 6172 6173 6174 8 000 1,105 4,105 $788 1, 297 $20, 000 Sabra W. Vought . 6175 3,000 500 L. L. Rice . 6176 200 6177 6178 1,500 6179 500 75 180 Brother Victor . 6180 8,000 1,819 68, 357 $6, 000 6,476 79,641 6181 250 2, 300 E. A. Cole . 6182 6183 6184 Sister Mary Maude . 6185 50 800 150 T. E. Ford ‘ . 6186 6187 Wm. H. Du Bose . 6188 100 Vallie Noe . 6189 800 GO J. A. Ba,stick . 6190 6191 6192 1,500 3,000 95, 472 $10, 000 10, 200 75, 000 Mary H. Johnson . 6193 1,000 6191 401 2,961 105 285 1,750 Katharine M. Marvin . . . 6195 1,400 B. A. Phillips . 6196 200 60 6197 50 Lydia S. Smith . 6198 200 Sister Angela . 6199 1, 500 1,500 Mary Skeffingtou . 6200 2, 000 260 3,640 ioo 424 3,000 6201 6202 6203 700 1,850 Wm. J. Vaughn . 6204 6205 6206 200 500 Margie L. Caldwell . 6207 25 O o 6208 500 25 5 6209 6210 6211 6212 409 109 18 W. H. Franklin . 6213 1,500 22 161 6214 23, 173 392 626 Lottie F. Gallehia . 6215 6216 6217 6218 1,050 132 353 2,000 W. N. Billingsley . 6219 6220 250 20 Myra Shannon . 6221 200 Miss M. T. Reeves . 6222 996 EDUCATION REPORT, 1903, Public, society, and school libraries in the United [Column 5: Building — O, owned; R, rented; F, furnished free. 6: Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. 1 Building— Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 2 3 4 5 6 7 8 9 TEXAS. 1 6223 1890 Sell _ F. C. F. B. 5 500 6224 Public High Scliool * . 1890 Sell . . . F. T. F b! 5| 000 6225 Carlisle School for Boys . Sell... F. C. Fr. B. i|ooo 6226 Institution for the Blind . 1856 Asv _ F. T. P". R. ol 000 6227 . do . St. Edwards College . Col . . . F. C. Fr. B. 5, 000 6228 . do . Samuel Huston College . Sell . . . F. C. Fr. B. 1, 100 6229 . do . State Library . . 1839 State . F. T. F. B. 20, 000 6230 . do . Supreme Court Library* . 1846 Law . . F. T. Fr. R. 12, 000 6231 . do . Texas School for Deaf . Sch . . . F. T. Fr. B. 2, 800 6232 . do . Tillotson College . 1881 Sell . . . F. C. Fr. B. 2, 000 6233 . do . University of Texas . 1884 Col . . . F. T. Fr. B. 40, 600 6234 . do . Young Men’s Christian Assoc. 1898 Y. M.. R. C. S. C. 1,500 Public High School . Sch . . . F. T. Fr. B. 1,000 6236 Belton . 1 . Col . . . F. C. Fr. B. 7,000 6237 . do . Public Library . . . . 1899 Gen .. R. C. F. B. 1,450 6238 Col . . . F. c. Fr. B. 1,000 6239 Public High S^chool* . Sch . . . F. T. Fr. B. 1.000 6240 Brackettsville _ Post Lib., Fort Clark, Tex.*. .. Gar... F. T. Fr. R. 1,500 6241 Bren ha 111 . Blinn Memorial College . 1883 Sch... F. C. Fr. B. 2,500 6242 . do . Fortnightly Public Library .. 1901 Gen .. F. C. S. Fr. B. 2,000 6243 Brownwood . Howard Pavne College . 1889 Col ... F. D. F. R. 2,000 6244 1 Brownsville . St. Josephs College . Sch . . . F. C. Fr. B. 5, COO 6245 Caldwell . : Public High School . 1 Sch . . . F. T. Fr. B. 1,000 6246 Cameron . Public High School . 1 Sch ... F. T. Fr. B. 1,200 6247 1 Chapelhill . Chapelhill Female College*. . 1852 Col ... F. C. S. B. 1,000 624^ ! . do . Circulating labrarv . 1893 Gen . . ; F. C. s. B. 1,004 6249 '‘VltCero . John C. French High School . Sch... F- T. Fr. B. 1, 250 6250 Cleburne . Public High School . 1890 Sch... F. D. F. B. 2, 150 6251 College Station ... Agricultural and Mechanical 1880 Col . . . F. T. Fr. 1 10, 000 1 College of Texas. 6252 Commerce . 1 East Te.xas Normal College . . Sch ... F. T. Fr. B. 5,000 6253 Corpus Christi .... I Public High School . Sch ... F. T. Fr. B. 1, 200 6254 Corsicana, . | Public School . Sch _ F. D. Fr. B. 1 , 200 6255 Crockett . 1 Public High School . Sell ... F. T. Fr. B. 1,002 6256 Dallas . Central Academy* . 1882 Sch ... R. C. Fr. B. 3,500 6257 . do . Patton Seminary and Con¬ Sch . . . F. C. Fr. B. 1,000 servatory of Music. 6258 . do . Public Library . 1901 Gen .. 0. T. F. B. 13, 590 6259 Denton North Texas Normal College. Sch . . . F. T. Fr. B. 6,000 6260 . do . Public Higli School . Sell . . . F. T. Fr. B. 1,300 6261 El Paso . Public High School . Sch . . . F. T. Fr. B. 2, 250 6262 . do . 1 Public Library . 1895 Gen .. 0. T. F. B. 5, 300 6263 Ennis . J. C. Watkins Public School . . 1890 Sch . . . F. T.C. S. B. 2, 500 6264 Fort Worth . Carnegie Public Library . 1899 Gen . . 1 0. T. F. B. 11,411 6265 . do . Commercial Jlub* . 1885 Soc . . . j 0. C. S. R. 3, 600 6266 . do . Fort Worth Law Library . 1902 Law . . i F. T. s R. 6,000 6267 . do . Fort Worth University . 1881 Col . . . 1 F. C. Fr. B. 3,000 6268 . do . Gorman’s (Mrs.) Reading- 1886 Gen .. F. C. S. C. 5,000 Room. 1 6‘z69 . do . Heathcote Library . 1899 Gen .. R. C. F. R. 4, 200 6270 Fort Worth (Sta. A) Polytechnic College . 1895 Col ... F. c. S. Fr. B. 2, 300 6271 Galveston . Bali High School . 1885 Sch... F. T. D. F. B. 1,500 6272 . do . Court of Civil Appeals . 1892 Law . . F. T. F. R. 4,000 6273 . (i . Public Library . 1875 Gen . . R T. F. B. 7,342 6274 . do . St. Mary’s University . Col . . . F. C. Fr. R. 5, 000 6275 . do . Univ. of Texas Med. Dept _ Med . . F. C. Fr. R. 4, 500 6276 . do . Ursuline Academy . Sch . . . F. C. Fr. B. 1,500 6277 Georgetown . Southwestern L^niversity . 1873 Col ... F. C. S. Fr. B. 5,000 6278 . do . San Jacinto Society . C.Soc. F. C. S. B. 6, 000 6279 Greenville . 1 Burleson College* . 1896 Col ... F. C. Fr. R. 1,000 6280 Honeygrove . ^ Wall School . 1890 Sch . . . F. C. S. B. 3,200 6281 Houston . Lyceum and Carnegie Li¬ 1900 Gen .. 0. T. F. B. 8, 000 brary Association. 6282 . do . Public School . 1894 Sch. .. F. T. Fr. B. 6, 916 6283 Huntsville . Sam Houston Normal Inst. 1879 Sch . . . F. T. Fr. B. 20, 000 (Peabody Memorial Lib.). 6284 . do . State Penitentiary . Asy... F. T. F. B. 3, 400 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES. 997 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8; C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from— Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 1,000 500 Oscar Cooper, jr . 500 1,000 ^1,500 SI, 500 |5, 000 7,000 1,210 500 2, 200 1,250 500 2, 200 1, 2.50 500 C. W. Raines . 12, 000 1,394 18, 149 2, 500 3, 680 P. L. Windsor . H. G. Behrman . 100 1,010 10, 363 . 100 1,800! 500 10 50 200 J. L. New . 250 200 100 J. H. Grove . 500 ! 1 50 30 100 45 460 Mrs. W. R. Campbell.. .. 70 8,000 62 2,500 Lucv Choate . 2, .500 Ira Cain . 200 53 40 J. W. Cantwell . 300 40 2,500 2, 166 78, 593 4,000 $1, 237 7,733 50, 000 Rosa M. Leeper . 240 550 11,904 2, 154 40 5, 842 $7, 000 35, 000 Albert Read . . . W. E. Edelen . 1,805 1,500 2,111 53, 046 4, 000 50, 000 45, 000 Mrs. Charles Scheuber. . . 125 100 500 500 W. C. String . 2, 500 Mrs. Hennie C. Gorman. . W. \V. Heathcote . 5, 300 875 166 90 1,000 1,200 500 50 125 265 100 300 W. A. James . 1 . . 1,000 1,200 16 904l Mi.ss L. W. Shearer . 4,000 J. J. B. Remy . 8,000 600 700 1 . 900 49 Margaret McKennon.... . 400 30 500 881 s§ o o 200 2,400 384 1,900 S. V. Wall . 5,000 2,400 5, 000 Caroline Wandell . 1,000 Ella Smither . 300 W. T. McDonald . 6223 6224 6225 6226 6227 6228 6229 6230 6231 6232 6233 6234 6235 6236 6237 6238 6239 6240 6241 6242 6243 6244 6245 6246 6247 6248 6249 6250 6251 6252 6253 6254 6255 6256 6257 6258 62.59 6260 6261 6262 6263 6264 6265 6266 6267 6268 6269 6270 6271 6272 6273 6274 6275 6276 6277 6278 6279 6280 6281 6282 6283 6284 EDUCATION REPORT, 1903 Public, societii, and school libraries in the United [Column 5; liuilding— O, owned; II, rented; F. furnished free. 6: Supported by— T, taxation; R, reference; Location, Name of library. Founded. Class. 1 Building— Supported by— Free, subscrip¬ tion, or free for reference. Circulating,ref- erence, both. Volumes. > 3 4 6 G 7 8 9 TKXAS— cont’d. 628f> Southeast Texas Male and Sell . . . F. C. Fr. B. 1,000 Female College.* G2S0 Kingston . Calhoun College Library*.... 1885 Col . . . F. c. Fr. R. 1,000 0287 Laredo . Laredo Seminary (Cottie 1884 Sch . . . F. ' c. Fr. R. 1,000 Hogue Library). 1902 Gen .. F. c. F. C. 1,000 0289 Marshall . Bishop College (for Colored 1881 Sch... F. c. Fr. B. 4,000 Feople). 0290 . do . Public Library . 1900 Gen .. F. c. S. Fr. B. 1,760 0291 . do . Wiley Univer.sity . 1873 Col . . . F. D. Fr. B. 5,280 0292 Public High School . 1890 Sch . . . F. T. F. B. 1, 600 0293 Nacogdoches . Public High School . Sch . . . F. T. Fr. B. 1,000 0294 Sch . . . F. T. Fr. B. 1 , 200 0295 North Waco . Texas Christian Univer.sity .. 1879 Col ... F. C. S. Fr. B. 3, 600 6290 Omen . Summer Hill .School Library * 1884 Sch . . . F. C. S. B. 1,200 0297 Public High School . Sch . . . F. T. Fr. B. 2, 542 6298 1 .Sch... F. C. Fr. B. 1,800 6299 . do . Public High School . 1893 Sch . . . F. D. F. R. 2, 500 6300 San Antonio . Carnegie Library . Gen .. 0. T. F. B. 8, 000 0301 rl D . St. Louis College . 1894 Sch _ F. ! C. S. C. 1,000 6302 d r> . St. Mary’s College . 1853 Sch . . . F. c. Fr. R. 3,000 6303 _ do . Sail Antonio Female College. Col ... F. c. Fi\ B. 1,300 6304 Savoy . Savoy College *. . . Sch . . . c. Fr. B. 1,200 0305 Seguin . Guadalupe Col. (Brooks Lib.). 1884 Sch... f! C.D. Fr. R. 4,500 0306 .Sherman . Austin College . 1850 Col . . . F. C. S. Fr. B. ! 6, 000 6307 . do . Mary Nash College Library * . 1877 Col . . . F. C. Fr. R. 3,000 0308 . North Texa,s Female College. 1885 Sch . . . F, C. S. Fr. B. 1,000 0309 . Public High School Library*. 1895 Sch . . . F. T. Fr. B. 1,200 0310 Tehuacana . Trinity University* . Col ... F. C. Fr. B. 5,000 0311 Temple . Andrew Carnegie Public Lib. 1898 Gen .. 0. T. F. B. 2,000 0312 . do . Public High School . Gen F. T. Fr. B. 1,500 0313 . do . Y. M. C. A. Railroad Dept _ 1900 Y.M.. F. C. Fr. B. 1,100 0314 Tyler . Public Library . 1899 Gen .. 1 F. C. S. Fr. B. 3, 028 6315 Waco . Add Ran University Lib.* _ Co! ... F. C. Fr. B. 3,600 0316 . do . Baylor Univensity . 1845 Col . . . 0. C. Fr. B. 18, 000 6317 . do . Douglas Schuler School . Sch . . . F, c. Fr. B 1, 250 6318 Waco . Paul Quinn College . Col . . . 1 F. c. Fr. B. 1,000 0319 . do . Young Men’s Christian A.ssoc. 1885 Y.M.. F. c. S. C. 3,050 0320 Waxaha.chie . . Piibi in School 1897 .Sch. .. F. T. C. S. Fr. B. 2, 500 0321 . do . Trinity University . . . Col . . F. C. Fr. B. 5, 000 0322 Weatherford . Hughey and Turner School. . Sch... F. C. ,S. Fr. R. 1,000 0323 . do . Public High School . 1885 Sch . . . F. T. ' F. B. 3,000 0324 ... .do . Weatherford College* . 1889 Co! .. F. C. S. B. 1,542 0325 Whitewright . Grayson College . 1886 .Sell... F. c. F. B. 5,000 0320 Wichita Falls . Ladies’ Library Association .. 1900 Gen .. R. C. S. Fr. B. 1,000 UTAH. 6327 Cledar City . Southern Branch State Nor¬ .Sch... F. T. Fr. B. 1,500 mal School. 6328 Eureka, . Public School . 1886 Sell .. F. T. F. B. 1 1,015 0329 Fa i rvi (‘ w Sanderson Free Public Lib.* . 1897 Gen .. R. C. F. B. ' • 1,000 0330 Logan . Agricultural College of Utah. Col . . . F. T. F. B. i 11,500 0331 . do. . ... Brigham Young College . 1877 Col ... F. C. F. R. ! 3, 500 0332 Mount riea.sa.nt. . . Wasatch Academy . .Sch... F. C. Fr. B. ! 1,000 6333 Nephi . Public High School . Sch... F. T. Fr. B. ! 1,000 0334 Ugden . Carnegie Free Library . 1901 Gen .. 0. T. F. B. 4,500 0335 . do . Public High .School . .Sch . . . F. T. Fr. B. 1,000 0330 . do . State School for the Deaf, 1896 Asy... F. T. Fr. B. 1,586 Dumb, and Blind. 1 6;137 I’rovo City . Brigham Young Academy ... 1880 .Sch . . . F. C. S. Fr. B. ! 6, 058 0338 . do... ‘ . I’roc.ter Academy . 1890 ,Sch _ F. C. Fr. B. i 1, 000 0339 Salt Lake City .... All Hallows College . 1890 .Sell . . . F. c. Fr. R. 7, 500 0340 . do . . . Dioce.san Library . Theo . 0. c. Fr. R. 1,000 0311 . do . Fiermen’s Library . 1871 Gen .. F. c. Fr. C. 1,337 0342 . do . Free Public Library . 1898 Gen .. F. T. F. B. 18, 843 0343 . do . Gordon Academy . 1878 .Sell . . . F. C. Fr. B. 2,000 034 1 . do . Latterday Saints University.. .Sch... F. C. Fr. B. 5, 000 Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES 999 States of 1,000 volumes and over in 1903 — Continued. C, corporation; I), donation.^. 7: F, free; S, sub.scriptiou; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from— ' Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. d .2 M <3? Public ap¬ propria¬ tion. Productive funds. 10 11 1. 13 14 15 16 17 18 19 6285 300 50 500 $10 6286 6287 325 Mrs. C. F. Smith . 6288 200 2, 270 John liulshart . 6289 200 200 7, 684 1,875 6290 500 520 Miss C. I. King . 6291 300 N. R. Crozier . 6292 6293 6294 576 730 Mable G. Cros.se . . . 6295 100 40 286 24 6296 6297 6298 1,000 200 250 $200 200 Irene Alderson . 6299 5, 550 $10, 000 $50,000 Benjamin Wyche . 6300 200 80 Bernard Reckert . 6301 1,000 125 1,000 Bro. W. Ernst . 6302 6303 6304 500 70 400 David Abner, jr . 6305 200 200 D. F. Eagleton . 6306 2, 000 100 6307 800 25 200 E. Louise Strother . . 6308 400 4,000 6309 1,000 200 6310 800 3,500 1,500 1,800 15,000 Mrs. W. S. Banks . 6311 .150 800 150 170 6312 ‘"200 1,560 225 6313 1,331 8, 399 1,313 Mary Sawyer . 6314 6315 1,500 8,000 400 75, 000 J. E. Surratt . 6316 6317 6318 200 600 6319 500 6320 6321 6322 6323 75 15 75 6324 600 J. F. Ander.son . 6325 250 400 Juliet Williams . 6326 6327 200 103 3, 253 100 100 A. C. Carl, son . 6328 500 65 300 100 6329 12, 000 526 1,670 1,670 6330 15 300 6331 6332 6333 600 1,500 24, 965 2, 225 275 3,000 25, 000 Zoe F. Ffl.ddis . 6334 6335 150 226 540 250 250 E. A. Stevenson . 6336 7,300 600 1, 100 G. M. Cope . 6337 100 348 900 125 L. H. Goodwin . 6338 1, 200 65 65 6339 700 Sara Napper . 6340 50 20 54 Reuben Simp.son . 6341 1,274 2,930 91,019 8,440 8, 972 6342 6343 6344 1000 EDUCATION REPORT, 1903 Public, society, and school libraries in the United [Column 5: Builcling— O, owned; R, rented; F, furnished free. 6: Supported by— T, taxation; R, reference; Location. Name of library. Founded. Class. Building— Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 5 6 7 8 9 ’ rT.\H— continued. Public High School . Sch . . . F T. Fr. B. 1,000 0310 . do . Rowland Hall . 1879 Sch. . . F. C. Fr. B. 2, 500 . do . Law . . F. T. F. R. 10, 021 0348 . do . Universitv of Utah . 1869 Col ... F. T. Fr. R. 21,850 6349 . do . Westminster College . 1896 Col . . . F. D. Fr. B. 2, 000 6350 . do . Young Men’s Christian Assoc. 1890 Y. M . . R. C. S. Fr. B. 1,500 VER.MONT. ! 6351 Sch . . . F C. Fr B. 3,000 6352 ... .do . Library Association . 1872 Gen .. R. C. S. Fr. B. 2, 056 Public High School . Sch . . . F. T. Fr. B, 2 000 6354 Bellows Falls . Rockingham Free Public Lib. 1888 Gen .. F. T. F. B. 8,000 Free Library . 1865 Gen .. 0. T.C. F B. 7,000 6356 Bennington Center Old Academy Library . 1896 Gen .. 0. T. C. S. Fr. B. 1,600 6357 Public Library . . 1898 Gen .. R. T. F. C. 1,000 6358 Bethel . Public Library . 1892 Gen .. F. T. C. F. B. 1,200 6359 Pub. High Sch. ( lerrill Lib.) Sch . . . F. C. Fr B 2, 600 6360 ....do . Public Library . 1894 Gen .. 0. c. S. Fr. ' B. 2, 980 6361 Brandon . Free Public Library . 1901 Gen . . R. c. F. 1 B, 2,000 6362 . do . Ladies’ Book Clubv . Soc . . . 0. c. S.' C. 2, 807 6363 Brattleboro . Free Library . 1882 Gen .. 0. T. F B. 15, 060 6364 . do . Retreat Library . 1870 Asy . . . F. C. Fr. B. 4,960 6365 Bristol . Free Library . 1893 Geh .. R. T. F. C. 1,225 6366 Brookfield . Town Library . 1790 Gen .. F. C. S. C. 2,400 6367 Burlington . Bishop of Vermont Library . . Theo . 0. c. Fr. B. 4,576 6368 S....do . Edmonds High School * . 1899 Sch... F. T. Fr. R. 3,000 6369 ..V.do . Fletcher Free Library . 1874 Gen .. F. T. F. B. 40, 000 6370 . do . Unitarian Church (Parish 1823 Gen .. F. c. F. B. 1, 755 IJbrary). 6371 . do . St. Mary’s Academy . Sch... F. c. Fr. B. 1,400 6372 . do . Universitv of Vermont . . 1791 Col ... O. c. F. B. 66, 845 6373 Calais . Circulating Library . 1832 Gen .. F. c. S. Fr. B. 1, 135 6374 Castleton . Free Public Library . 1897 Gen .. R. T. F. B. 1,500 6375 . do . State Normal School . Sch... F. T. Fr. R. 4,000 6376 Cavendish . Fletcher Town Library . 1870 Gen .. R. T. F. B. 6, 000 6377 Chelsea . Public Library . 1892 Gen . . 0. T. F. C. 1,449 6378 Chester . Whiting Free Library . Gen .. 0. T. F. B. 3,021 6379 Danville . Ladies’ Library Association . . 1880 Gen .. 0. c. Fr. C. 1,500 6380 Derbv . Derbv Academy . Sch . . . F. 1 C. Fr. B. 1,000 (i381 East Corinth . Blake Memorial Library . 1893 Gen .. 0. c. S. Fr. B. 1,600 6382 Enosburg Falls ... Enosburg Public Library . 1896 Gen .. F. T. D. F. B. 1,802 6383 Esse.x Junction ... Essex Free Library . 1900 Gen .. F. T. C. F. B. 1,000 6384 Fairhaven . Public Library . 1886 Gen . . R. T. F. B. 4,600 6385 Felchville . Reading Public Library . 1896 Gen .. 0. T. F. B. 1,838 6386 Franklin . Free Public Library . 1890 Gen .. F. T. F. B. 1,000 6387 Grafton . Public Library . Gen .. F. T. F. B. 2,800 6388 Greensboro _ _ Free Library * . Gen .. 0. T. F. C. 1,042 6389 Guilford Center... Guilford Free Library . 1890 Gen .. 0. T. F. R. 1,325 6390 Hardwick . Jendevine Memorial and 1895 Gen .. 0. T. F. B. 1,497 Hathaway Free Library. 6391 Hartford . Hartford Library . 1893 Gen . . 0. C. F. B. 3,146 6392 . do . Wilder Club and Library . 1899 Gen .. 0. c. F. B. 1,255 6393 Hartland . Public Library . 1896 Gen .. F. T. F. C. 1,000 6394 Hvdepark . Public Librarj'* . 1896 Gen .. R. c. Fr. B. 1,000 6395 Island Pond . Public Library . 1895 Gen .. F. T. F. B. 1,000 6396 Johnson . State Normal School . Sch . . . F. T. Fr. B. 3,500 6397 Londonderry . Library Association . 1880 Gen .. F. C. S. Fr. R. 1,000 6398 Ludlow . Black River Academy . Sch... F. C. Fr. R. 1,100 6399 . do . Fletcher Memorial Library . . 1901 Gen .. 0. C. F. B. 7,296 6400 Lunenburg . Public Library . 1895 Gen .. F. T. Fr. C. 1,000 6401 Lyndon Center . . . Lyndon Institute . 1869 Sch... F. T. C. F. R. 1,300 6402 Lvndonville . Lyndon Free Library . 1895 Gen .. R. T. F. B. 2, 090 6403 Manchester . Burr and Burton Seminary . . Sch... F. C. Fr. R. 1,000 6404 . do . Burton Pastor’s Library . 1850 Theo . F. C. Fr. B. 1,000 6405 : . do . Mark Skinner Library . 1897 Gen .. 0. C. S. B. 14,000 6406 Marshfield . Jaquith Public Library . 1899 Gen .. 0. T. F. C. 2,500 6407 1 Middlebury . Ladies’ Library Association . . 1866 Gen .. R. C. S. C. 4,791 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBKARIES 1001 States of fOOO volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from— Total income. Permanent en¬ dowment fund. Value 1 i brary building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 11 15 16 17 18 19 120 85 420 ClHr;), Folltnrnp 582 p, 000 $3,000 Tj. P. Pnlmer . . . 11,675 545 '599 599 150 300 10 50 134 6, 000 55 253 Louise L. Boyce . 300 25, 000 900 Nellie A. Plantier . 32 9,736 500 840 $6, 000 Marv B. Merrill . Caroline R. Merrill. 94 4,000 100 104 Mrs. P. E. Wilcox . 126 3, 000 35 136 Nellie M. Adams . $2, 000 Annie C. Spalding . 51 2, 111 $300 391 5,000 8, 000; Annie C. Spalding . 350 8,858 410 Ida J. S. Kingsley . 1,440 24, 381 1,600 1,600 20, 000 600 50 1,560 S. E. Lawton . 100 8,000 200 224 Kate I. Stew’art . 40 500 50 Huldaii A. Parmenter... 432 120 2,600 100 100 650 42, 834 2,200 600 2, 975 10, 000 Sarah C. Hagar . ..'.a! 50 1,000 Ettie Moore . i 31,613 2,633 1 3,844 5, 829 77, 500 153, 834 Edith E. Clark . 12 10 Josephine Converse . 50 203 5, 000| fl25 155 Minnie A. Rice . 500 5, 000, 250 100 ' 350 2,000 E. G. White . 58 3, 205' 50 60 100 4, 245, 350 190 562 8,000 C. G. Pollard . 100 30 825 1,080 6,000 1 * 100 500 900 1,000 1,025 12, 000 Mrs. S. A. Bulterlield _ 16 175 2, 712 100 417 Edith Pratt . 25 50 5, 000 50 82 Rev. Evan Thomas . 166 13, 009 600 632 Ellen F. Dewey . 97 2, 370 28 25 74 Minnie C. Fay . 30 25 28 Addie E. Stowe . 150 2, 638 100 25 125 500 Mrs.Thaddeus Park . 210 3, 450 125 169 1,000 Miss F. H. Babbitt . 56 1,205 40 40 600 600 Emma A. Alexander _ 31 6,566 400 425 Carrie P. Bridgman . 79 3, 900 235 295 3, 921 F. L. Wright . 41 2, 105 20, 000 18 200 25 25 10 68 3,600 90 107 Miss Leta J. Eaton . 125 135 135 20 21 Eliza Hayward . 404 21, 535 Frances M. Pierce . 50 2, 656 50 57 Julia R. White . 60 40 40 M. M. Harris . 145 8,165 330 376 J. E. Colburn . Rev. John Barstow . 200 800 12,000 1,200 Clara M. Chamberlain. . . 100 160 268 4,000 1,000 Mary S. Spencer . 400 231 4,7W 503 584 9, 375 63-15 6336 6347 6348 6349 6350 6351 6352 6353 6354 6355 6356 6357 6358 6359 6363 6364 6365 6366 6367 6368 6369 6370 6371 6364 6375 6376 6378 6379 6380 6381 6382 6383 6384 6385 6386 6387 6388 6389 6390 6391 6392 6393 6394 6395 6396 6397 6398 6399 6400 6401 6402 6403 6404 6405 6406 0407 1002 EDUCATION REPORT, 1903, Puhlic, social/, and school Hbrarie^s in the United [Cuhitun r>: lUiihliiiK— O, owned; R, rented; F, furnished free. 6: Supported by— T, taxation; R, reference; liOeation. Name of library. Founded. Class. Building— Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 5 G 7 8 9 VERMONT— con. G408 1800 Col ... F. C. F B 26 782 0109 . do _ . Sheldon Art Miusmim . 1882 His . . . 0. c. F. R. 4,000 6410 Middletown Si>g.s . Ladies’ Library . 1870 Gen .. R. c. S. Fr. B. 1,000 6111 1896 Gen . . 0. c. F. B. 13, 257 641-2 . do . 1868 Sell . . . F. c. F. B. 1,000 6413 . do . 182.5 Gen . . F. T. F. R. 39, 969 6114 . do . Washington'Co.GramuiarSch . Sch... F. T. Fr. R. 2, 200 6410 Centennial Library . 1890 Gen .. R. T. F. B. 2,125 6416 Newbury . Tenney Memorial Library _ 1897 Gen .. 0. T. F. B. 4, 070 641? 1898 Gen . . 0. c. F. B. 3,894 6418 Newport . Goodrich Memorial Library.. 1899 Gen .. 0. T.C. F. B. 7,012 6419 North Bennington Public Library* . 1900 Gen .. R. T.C. F. C. 1, 000 64-20 Nortli Craft.sbury . Craftsburv Academy . 1899 Gen .. 0. C. S. Fr. C. 2,300 6421 1895 Gen .. R. T. F. B 2, 180 64-22 . do . Norwich Uniyer.sity . 1819 Col ... F. C. F. B. 10, 000 6423 1881 Gen .. 0. C. S. Fr. B. 2, 550 6424 Orwell 1896 Gen .. R. T. F. B. 1, 202 64->0 1810 Soc . . . R. T C. F. B. 2,043 6426 1839 Gen .. F. T.C. F. B. 5,710 6427 1866 Gen . . 0. C. F. JB 5 000 6428 Poultney . Public Library . 1895 Gen .. F. T. F. b! 3,851 64-29 . do . Troy Conference Academy... Sch . . . F. C. Fr. B. 2,200 6430 Proctor . Free Public Library . 1881 Gen . . F. c. S. Fr. B. 5,003 6431 Proctorville . Fletcher Town Library . Gen .. R. T. F. B. 2, 775 6432 Putney . Public Library . 1896 Gen .. F. T. F. B. 1,058 6433 Quech'ee . Association Library . Gen . . 0. C. S. Fr. C. 1,048 6134 Randolph . Kimball Public Library . 1896 Gen .. 0. T. F. B. 5, 054 6431 ■ Randolph Center . Randolph Normal Scliool .... 1806 Sch . . . F. T. F. R. 3, 000 643(i ^ITichford . Arvin A. Brown Public Lib .. 1895 Gen .. R. C. F. B. 1, 515 6437 Richmond . Free Library * . Gen .. R. T.C. F. B. 1,000 6438 Rochester . Free Library . 'i896' Gen .. R. T. F. B. 1,000 6139 Rockingham . Free Library * . 1888 Gen . . R. C. Fr. B. 7, 200 6440 Rutland . Free Library . . 1886 Gen . . F. T. F B 13, 955 6441 . do . H. H. Baxter Memorial Lil.i .. 1890 Gen .. 0. C. F. R. 14. 000 6112 . do . Public High School . Sch . . . F. T. Fr. B. 1, 250 6443 St. Albans . Free Librarv'^ ... 1860 Gen . . 0. T. F. B. 4,689 6444 St. Johnsbury . St. Johnsbury Athenaeum _ 1871 Gen .. 0. C. F. B. 16,850 644.0 Saxton Riycr . Vermont Academy . 1894 Sch _ F. C. F. B. 4,000 6446 Shelburne . Free Library . 1896 Gen . . F. T. F. B. 1,000 6447 Sheldon . Free Public Library. ... 1898 Gen .. R. T. C. F. C. 1,000 6448 Sinionsyille . Andoyer Town Library . 1896 Gen . . F. T. F. B. 1, 497 6419 Springfield . Town Library . 1871 Gen .. 0. T. F. B. 4,700 6400 Stockbridge . Belcher Library* _ _ _ 1897 Gen .. R. C. Fr. B. 2, 277 6101 Stowe . Free Library . 1866 Gen . . T. F B 2, 320 64.02 Strafford . Harris Library * . 1855 Gen .. 0. T. C. F. C. 4, 600 6 4.03 Swan ton . Free Library . . 1899 Gen .. R. T.C. F. B. 2, 077 61.04 Thetford . Latham Memorial Library . . . 1877 Gen .. 0. D. F. B. 3,000 6100 . do . Peabody Library*... . .. 1876 Gen .. R. C. Fr. B. 5, 500 6406 . do . Thetford Academ y . Sell . . . F. c. Fr. B. 3,000 6407 Verge lines . Vergennes Library . 1876 Gen .. F. T. C. S. Fr. B. ' 3,545 6408 Wallingford . Gilbert Hart Library . 1894 Gen . . t). T. F. B. 3, 000 61.09 Waterl^ury . l*ul)Iie T,ibr.sry . 1888 Gen .. F. C. S. C. 2,000 6460 Wateryille . Town Libriiry . 1896 Gen .. F. T. F B 1,008 6161 Wells River . labrary As.sociation . 1858 Gen .. 0. C. S. C. 1, 586 6162 West Burke . Ladies’ Library A.s,sociation .. 1877 Gen .. R. c. S. B. 1, 175 6463 West Rutland . Public Library . Gen . . R. T. F. B. 1,500 6161 Weybridge . Cotton Free P'ublic Library .. 1899 Gen .. F. T. H. F. R. 1,350 6160 White River Junct. Public Library . 1881 Gen .. R. c. F. C. 2, 550 6466 William, stown .... Social Lilirary . 1801 Gen .. F. C. S. C. 2, 900 6467 Wilmington . Free Public Library . 1895 Gen .. R. T. F. B. 1,280 6468 Windstir . Library As.sociation . 1882 Gen .. 0. T. C. F. B. 9,700 6169 Woodstock . Norman Williams Public Lib. 1883 Gen .. 0. C. F. B. 13,717 VIRGINIA. 6170 Alexa,ndria . Alexandria Library . Gen .. R. C. S. Fr. B. 4,000 6471 Aryonia . Seyen Island School *.. . Sch . . . F. C. Fr. B. ■ 1, 000 6472 Ashland . Randolph-Macon College _ 1830 Col ... 0. C. S. Fr. B. 11, 000 * Statistics of 1900. PUBLIC, SOOIETY, AND SCHOOL' LIBRARIES, 1003 States of IfOOO volumes and over in 1903 — Continued. C. corporation; D, donatiou.s. 7; F, free; S, subscription; Pr, free for reference. 8: 0, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. _ 1 Receipts from — Total income, j Permanent en¬ dowment fund, j t Va 1 u e library | building. ' 1 Name of lil»rarian. Taxation. Public ap- propria- tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 2, 500 1, 249 4, 280 $1,875 C. B. Wright . 3; 000 30 100 $4, 000 H. S. Sheldon . 150 50 50 30 Clara Cook . 683 37, 761 $1, 000 1, 187 $125, 000 60, 000 Mary E. Macomber 50 100 1, 482 $800 1,600 3,680 46 7,200 175 75 303 1,500 Delia A. Thompson . 168 F. M. Atkinson . 162 4,365 Mrs. P. C. Moore . 100 200 22, 418 400 4, 608 5, 071 31, 726 35, 000 Lizzie M. Sargent . 250 150 100 250 500 50 1,500 C. E. Tupper . 169 5, 221 254 284 Ellen L. Brown . 5, 000 4,000 1,800 W. A. Ellis . 120 117 45 2, 500 Ellen W. Knight . 1, 732 107 3,786 100 147 Addie M. Raymond . 70 168 1, 824 Anna E. Renfrew . 360 7,937 222 ' 754 1,450 Bertha M. Shaw . . . 69 69 2, 000 Harvey Dodge . 160 io, 626 500^ 624 Addie P. Kilborn . 100 6, 225 409 Mary K. Norton . 3, 500 1,000 W.W. Adams . . 100 150 150 500 Miss F. C. Pember . 10 933 50 Mrs. H. A. Allen . 2, 000 10, 726 1,000 1,600 2, 625 2, 000 20, 000 Miss A. L. DuBois . 200 100 4, 410 Nettie L. Brown . 2, 500 1 80 1,400 92 2, 194 200 203 Lucy H. Washburn . 630 51,821 1,914 2, 331 Lucy D. Cheney . Mrs. A. P. Riker . 90. 8,733 GOO 50 650 B. C. Jennison . 373 24, 954 E. F. Fairbanks . 50 82 May H. Foote . 76 1,796 65 135 200 2, 000 40 120 166 3,000 F. P. Curtis . 295 81 2, 708 100 ICO Adella E.Stannard . 136 500 153 1, 002 2, 558 17, 000 M flood now . .. 37 2, 025 Mrs. M. A. Jennev . 1,500 125 2, 200 42 115 1,050 1,500 363 8,619 200 840 Miss E. S. Rogers . 45 75 79 1,500 Maria W. Garey . 3,000 325 360 1 100 9,000 326 1 . 326 1 2, 660 6, 000 May L. Cougdon . 83 4,160 235 Julia P. Parker . 10 2 15 j 25 40 Mrs. E. A. Willey . 47 1,600 224 1 500 Kate D. Lee . 40^ 1 58 r"' . Mrs. N. A. Burt . 100 6,000 325 335 1 . Nellie II. Newton . 400 200 2,500 25 225 250 5, 666 M. E. Sprague . 102 5, 200 187 Mrs. E. J. Wallace . 50 1,000 40 Geo. E. Wilber . 1 100 50 72 Helen M. Buell . 323 11, 814 400 753 1, 197 10, 000 E. N. Goddard . 22, 593 Mrs. 0. B. Jaquith . 1-50 175 1 F. fTr^pn _ . 1 . . . 500 550 . 1 Mrs. C. E. Ilartsook . 6108 6409 6410 6411 6412 6413 6414 6415 6416 6417 6418 6419 6420 6421 6422 6423 6424 6425 6426 6428 6428 6429 6430 6431 6432 6433 5434 6435 6436 6137 6438 6439 6440 6441 6442 6143 6444 6445 6446 6447 6448 6449 6450 6451 6452 6453 6454 6455 6456 6457 6458 6460 6461 6462 0463 6464 6465 6466 6467 6468 6469 6470 6471 6472 1004 EDUCATION EEPORT, 1903, Public, society, and school libraries in the United [Cohiinu 5; Building— O, owned; R, rented; F, furnished free. 6; Supported by— T, taxation; R, reference; Location. Name of library. Founded. Class. Building— Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 4 5 6 7 8 9 VIRGINIA— con. I 0473 Bedford Library . 1900 Gen . . 0. C. s. C. 1,000 0474 Bellevue High School * . Sch . . . F. T. Fr. B. 3,200 047o Bethel Academy.. Washingtonlind Lee Society* 1875 Soc . . . F. C. Fr. B. 1,200 0470 Public High School . Sch . . . F. T. Fr. B. 1,000 0477 Virginia Polytechnic Inst . . . .' Col ... F. T. F. B. 2,500 0478 Blackstone . Blackstone Female Institute . 1894 Sch . . . F. C. Fr. R. 1,000 0479 . do . HogeMemorial Military Acad. 1893 Sch . . . F. C. Fr. B. 2,500 6480 Blackwalnut . Cluster Springs Academy .... 1865 Sch . . . F. C. Fr. B. 1,000 0481 Bridgewater . Bridgewater College . 1882 Col ... 0. C. S. Fr. B. 4,500 048‘2 Bristijl . Public School _ T . 1895 Sch . . . F D. Fr. B. 1,000 0483 Charlottesvil le University of Virginia . 1820 Col . . . 0. D. Fr. B. 50, 000 (Univ. Station). 0484 . do . Law School . Law . . F. C. Fr. R. 5, 000 0485 Claremont . Temperance, Industrial and 1892 Sch... F. D. F. B. 3,800 Collegiate Institute. 0480 College Park . Randolph-Macon Woman’s 1893 Col . . . 0. C. Fr. B. 3, 175 College. 6487 Danville Library . 1870 Gen . . R. C. S.Fr. C. 1,200 0488 . do . Roanoke Female College . 1859 Col . . . F. C. S. Fr. B. 5, 000 6489 Davton . Shenandoah Collegiate Inst.. 1870 Sell... F. C. Fr. B. 1, 200 0490 Eniory . Emory and Henry College. . . . 1837 Col ... F. C. S. Fr. B. 8,000 0491 Fnrnivillo ... ' State Female Normal School 1884 Sch _ F. T. Fr. B. 3,077 6492 Flovd . ! Oxford Academ y . 1875 Sch . . . F. C. Fr. C. 1,500 6493 Fort Defiance _ _ Augusta Military Academy * . 1879 Sch . . . F. T. Fr. R. 1, 500 6494 Fort Monroe 1 I Post Tiihrarv Gar F. T. F. B. 1,500 04^ . 1 United States Artillery School 1824 Sch!!! F. T. F. B. 11, 147 0490 l^FC^ericksburg _ Fredericksburg College . Col . . . F. C. Fr. B. 1,000 0497 . do . Fredericksburg Library . 1877 Gen .. F. C. s C. 3, 500 6498 Front Roval . Randolph-Macon Academy . . 1892 Sch... F. C. f! R. 1,000 6499 Gate Citv . Shoemaker College . 1897 Sch... F. C. F. R. 1,023 0500 Hampden Sidney . Hampden Sidney College . 1774 Col ... 0. c. Fr. B. 12, 000 6501 Hampton . ! Hampton Nor. and Agri. Inst. 1880 Sch... F. T. F. B. 12, 698 6502 ' Harrisonburg . f Public High School . 1880 Sch... F. T. Fr. R. 2,000 6503 Hollins . ) Hollins Institute . Col . . . F. C. Fr. B. 2,000 6504 Keysville . Keysville Mission Indus. Sch. Sch . . . F. c. Fr. B. 1,000 0505 Lebanon . Russell College* . Sch . . . F. c. Fr. B. 1,000 ()506 Lexington . Virginia Military Institute . . . 1839 Col _ 0. c. S. R. 12, 509 0507 . do . ! Washington and Lee Univ _ Col . . . F. c. Fr. B. 45, 000 ()508 . do . Law School . Law . . F. c. Fr. R. 5,000 0509 Lynchburg . Randoph-Macon Woman’s 1893 Col ... F. c. Fr. B. 2, 300 College.* 6510 . do . * Virginia Baptist Seminary*.. Sch... F. c. Fr. B. 1,000 (3511 j Aranassas . Manassas Institute . Sch . . F. c. Fr. B > 1,000 6512 Miller School . | Miller Manual Labor School . . 1877 Sch...l F. c. F. b:i 3,565 0513 National Soldiers’ National Soldiers’ Home Lib. 1875 Govt. . F. T. F. B. 9,300 Home. 0514 Norfolk . Norfolk and Ports. Bar Assoc. 1898 Law . . F. c. S. R. 3, 072 0515 ! . do . Norfolk Mission College* . 1885 Col . . . F. c. Fr. B. 1,500 6510 i . do . Philips (MissE. F.) Sch. Lib.*. Sch... F. c. Fr. R. 1,052 6517 . do . ! Public Library . | 1870 Gen .. O. T.C. S. Fr. B. 15, 000 0518 Onancock . 1 Margaret Academy* . 1 1880 Sch... F. C. Fr. R. 1,000 6519 Petersburg . ! Benevolent- Mechanic As.soc.. 1825 Gen .. F. C. Fr. B. 10, 000 0520 . do . ! Bishop Pavne Divinity Sch. . . Sch . . . F. C. Fr. B. 1,500 6521 . do . ! Southern Female College _ Col . . . F. C. Fr. B. 3, 000 6522 . do . i Va. Nor. and Industrial Sch.. Col . . . F. T. Fr. B. 2, 500 (i523 . do . Y. M. C. A. Library . 1875 Y. M . . F. C. S. Fr. B. 2, 500 6524 Portsmouth . Young Men’s Christian Assoc.! 1887 Y. M . . F. C. S.Fr. B. 1,200 6525 Reliance . 1 Shenandoah Normal College. . Sch... F. C. Fr. B. 1,080 052t) Richmond . 1 Confederate Museum . 1890 Hist . . F. C. S. Fr. R. 1,000 6527 - do . Grand Lodge of Virginia, 1778 Mas .. F. C. Fr. R. 3, 000 A. F. and A. M. 6528 . do . i Hartshorn Memorial College * 1883 Col ... F. c. ■ Fr. B. 1,100 6529 . do . ' McGuire’s University School. 1865 Sch . . . F. C. Fr. R. 2, 000 6530 . do . Richmond College . 1867 Col . . . 0. c. Fr. B. 14, 580 6531 . do . School of Law . Law . . F. c. Fr. R. 1,000 6532 . do . Rosemary Public Library*... 1892 Gen .. R. T.C. Fr. B. 6, 675 0533 . do . St. Andrew’s Free Parish Lib. 1894 Gen .. 0. C. F. B. 1, 775 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBKAKIES 1005 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ pro p na¬ tion. Productive funds. 10 11 12 13 U 15 16 17 18 19 100 2, 000 8500 Florence B. (fish 6473 6474 500 6475 6476 Mary G. Lacy . 6477 6478 E. B. Fishburne . 6479 500 50 Hampden Wilson . 6480 500 500 i,652 8251 3,000 J. W. Wagland . 6481 1,000 100 1,500 50 E. H. Russell . 6482 8948 948 165, 000 J . S. Patton . 6483 ■■ 6484 1,998 62 1,211 532 J. J. Smallwood . 6485 500 6486 500 100 Carrie V. Pace . 6487 2,500 2,000 . 300 R. E. Hatton . 6488 50 100 Ernest Cruikshank . 6489 j 200 J.S. Miller . 6490 685 100 1 . . Laura K. Hills . 6491 300 J. K. Harris . 6492 85 S200 233 6493 500 200 C. C. Chamberlain . 6494 1,937 434 927 927 6495 6496 t 125 217 1 6497 1 . 6498 300 T. B. Fitzpatrick . 6499 3,000 25 600 36 150 8600 10, 000 H. R. Mcllwain . 6500 1,130 8,384 Leonora E. Herron . 6501 . 1 . 1 6502 6503 6504 1 6505 6, 500 271 1,000 6506 6507 1 6508 540 . j ! 1 6509 1 6510 6511 2,490 58* 400 1 1 Mrs. M. S. Gordon . 6512 150 168 42, 292 8500 500 6513 66 185 . 1 1 1,000 D. A. Kelsey . 6514 10 600 . i 1 1 150* 6515 50 20 . 1 - - -1 . 1 6516 7671 25, 772 1,500 loo! 2,288 2, 000 W. H. Sargeant . 6517 . i 6518 300 3,150 1 . 1 Ida L. Gray . 6519 6520 6521 . 1 . i 6522 1,000 200 3, 796 6523 . 1 6524 1 . 1 1 6525 i C 1 6526 1,000 100 1,600 1 6527 6528 500 25 75: 6529 1,000 450 2,000 1 950 950 20, 000 40, COO; C. H. Ryland . 6530 ! 6531 268 j 500 _ 1 1,500 5, 000| . 1 6532 75 14, 025 ! . 1 . 1 859 1 . 1 Fannie Bull . 6533 1000 EDUCATION REPORT, 1903, Public, society, and school libraries in the United [Goluinii 5; Building— O, owned; R, routed; F, furuislied free. 6: Supported by— T, taxation; R, reference; Local ion. Name of library. Founded. .s Building— Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. > 3 4 5 6 7 8 9 VIltGINIA— con. Gr>34 Richmond . .Southern Hi.storical Society.. 1875 Hist .. F. C. S. R. 1,000 0530 . do . • Law . . F. T. Fr. R. 12, 500 6530 1823 State . F. T. F. R. 75,000 6537 . do . Union Theological Seminary 1824 Theo . 0. C. Fr. B. 18, 000 (Spence Library). 6538 Sch . . . F C. Fr R. 6,000 6539 . do . Virginia Historical Society... im Hist . . 0. C. S. Fr. R. 10, 000 6540 . do . Virginia Mechanias’ Institute 1884 Sci.... F. T. F. B. 1,583 6541 . do . Virginia Union University ... 1899 Col ... F. C. Fr. B. 10,000 6542 . do . Woman’s College . Col . . . F. C. Fr. R. 1,400 6543 . do . Young Men’s Christian A.ssoc. ‘i854' Y. M . . F. C. S. Fr. B. 3.000 6544 Sch . . . F. C. Fr. B. 1,000 6545 1853 Col ... 0. c. S. Fr. B. 23, 000 6r>46 City Public School . Sch . . . F. T. Fr. R. 1,250 6547 . do . Mary Baldwin Seminary*. . . . 1863 Sch... F. C. S. R. 2, 500 6548 . do . Virginia Female In.stitute. . . . 1880 Sch . . . F. C. Fr. B. 1,200 6549 . do . Va.iSch. for the Deaf andBlind Asy . . . F. T. Fr. B. 1,350 6550 . do . Young Men’s Christian As.soc. 'i874’ Y. M.. F. C. S. Fr. B. 3,500 6551 Theological Sem. . Virginia Theological Sem . . . . 1856 Theo . F. C. Fr. B. 25, 000 6552 William, sburg . William and Mary College .. . 1693 Col . . . F. C. Fr. B. 10,000 6553 Winclicvster . l^piscopal Female College.... Col ... F. C. Fr. B. 1,000 6554 . do . Fairfax College . Sch . . . F. C. Fr. B. 1,500 WASHINGTON. 6555 Aberdeen . Public Li bray . 1902 Gen . . K. T. F. B. 1,‘282 655'0< Burton . Vashon College . Col ... F. c. Fr. B. 1,276 6.5,57' T^,'il£S.icy . .State Normal School . 1892 Sch . . . F. T. Fr. B. 4,000 65.58 Colfax . Public High School . Sch . . . F. T. Fr. B. 1,200 6559 Dayton . Public School * . 1886 .Sell . . . F. T. F. B. 1,200 6560 F.llensbnrg .State Norma,] .School . 1891 .Sell _ F. T. Fr. B. 2,900 6.561 J^verett . Public Library . 1898 Gen . . 0. ■p. F. B. 2, 380 6562 North Yakima .... Public Library A.ssociation. . . 1896 Gen .. R. C. S.Fr. B. 1,784 6.503 . (IC) . Public .School . Sch... F. T. Fr B. 1,000 6564 Olympia . Olympia Lodge, I. 0. 0. F.*. . . 1890 0. F . . F. C. Fr. B. 1,200 6565 . do . State Library . 1853. State . F. T. F. B. 50, 000 6.566 Port Townsend . . . Public Library A.s.sociation . . . 1898 Gen .. F. C. S. B. 2, 048 6567 Pullman . W ash . A gr . Col . and Sch . of Sci 1891 Col ... F. T. Fr. B. 7,000 6568 Puyallu]) . Public High School . Sch . . . F. T. Fr. B. 1,000 6.569 Ritzville . Library Association . 1903 Gen . . F. C. F. B. 1,310 6570 Seattle . Academy of the Holy Name Sch F. c. Fr B. 1,000 6.571 . do . Public High School . Sch... F. T. F.’ R. 3,000 6572 . do . Public Library . 'i89i’ Gen .. R. T. F. B. 40, 000 6573 Seattle (Univer¬ University of Washington _ 1861 Col . . . F. T. F. R. 15, 000 sity Station). 6574 . do . Law .School . Law . . F. T. Fr. R. 1,200 6575 Snohomish. . . Public Library . 1900 Gen .. 0. T. C. F. B. 1,000 6.576 . do . Puget .Sound Academy . 1886 .Sch . . . F. C. F. R. 1 , 200 6577 South Park . Col. of Our Lady of Lourdes.. 1890 Sch... F. C. Fr. R. 2, 400 6.578 Spokane . City Library . 1888 Gen . . F. T. F. B. 8, 200 6579 . do . Gonzaga College . 1887 Col ... F. C. F. R. 14,000 6580 . do . Public High School . 1894 Sch . . . F. T. D. Fr. B. 1,631 6581 . do . St. Catherine’s Academy of 1891 .Sch . . . F. C. F. B. 3,500 the Holy Name. * 6582 Tacoma . Annie V/ right Seminary. . . 1885 Sell _ F. C. Fr. B. 3,000 6.583 . do . Ma.sonic Library As.sociation . 1891 Mas .. R. T. Fr. B. 1,000 6584 . do . Public High .Scliool . 1891 Sch . . . F. T. Fr. R. 2, 222 6585 . do . Public Library . 1886 Gen . . O. T. F. B. 18, 649 6586 . do . University of Puget Sound Col . . . F. C. Fr B. 3,000 6,587 Tacoma (Whit¬ Whitworth College (Mason 1890 Col . . . F. c. S.Fr. B. 8,000 worth Station). Library). 6588 Vancouver . Public Library . 1890 Gen . . F. T. F. B. 1,500 6589 . do . Ihiblic School . 1890 Sch . . . F. T. F. B. 2, 000 6.590 . do . St. James College * . 1856 Col . . . 0. C. Fr. B. 2,0% 6,5'.>1 Walla Walla . De La Salle Institute . Sch . . . F. C. Fr. B. 2,000 6,592 . do . Free Public Library . 1897 Gen .. R. T. F. C. 3,500 6593 . do . Whitman College . Col . . . F. C. Fr. B. 9,974 6594 Whatcom . State Normal School . .Sch... F. T. Fr. B. 4, 500l * Statistic, s of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBKARIE8, 1007 Stales of 1,000 volumes and. over in 1903 — Continued. C, corporation; D, donations. 7: F. free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. O bo 0)^ Name of lil>rarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 13 14 15 16 17 IS 19 6534 100 $500 $500 W. W. Scott . 6535 1,500 300 5,621 $759 6,380 . do . 6536 i;ooo 325 500 862 $8,000 $30, 000 W. W. Moore . 6537 6538 153 3, 912 6539 1,000 9c8 N. P. Cofer . 6540 1,010 325 150 218 3,763 F. G. Lewis 6541 Carrie V. Dyer . 6542 6543 6544 5,000 560 3, 600 385 10, 000 W. F. Morehead . 6545 50 6546 6547 25 68 Julia Yen . 6548 6549 100 4, 200 200 W. D. Hoge . 6550 400 10, 000 M. B. Worthington . 6551 100 100 Emily P. Christian . 6552 6553 6554 150 822 10, 759 840 904 \ Mrs. J. M. Walker . 6555 0556 70 1,412 Mabel M. Reynolds 6557 6558 150 200 2, 846 140 6559 100 1,000 1,465 Ella G. Warner . 6560 G50 345 if675 910 750 Gretchen Hathaway. . . . 6561 112 240 • 755 Bessie C. Hall . 6562 50 150 6563 200 6.564 10, 000 3, 500 6, 050 6,050 .1. A . Go, 1)1 p . 6565 175 5, 229 796 Laura Plummer.. . . 6566 2, 000 150! 4,715 3,040 3,040 Gertrude Saxton . 6567 6.568 323 1,578 819 0. W. Hughart . 6569 6570 6571 2, 000 13, 017 161,671 43, 952 45, 248 200, 000 C. W. Smith . 6572 10, 000 700 TT. C. Coffman 6573 6574 150 200 420 1,500 James Burton . 6575 1,000 100 50 60 A. W. Taylor . 6576 200 75 499 245 Rev. Brother Percy . 6577 914 107 59, 113 1 5, 285 Estella Deft’enbaugh . 6578 600 1,500 Rev. M. Meyer . 6579 323 Grace F. Grant 6.580 70 85 6581 6582 7, 000 Edward R. Hare . 6583 300 187 1,830 300 Myrtle Vataw . 6584 4, 222 2,981 107, 677 3,545 6,085 10, 093 75, 000 Jonathan Smith . 6585 6586 500 50 1,000 6587 500 20 200' 6.588 500 100 65 100 C. W.Shumway . .’. 6589 897 6590 6591 300 12, 783. 1,500 1, 500 Margaret Center . 6592 8,000 438 200 i,ooo: Arminda L. Fix . 6593 6.594 1008 EDUCATION REPORT, 1903, Public, socielij, and school libraries in the United [Column 6: Building— O, owned; R, rented; F, furnished free. 6: Supported by— T, taxation; R, reference; hocation. Name of library. Founded. 1 Building — Supported by — Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. > 2 3 4 5 6 1 7 8 9 WEST VIRGINIA. Sch. F. T. Fr. B. 1,200 Morris Harvey College . 1888 Col . . . F. C. Fr. R. 1,800 6.597 Beckley Semmary .T. . Sch... F. C. Fr B. 1,000 6598 Bethany . Bethany Col. Reading Room . 1841 Col . . . F. C. S. Fr. B. 3,000 6599 Public School . Sch . . . F. T. Fr. B. 1,300 6600 . do . W. Virginia Conference Sem . 1892 Sch . . . F. C. Fr. B. 3, 000 6601 State Library* . 1868 Law . . F. T. F. R. 14, 000 6602 . do . West Virginia Historical and 1890 His . . . F. T. F. R. 9,500 Antiquarian Society. 6(503 Powhatan College . Sch . . . F. C. Fr. B. 1,000 6604 . do . Stephenson Selninary for Sch . . . F. C. Fr. B. 1, 000 Young Ladies. 6605 Public School . Sch... F. T. Fr. R. 2, 106 6606 Fairmont . Public high School . Sch... F. T. Fr. B. 1,000 6607 . do . State Normal School . 1872 Sch . . . F. T. Fr. B. 3,000 6608 Glenville . State Normal School . 1873 Sch . . . F. T. Fr. B. 14,000 6609 Sch... F. T. Fr. B. 1, 250 6610 . do . Asy _ F. T. F. B. 1,000 6611 Harpers Ferry.... Storer College (Roger Wil¬ 1876 Sch . . . F, C. Fr. B. 5, 000 liams Library). 6612 Huntington . Marshall College . 1898 Sch . . . F. T. Fr. B. 7,000 6613 . do . Public Library . 1902 Gen .. 0. T. F. B. 2, 985 6614 Institute . . West Virginia Col. Institute.. Sch... F. T. Fr. B. 1,500 6615 Levvdsburg . Lewisburg Female Institute. . Col ... F. C. Fr. B. 1,400 6616 Morgantoivn . West Virginia University . Col ... 0. T. F. B. 20, 978 6dlJ . do . College of Law . Law . . F. T. F. B. 1,200 66iK . Parkersburg . Academy of the Visitation 1900 Sch... F. C. S. B. ' 1,000 (McGovern Library). 6619 . do . High School and Public Lib Sch . . . F. T. F. B. 4,300 6620 . do . Library Association . 1891 Gen .. F. C. S.Fr. B. 2, 654 6621 Romnev . West Virginia School for the 1873 Asy . . . F. T. Fr. B. 1,000 Deaf and the Blind. 6622 Salem . Salem College . 1890 Sch... F. C. F. R. 3,500 6623 Shepherdstown. . . Shepherd Col., State Nor. Sch. 1872 Sch . . . F. T. F. R. 2, 400 6624 Sistersville . Public High School . Sch ... F. T. Fr. B. 1, 200 6625 Wellsburg . Public Library . 1897 Gen .. R. C. F. B. 1,900 o626 . do . Public School . Sch . . . F. T. Fr. B. 1,100 6627 West Liberty . State Normal School . 1870 Sch . . . F. T. Fr. B. 3, 000 6628 Weston . Public School . 1892 Sch . . . F. T. Fr. B. 1,260 6629 Wheeling . Academy of the Visitation*.. 1848 Sch . . . F. C. S. B. 5, 000 6)630 . do . Mount De Chantal . 1848 Sch . . . F. C. Fr. B. 6, 000 6631 . do . Public Library . 1882 Gen... R. T. F. B. 19, 360 WISCONSIN. 6632 A Igonia. . Public High School . ' 1870 Sch . . . F. T. Fr. B. 1,300 6633 Alma . Public High School . ' Sch . . . F. T. Fr. B. 2, 700 6634 Antigo . High School * . 1883 Sch . . . F. T. Fr. B. 1,200 6635 . clo . Public Library . Gen. . . F. T. F. B. 2, 320 6636 Appleton . Free Public Library . 1897 Gen... F. T. F. B. 7, 765 6637 . do . Lawrence University (Apple-/ 1850 Col ... F. C. F. B. 20, 146 ton Library). 6638 . do . Rvan High School . 1877 Sch ... F. T. Fr. B. 2,500 6639 . do . Third Ward High School . 1886 Sch ... F. T. F. R. 2,500 6640 Arcadia . Free Public Library . 1899 Gen... F. T. F. B. 1,183 6641 Ashland . North Wisconsin Academy 1895 Sch . . . F. C. Fr. B. 3,000 (Lathrop Library). 6642 . do . Public High School . 1888 Sch . . . F. T. Fr. 1,000 6643 . do . Vaughn Public Library . 1887 Gen... 0. C. F. 1 B. 4,682 6644 Bara boo . Public Library . 1897 Gen... 0. T. F. 1 B. 7,058 6645 Bay Held . Public High School . Sch . .. F. T. F. 1 B. 2,000 6)646 : . . . .do . Public Lib. and Reading Room ! 1857 Gen... R. T. F. B. 2,364 ()647 Beaver Dam . Wavland Academy . i 1860 Sch . . . F. C. Fr. ! B. 2,000 6)648 . do . Williams Free Library* . 1884 Gen .. 0. T. F. i B. 8, 017 6619 Belleville ... Free Library . Gen . . F. T. F. 1 B. 2,199 6650 Beloit . Beloit College . ! 1,848 Col ... 0. C. Fr. i B. 30, 000 6651 . do . Public Library . 1895 Gen .. 0. T. F. 1 B. 8, 579 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBKARIES, 1009 Slates of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7; F, free; S, subscription; Fr, free for reference. 8; C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued lor home use. Keceipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ pro pria- tion. Productive funds. 10 11 12 lo 14 15 10 17 18 19 6595 ... 6596 6597 200 $150 Ethel Streator . 6598 6599 200 150 T. W.Haught . '.... 6600 200 13, 000 3,000 6601 9, 600 540 ’ 1, 200 1,200 Madeton D. Laidley . 6602 6603 6604 50 1,800 50 6605 6606 425 300 350 6607 300 8^ 750 6608 6609 250 250 6610 1,000 50 Lena B. Lightner . 6611 300 3, 000 650 650' Elizabeth F. Mvers . 6612 300 513 6,226 ^3, 500 3, 604i $35, 000 $35, 000 Adrienne Burns . 6613 6614 1 . 6615 400 1,603 9, 547 7, 500 7, 500 101, 809 Pauline G.Wiggin . 6616 661V . . 6618 300 830 1,500 1, 500 1 Hilda Hemmerick . j'. / 6619 J 305 786 Carre Shrewsbury . 6620 . .. 4,^ . . 500 E.T. Chapin _ i . 6621 1,000 50 50 . S.B.Bond . 6622 25 100 200 ' 200 Mable Gardiner . 6623 6624 50 4, 500 . 523 6625 . 1 6626 500 100 300 i 300 Lorain e Fortney . 6627 300 971 97 6628 125 1 6629 50 1 Sister M. Xavier . 6630 947 64, 606 4, 892 ! 5,301 Miss A. B. Wilson . 6631 2C0 6632 6633 50l 185 170 6634 1 600 25, 520 1,406 1,442 Clara H. Ivunst . 6635 819 48, 103 2,464 3, 347 1 Agnes L. Dwight . 6636 8,000 925 2, 629 $766 1,024 0 0 Zelia A. Smith . 6637 35 100 100 Alberdie B. Cressler . 6638 60 Ti. E. Carncross . 6639 74 5, 413 203 325 Louise Gasser . 6640 105 220 5 M. G. Ferenga . 6641 100 Marion Connell . 6642 143 19, 049 3,500 30, 000 T.G. Mitchell . 6643 1,000 558 26,588 1, 500 1,794 15, 000 Kate M. Potter . 6644 100 6645 7,294 889 1,000 1, 942 Alice M. Hughes . 6646 Edwin P. Brown . 6647 1, 601 27,098 1,126 2, 665 15, 000 6648 3, 074 Grace Knox . 6649 10, 500 1,220 3,065 500 1 810 12, 000 22, 000 6650 497 43. 454 i 2.600 2.600 25, 000 Martha W. Bell . 6651 ED 1903 - 61 1010 EDUCATION EEPORT, 1908, Puhlic, society, and school libraries in the United [Cohiinn 5: Building- — O, owned; R, rented; F, furnished free. 6: Supported by — T, taxation; R, reference; Location. 1 1 Name of library. Founded. Class. Building — 1 1 o m Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 -i 5 0 ‘ 8 ■ 1 9 v.'iscoxsix— con. j 1 Gen . . R. T. F. B. 2,050 . do . Public Hieh School . Sch... F. T. F B. 1,000 (idol Black River Falls. Public Librarv . Gen .. 0. T. F b: 1,362 6655 Boseobel . i . . Public High School . I 1875 Sch... F. T. Fr. B. 1, 500 Sch . . . F. T. Fr B. 1,009 6657 Brodhcnd . School District . 1888 Sch . . . R. T. F. B. 1,195 665S Burlington . Public High School . Sch... F. T. Fr. B. 1,200 665'.) Chippewa Falls . . . Public Librarv . 'iS94’ Gen .. R. T. F. B. 7,428 6660 . do . Public School . ! 1889 Sch . . . 1 F. T. Fr. B. 4,276 6661 Clintonville . Young People’s Society of ' 1890 Gen .. F. C. F. C. 1,000 Christian Endeavor. 6662 Columbus . Free Public Librarv . 1901 Gen .. F. T. F. B. 2,7-04 6668 Cumberland . Free Librarv . 1898 Gen .. R. T. F. B. 1,203 6661 Darlington . Free Library . 1899 Gen .. R. T.D. F. B. 1,490 6665 . do . Public High School . Sch . . . F. T. F. B. 1,257 6666 Delafield . St. John’s Military Academy . Sch . . . F. C. Fr. B. 5,000 6667 Public High School . Sch . . . F. T. Fr. B. 1, 150 6668 . do . Wiscon.sin School for the Deaf 1852 Asy... F. T. Fr. B. 3, 000 6669 Dc Pere . . Public Library . 1896 Gen .. F. T. F. B. 3, 000 6670 . do . Public School . Sch . . . F. T. Fr. B. 1,200 6671 Dodgoville . Public Library . 1900 Gen .. R. T. F. B. 1,000 6672 . do . Public School . Sch... F. T. F. B. 1,000 6673 Durand . Free Library . 1896 Gen .. R. T. F. C. 1,241 6674 . do . Public High School . 1885 Sch... F. T. Fr. R. 1,000 6675 Fast Trov . Public High School . Sch . . . F T Fr B. 1,000 6676 Eau Claire . Public Library . 1875 Gen . . 0. T. F. B. 13, 539 66X Edgcrton . Public Library . Gen .. R. T. F. B. 1,623 667^ Jjl,khorn . Chas E. Sprague Free Library. 1901 Gen . . R. T. F. B. 2, 701 6679 ’ .....do . Public High School . 1875 Sch... F. T. F. B. 1,044 6680 Ellsworth . Public High School . Sch _ F. T. Fr. B. 1, 000 6681 Elroy . Public High School . 1900 Sell... F. T. F. R. 2,000 6682 Evansville . Public Library . 1899 Gen .. F. T.D. F. B. 2,682 (;683 Fairchild . Public High School . ' Sch . . . F. T. Fr. B. 1, 000 6681 Fern . Public Library . 1898 Gen . . R. T. Fr. C. 1,250 6685 Florence . Public School . . . Sch . . . F. T. F. B. 2,400 6686 Fond du Lac . Grafton Hall Library . 1893 Sch... F. C. Fr. B. 2, 100 6687 . do . Public Library . 1877 Gen ..1 0. T. F. B. 20, 495 6688 Fort Atkinson _ Public High School . Sch . . . F. T. Fr. B. 2,000 6689 . do . Public Lij>rary . 1892 Gen .. F. C. F. B. 2,500 6690 Galesville . Gale College . 1859 Sch... F. C. Fr. R. 3,000 6691 Gilmanton . Howard Library Association . . 1861 Gen .. F. c. S. B. 2, 500 6692 Glen wood . Public High Scliool . Sch . . . F. T. Fr. B. 1,200 6693 Grand Rapids . Lincoln Iligh School . . Sch... F. T. F. B. 1,000 6694 . do T B. .Scott Free T;il)ra’’y 1 . Gen . . F T. F. B. 5, 322 6695 Green Bay . Kellogg Public Library . 1889 Gen .. 0. T. F. B. 9, 989 609(; I lav ward . Havvvard Free Library . Gen .. F. T. F. B. 3, 027 6697 Hillside . Hoinc School . 1887 Sch . . . F. C. F. B. 3, 000 6898 Horicon . Free Library . Gen .. R. T. F. B. 1,296 6699 Hudson . Ihiblic HighYSchool . . Sch... F. T. Fr. B. 1,172 6700 . do . Public Library . iooi Gen .. 0. T. F. B. 1,500 6701 Janesville . Free Public Librarv . 1878 Gen .. 0. T. F. B. 10, 000 6702 . do . Public High Schooi . Sch . . . F. T. Fr. B. 1,000 (;703 . do . State School for Blind . 1850 Asy. .. F. T. Fr. C. 4, 000 6704 .Tefferson . Public High School . Sch . . . F. T. Fr. B. 1, 800 6705 Kaukauna . Free Public Library . . 1899 Gen .. R. T. F. B. 2,716 6706 Kenosha . Gilbert M. Simmon.s Library . 1900 Gen .. 0. T. F. B. 13, 723 6707 . do . Kemj)er Hall . Sch... F. C. Fr. B. 3,400 6708 . do . I’ublic School . 1890 Sch... F. T. Fr. R. 1, 500 6709 Kewaunee . Public School . 1890 Sch... F. T. F. R. 2,091 6710 Kilbourn . Public Library . 1895 Gen .. 0. T. F. C. 1,451 6711 La ('rosse . Public High School . Sch . . . F. T. Fr. R. 1, 000 6712 . do . Public Library . . . 1888 Gen .. 0. T.C. F. B. 13, 343 6713 Lake Geneva . Public Library . 1895 Gen .. 0. T. F. B. 3,044 6714 Lake Mills . L. D. Fargo Free Public Lib .. Gen .. 0. T. F. B. 1,471 6715 . do Public School - . 1881 Sch . . . F. T. F. B. 1, 000 6716 Lodi . Pulrlic Higli School . Sch . . . F. T. Fr. B. 1,000 6717 Madison . Dept, of Public Instruction =5= . Gen .. F. T. Fr. B. 20, 000 * Statistics of IDOO. PUBLIC, SOCIETY, AND SCHOOL LIBRAEIES. States of 1,000 volumes and over in 190S — Continued. 1011 C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. S: C, circulating B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 18 14 15 IG 17 18 19 100 6, 032 8250 8300 L. JI. Kraege . 158 76 3, 5‘>8 200 299 8200 Anna C. V/ylic . IW 130 30 Amanda Bodden . 64 51 Emma C. Randall . 1,072 448 30, 478 S2, 000 2, 153 Belle Wabrath . 181 325 Mary A. Ritchie . 30 2, 430 40 F. A. Sedgwick . 251 14, 013 700 860 812 81, 000 Ilenriette von Briesen. . . 185 7, 057 281 *^99 825 125 6,907 300 59-1 Isabella Bird . . 100 100 107 107 I. B. Davies . 1, 000 200 '226 286 14, 501 834 901 Helen S. Mathew'S . 50 120 173 173 Belle W. Collins . 60 141 5, 179 150 280 Mrs. R. Lane . 50 100 59 59 Edna Pricleaux . 3 4, 147 300 582 Mrs. E.M. Dunlap . ICO 60 50 50 Elizabeth K. Lieffring . . . 1, 193 1,228 45, 214 4, 000 4, 142 Jean Hawkins . 282 7, 250 Mrs. H. Croft . 745 394 4,141 350 225 707 Edna L. Derthick _ 30 1 . 125 105 117 ^25j 191 11, 93C 200 512 Maggie Gillies . . 1 100 63 63 500 50 90 Miss Holford . 1,500 782 43, 352 2,500’ 2,660 Emma E. Rose . 1,000 150 130 130 J. A. Hagemann . 126 11, 065 500 520 Sue C. Nichols . H. N. Hasund ... 75 2, 000 50 103 525 100 385 385 H.S. Yonker. 357 19, 585 1,000 1, 000 Edith L. Roblin . 465 583 49, 616 6,000 6, 313 28, 500 Deborah B. Martin . 515 165 4, 774 1,436 1,449 Christine Gaulette . 1,000 249 3,272 300 405 Clara B. Carr . . 1 500' 11, 000 1 :o o 1 3,500 3, 500 Louise L. Best . 1 300 300 75 75 153 18, 654 825 927 Lillian E. Bell . 1,466 56, 364 10, 251 10, 498 150, 000 Clara P. Barnes . 700 _ 1 _ W. J. Hammil . 97 5,842 Virginia. Wattn.wa. 871 280 7, 094 224 239 1, 500 Lillian Ramsay . 75 200 200 504 34, 318 1,500 2, 194 3,807 70, 000 12, 000 Annie E. Hauscome 138 364 10, 699 275 936 Gertrude J. Noves . 1,471 6,087 Clara, Af Afoshpr 100 60 60 A . B. West - . 500 6G52 6653 665i 6655 6656 6657 6658 6659 6660 6661 6662 6663 666-1 6665 6666 6667 666S 6669 6670 6671 6672 6673 6674 6675 6676 6377 6678 6679 6680 6681 6682 6683 6684 6685 6686 6687 6688 6689 6690 6691 6692 6693 6694 6695 6696 6697 6698 6699 6700 6701 6702 6703 6704 6705 6706 6707 6708 6709 6710 6711 6712 6713 6714 6715 6716 6717 1012 EDUCATIOiSr KEPORT, 1903, PiiNic, society, and school libraries in the United [r'o’.unni 5: Building— O, owned; R, rented; F, furnished free. 6: Supported by— T, taxation; R, reference; Location. Name of library. Founded. Class. Building — Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 0 3 4 6 G 7 8 9 wiscoxsix— con. 6718 Madison . Free Library . J876 Gen .. F. T. F. B. 19, 377 6719 . do . Model Township Library* ... 1887 Sch . . . F. T. Fr. R. 1,500 6720 . do . Wisconsin Academy of Sci- 1870 Sci.... F. C. F. B. 5, 000 ences, Arts, and Letters. 6721 . do . State Historical Society . 1853 Hist . . 0. T. F. R. 125, 000 6722 . do . . State Law Library . 1836 Law . . F. T. Fr. R. 37, 993 6723 . do . University of Wisconsin . 1850 Col . . . F. T. F. B. 78, 600 6724 . do . College of Law . Law . . F. T. F. B. 5, 000 6725 . do . Woodman Astronomical Lib . 1884 Sci.... F. D. F. R. 3, 100 6726 Manitowoc . Public Library . 1900 Gen .. 0. T. F. B. 6, 518 6727 . do . South Side High School . Sch . . . F. T. Fr. B. 1,000 6728 Law . . F. T. F. R. 1,000 0729 . do . Public High School . Sch . . . F. T. Fr. B. 1,243 6730 . do . Stei)henson Public Library... 1878 Gen . . 0. T. F. B. 9,037 6731 Markesan . Public Library . 1900 Gen .. R. C. S.Fr. B. 1,216 6732 Marshfield . Free Library . 1901 Gen .. F. T. F. B. 2, 956 6733 Medford . Free Public Library . 1903 Gen .. F. D. F. B. 1,246 6734 . do . "Public School . 1890 Sch . . . F. T. Fr. R. 1,000 6735 Menaska . E. H. Smith Free Public Lib.. 1895 Gen .. 0. T. F. B. 4,824 6736 Mendota . State Hospital . 1888 Asv. . . F. T. F. B. 2,298 6737 Menoinonie . Memorial Free Library . 1890 Gen .. 0. T. C. F. B. 8,536 6738 . do . I’ublic High School . 1900 Sch . . . F. T. F. R. 2,366 6739 Merrill . Ihiblic High School . Sch . . . F. T. Fr. B. 1,000 6740 . do . T. B. Scott Free Library . 1891 Gen .. F. T. F. B. 8, 200 6741 Milton . Milton College (Daniel Bab¬ Col . . . F. C. F. B. 6,916 cock Library). 0742 Milton Junction .. Public High School . Sch . . . F. T. Fr. B. 1,000 674k ^Milwaukee . Concordia College (Teachers 1882 Col ... F. C. S. R. 4, 600 and Students’ Library). 6744 . do . East Division High School ... Sch . . . F. T. Fr. R. 2,000 0745 . do . German-English Academy. . . 1852 Sch . . . F. C. Fr. B. 3,000 6746 .... .do . Grand Lodge, F. & A. M . 1844 Mas .. R. C. Fr. R. 1, 300 6747 .. ..do . Law Library Association . 1860 Law . . R. C. S. B. 9, 612 6748 . do . Marquette College . 1881 Col . . . F. C. Fr. B. 10,200 6749 . do . Milwaukee Academy . Sch . . . F. c. Fr. B. 1,200 6750 . do . Milwaukee Downer College.. 1895 Col . . . F. c. Fr. B. 5, 306 6751 . do . Milwaukee Turnverein . 1855, Soc . . . 0. c. Fr. B. 2, 800 6752 . do . National German-American Sch . . . F. c. Fr. B. 1,850 Teachers’ Seminary. 6753 . do . Public Library . .' . 1878 Gen .. 0. T. F. B. 145, 102 0754 . do . Public Museum . 1882 Sci ... F. T. Fr. R. 3, 209 6755 . do . South Division High School.. 1893 Sell . . . F. T. F. B. 3,000 6756 . do . State Normal School . 1885 Sch . . . F. T. Fr. B. 10, 183 6757 . do . West Division High School... 1896 Sch . . . F. T. F. B. 3,100 6758 Mineral Point . Public Library . 1894 Gen .. R. i T.C. F. B. 3, 606 6759 Mondovi . Free Public Library . 1902 Gen .. F. T. F. B. 1,139 6760 IMonroe . Public labrary . 1876 Sch... 0. T. F. B. 5,541 6761 Mosinee . Joseph Des.=ert Public Library . ! 1899 Gen .. 0. D. F. B. 1,071 6762 Jlount Calvary _ Capuchin Monastery Library. 1857 Thco . F. C. Fr. B. 6,354 6763 . do . St. Lawrence College . 1861 Sch . . . F. C. Fr. B. 3, 200 6764 Xa shotn h Nashotah House 1 Theo . F. C. Fr. B. 16, 000 6765 National Home . . . National Home for Disabled 1891 Govt . 0. T. Fr. B. 9,838 Volunteer Soldiers. 6766 Keccd.ah Public, Hie^h School .. Sch... F. T. Fr. B. 1,000 6767 Neenah . Public labra.ry . DO Gen .. 0. T. F. B. 8,426 6768 Neillsville . Free Library . Gen .. F. T. F. B. 2,428 6769 New Lisbon . I’ublic High School . Sch . . . F. T. F. R. 1,500 6770 New London . Public Library . 1 1895 Gen .. F. T. F. B. 1,401 6771 New Richmond _ Public School . 1 Sch . . . F. T. Fr. B. 1,125 6772 Oconomowoc . Library Association . 1893 Gen .. 0. C. F. B. 3,500 0773 . do . Public School . 1890 Sch . . . F. T. Fr. B. 2, 800 6774 Oconto . Farnsworth Public Library .. Gen .. 0. T. F. B. 2, 500 6775 Omro . Public High School . 1873 Sch . . . F. T. F. B. 1,200 6776 Oshkosh . Public High School* . 1869 Sch... F. T. F. B. 1,800 6777 . do . Public Library . 1896 Gen .. 0. T. F. B. 14,871 6778 . do . State Normal School . 1871 Sch... F. T. Fr. B. 10, 320 6779 I’ewaukec . Public School . Sch . . . F. T. F. R. 1,000 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBKAIIIES, 1013 Siates of 1,000 volumes and over in 1908 — Continued. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Receipts from — Total income. Permanent en¬ dowment fund. Value library building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 16 17 18 19 1,642 79, 422 $5, 250 ®5, 716 Julia A. Hopkins . W. M. Smith . 120, 000 6,000 30, 000 $7, 370 37, 370 $500, 000 I. S. Bradley . 834 3; 500 3,500 24, 800 4,200 22, 935 22, 935 W. M. Smith . 225 Geo. fb Gomstock . . 366 35, 762 0 90-t 3, 393 Florence C. Hays . flOO 400 50 50 400 Ula Settersten . 400 1,157 42. 785 3,500 3, 931 31,000 Julia E. Elliott . '250 50 281 79 1,026 15, 675 672 2 056 H.D. Ellin wood . 141 5, 048 240 . Joanna Hislop . 200 134 134 . 600 602 20, 982 2,217 384 2,526 . $10, coo . 22, 000 Lucy L. Pleasants . Era M. Bullard . 919 568 31, 978 400 2,150 2, 550 65, 000 95, 000 Stella Lucas . 436 205 205 502 36, 359 490 490 7,000 Janet Russell . 79 283 50 100! Edwin Shavv . 600 56 200 437 1 Otto Hattstaedt .... 150 150 Elizabeth McNaney . 200 1,500 150 400 Max Griebsch . . i Wm. W. Perry . 1, 615 W.W. Wright . 1,450 150 2,000 100 V.Putten,S. J . 250 289 256 522 4, 000 600 50 800 Gustav Leupold . 14, 000 14, 962 545, 466 55, 002 62, 384 500, COO G. W. Peckham . 7, 044 274 H.L.Ward . 1C0‘ 200 200 . i Luise Hacssler . 1, 182^ 46, 2.53 1,050 3, 226 Delia G. Ovitz . 200 500 500 324: 200 236 . ! Bertha Brown . 47 1,170 4, 743 300 754 . i Charlotte MacGregor.... 708' 17, 067 1, 250 1,296 Katherine Smock . 155 i 4, 612 222 . Clara E. Boyde . 50 350 Rev. C. Vienacker . 200; J oseph Wald . L. W. Hixon . 188 30, 601 10, 000 E. F. Phelps . 355 25, 546 1,219 1, 330 22, 000 Miss Zana K. Miller . 320 11,945 601 655 Marne Woodward . 150 Gertrude Gibbons . 23 3,640 150 160 Jenne Radkcy _ ^ . 425 200 225 225 C. J. Brewer . 550 20, 000 100 334 2, 000 5,000 Gabrilla Ackley . 100 250 250 9,614 Elizalmth B. Wales . 200 39 139 E. E. Sheldon . 948 1,000 2, 555 89, 072 4,000 3,000 9, 768 75, 000 56, 000 Emily Turner . 1, 343 41, 360 1,360 3,615 Ella G. Par'^ele . 300 60 50 i ■ 50 Elsie Morrison . G718 6719 6720 6721 6722 6723 6724 6725 6726 6727 6728 6729 6730 6731 6732 6733 6734 6735 6736 6737 6738 6739 6740 6741 6742 6743 6744 6745 6746 6747 6748 6749 6750 6751 6752 6753 6754 6755 6756 6757 6758 6759 6761 6762 6763 6764 6765 6766 6767 6768 6769 6770 6771 6772 6773 6774 6775 6776 6777 6778 6779 1014 EDUCATION KEPOET, 1903, Public, socieiij, and school libraries in the United [Column 5: Buildnig— O, OAvned; K, rented; F, furnished free. 6: Supported by— T, taxation; Fv, reference; Location. Name of library. Founded. Class. Building— Supported by— PYce. subscrip¬ tion, or free for reference. 'H. ^ c; 0 s S s-i P Volumes. 1 2 1 3 4 ' 5 ! ' 6 7 8 i 9 i AVISCOXSJN— con. i fiTfiO 1896 Sch . . . 1 F. T. F B 1,500 t;78i Piatteville . Normal Sc-honl . soil . . . i F. T. Fr. B. 6, 500 CiTS'A Gen . . ; R. T. F B. 1,413 07S0 ....'.do _ . Mhsion House of' the Re- 1862 Theo . ! F. C. ¥r. R. 6^200 formed Church. 0781 Portage . Free Public LibrarA' . 1901 Gen .. ! p T. F. B. 3, 995 0785 Povnette . High Sell, and ToAvnship Lib. 1875 Sch . . . i T F. B. 1,000 0780 Piairic du Cliien.. Public High School . Sch . . . ! F. T. Fr. B. 1,000 6787 . do . Sacred Heart College . 'isos’ Sch . . . i C. Fr. B. 15, 000 6788 Pre.'^cott . Public High School . Sch . . . I F. T. Fr. B. 1,200 67.89 issi Gen .. 1 0. C. Fr. C. 1,625 0790 . do . Public High School . 1853 Sch . . . If. T. Fr. B. 1,200 6791 . do . Public Library . 1896 Gen .. i R. T. F. i B. 9, 738 6792 . do . St. Catherine’s Academy . 1869 (sien .. 1 F. C. Fr. 1 B. 3,435 0798 Y M C. A . . 1890 Y. M.. 1 F. C. PY. i B. 1,000 6794 1899 Gen . . ! F. T. F. ! B. 2, 775 6795 Ehinelander . Free Public Lilirarv . j 1898 Gen . . ! F. T. F. i B. 2, 189 0790 . do . Public High SchooH-= . 1 Sch . . . 1 F. T. F. G. 1, 500 6797 Pice Lake . Free Public Library . i 1897 Gen . 1 0. T. F. B. 2, 278 0798 Kichland Center.. Free Public Library . 1896 Gen .. Tf. T F. B. 1, 625 6799 Rijjon Public Librai’A' • . j Gen . . 1 F.’ t! Y. B. 3, 330 (WOO . clo . Ripon College . i . Col . . . i F. c. S. Fr. i B. 15, 000 0801 Ri vpv Public School . . Sch 1 F. T. Pb B 1,250 0802 . do . State Normal School . 1874 Sch . . . i F. T. F. B. 10, 430 6803 Sc. Francis . Catholic Normal School and 1871 Sch . . . 1 F. C. Fr. B. 4, 097 Pio Nono College. 0804> ^ - do . St. Fraircis Seminary . 1860 Theo . F. c. S. B. 12, 500 6805 City . Public School . i . Sch . . . 1 F. T. Fr. B. 1, 200 0806 Sf ii u d i n a vi a. ScondinaA-'ia AcademA’ . 1 Sch. 1 F. c. Fr. B. 1, 500 6807 ShaAvano . Public High School* . i 1 F. T. F. B. 1,000 0808 SlieboA'gaii Public High School . 1880 Sch . . . I F T. F. R. 8,146 6809 . do" . Public LibrarA’^ . Gen . I 0. T. Y. C. 6, 533 6810 Shell Lake . Public High School* . i Sch... 1 0. T. F. B. 1,500 6811 Shullsburg . Public High School . Sch ... 1 F. T. Fr. B. 1,000 6812 Sinsinawa St. Clara AcademA" * . Sch ... F. C. B. 3, 000 6813 South MilAA'aukce. Public High Scho'ol . ! Sch... F. T. . F. B. 1,000 6814 Sparta . I’ree Library . j 'isso' Gen .. 0. T. F. B. 4,300 6815 . do . Public High School . 1 Sell . . . P". T. Fr. 1 B. 1, 200 6816 Spring Green . Public High School . . 1 Sch... F. T. 1 Fr. R. 1,000 6817 StanleA' . iMoon IMemorial Libraiw . 1901 Gen . . ! 0. T. F. B. 2, 019 6818 Stevens Point . Public High School*..'. . 1885 Sch...j F. T. F. B. 1,315 6819 . do . Pu'olic Librai’A" . 1897 Gen ..i 0. T. F. B. 5, 600 6820 . do . State Normal School . 1894 Sch . . . ‘ F. T. Fr. B. 9, 726 6821 Stf>iiphtf^n Free Public T/ihrarA' . 1 1901 Gen 1 F T. F 1 B 1,683 6822 Sturgeon Bay ..... Public School . '. . 1878 Sch . . . 1 F. T. Fr. R. 1, 607 0823 Suirerior . Public Library . 1888 Gen . . 0. T. F. B. 15, 090 6824 Slate Normal School . 1896 Sch . . . V. T. Fr. B. 5, 000 6825 9^070 ah . I'^rce Public Libraiw . 1886 Gen . . \ F. T. P\ C. 1,240 6820 Two Rivers . Joseph IMann Public Library. 1890 Gen .. 0. T. F. B. 3,118 6827 . do . Public High School . Sch ... i F. T. F. B. 1,338 6828 Viroqica . Public LibrarA" . 1898 Gen . . ! F. T. F. B. 1,970 6829 'Washburn . Congregational Church Parish Gen . . ! F. C. F. R. 1,200 LiVuary. * i 683Q . do . Public Library . 1890 Gen .. ' 0. T. F. B. 2, 630 6831 . do . Pulilic School . 1885 Sell . . . 1 F. T. F. B. 3, 000 6832 . do . Walker High School * . 1890 Sch . . . 1 F. T. F. B. 1,000 6833 WatertOAVi7 . Free Public LibrarA' . 1903 Gen .. R. T. F. B. 2, 707 6834 . do . NorthAvestern UniA'ersitA’ . 1864 Col . . . F. C. Fr. B. 6,115 6835 . do . 1 Public High School _ '. . Sell . . . ^ F. T. Fr. B. 1,000 6886 . do . j Sacred Heart College . 1880 Sch... F. C. S. Fr. B. 3, 000 6837 Waukesha . Sch . . . F. C. P"r. B. 1,200 6838 . do . Free Public Library . ’i960' Gen .. R. T. F. B. 3, 208 6839 . do . Public School Librarv' . Sch . . . F. T. Fr, B. 2,700 6840 . do . State Industrial Sch. forBoA’s. Sch . . . F. T. Fr. B. 1,225 6,841 Waupaca . I’^rec Public LibrarA'* . 1900 Gen . . R. T. F. B. 1,000 6812 . do . Public High School . , Sch . . . F. T. Fr. B. 2, 598 6843 Waupun . 1 Hill A'er Library . . 'isos’, 1 Gen .. F. T. F. B. 7,600 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBHARIES 1015 States of 1,000 volumes and over in 1903 — Coiitiimed. C, corporation; D, donations. 7: F, free; S, subscription; Fr, free for reference. 8: 0, circnlating; B, both.] Pamphlets. Volumes added during year. Books issued for home use. Taxation. ^ CD O >ipts frc 3i.2 Productive V funds. ' Total income. Permanent en¬ dowment fund. A’'alue library building. Name of librarian. 10 11 12 13 14 15 1(5 1 17 18 19 1 000 300 $125 $125 B. W. Bridgman . 225 Bee A. Gardner . 281 11 727 1661 785 Mrs. E. C. Ames . 500 $60 60 J. W. Grosshuesch . 376 I'^O 26, 376 1,400 1, 510 2,992 Mns. W. G. Blough . 200 40 C. E. Lamb . 110 5, 000 115 115 800 Henry Lachurt . TOO 800 30 80 James Goldsworthy . 135 43 632 32 $1, 500 Ella S. Phelps _ . 200 550 550 Grace E. Clinton . 657 1, 131 45, 984 5, 000 5, 189 100 75 A. W. Hopkins . 4 400 420 Hattie C. Swetland . 6 414 18, 089 1,000 1,876 Mary A. Smith . 200 100 150 150 1,000 1,008 $1, 000 Mrs. James Bobbins . 248 Mr.s. 0. F. BlpvCk . 11,430 1, 026 1,077 Frances P. Scribner . 0. J. Marston . 200 1,000 456 13, 087 1,479 1, 479; Caroline E. Silliman _ 1,084 57G J. M. Kasel. . 300 F. Schulze . ^ . .y 300 85 40 125 675 250 250 Hattie M. Heller . 830 41,169 3, 504 4, 035 Bertha Marx . 90 2, 000 63 63 1 135 135 300 16, 889 1,200 1,200 15, 000 Jennie Scouten . 100 30 300 25 25 Mary Bullock . 333 168 10, 082 800 829 Martha E. Dunn . 10 45, 995 925 1,193 20, 000 Mollie L. Catlin . 845 25, 965 Elizabeth F. Simpson. . . . 558 14, 672 1,068 1,107 Hilda Bjoin . 195 165 122 122 C. G. Stangel . 1,932 47, 196 '5, 000 5, 150 50, 000 Grace 0. Edwards . 900 250 1,450 H. L. Eateon . 301 7, 875 519 17 714 VV. T). Vo.swinkel 115 15, 018 750 ;945 4,000 Lizzie G. Baetz . 92 232 8, 290 814 814 Anna Turner . 1 . 452 14, 236 1, 500 1,510 6,000 Mav M. Green w'ood. . . . 200 200 100 300 1). E. Cameron 15 16 1,438 12, 275 1,500 6, 500 Maud R. MacPherson 560 1,039 1,300 350 Dr. F. H. Ott . 500 .1 .1 O’Pnrnke 1, 060 533 15, 915 1,000 1,016 Fannie L. Ells . 150 150 150 Tjella, .1. Blakeslee. . . 13, 000 1 . .1. S. Eae.seler 5, 287 200 743 1 3,000 360 18, 003 566 1 532 Sarah P. Donev . G7S0 6781 6782 6783 6781 6785 6786 6787 6788 6789 6790 6791 6792 6793 6791 6795 6796 6798 6799 6800 6801 6802 6803 6804 6805 6806 6807 6808 6809 6810 6811 6812 6813 6814 6815 6816 6817 6818 6819 6820 6821 6822 6823 6824 6825 6826 6827 6828 6829 6830 6831 6832 6833 6834 6835 6836 6837 6838 6839 6840 6841 6842 6843 lOlG EDUCATION KEPOKT, 1903, Puhlic, socieii/, and school libraries in the L'nited [Ccilumn 5: Building — O, owned; R, rented; F, furnished free. 6: Supported by — T, taxation; R, reference; Location. Name of library. Founded. Class. Building— Supported by— Free, subscrip¬ tion, or free for reference. Circulating, ref¬ erence, both. Volumes. 1 2 3 1 4 5 6 ■ 8 9 ■WISCONSIN— con. 1 1 ! Sch... F. 1 Fr. B. 1,416 ('.S4.5 . do . Asv ... F. i T. F. B. 3, 200 OS 1C) Wausau . Free Public Librarv . 1897 Ge'n . . R. 1 T- F. B. 3, 83^ 0847 . do . Marathon County ' Trainin g Sch . .. F. T. Fr. B. 1,200 School. 0848 Wausaukee . Free Librarv . 1902 Gen . . i 0 c. F. B. 1 600 0849 Wauwatosa . Evangelical Lutheran Theo¬ 1865 Theo . i F. c. F. B. 3, 000 logical Seminary. 1 6850 . do . Harwood Public Librarv . 1886 Gen . . ' 0. T. F. B. 4,225 6851 . do . Public School . Sch . . . F. T. Fr. B. 1,400 6852 West De Pcre . Public School ... . Sch . . . F. T. F. B. 1,492 6853 West Salem . Public High School . Sch . . . ' F. T. F. B. 1,300 6854 West Superior . State Normal School * . 1896 Sch... F. T. Fr. B. 3,500 6855 ' Whitehall . Free Librarv . 1889 Gen . . 0. T. F. B. 1,379 6856 j 1 Whitewater . Public Tiibrarv . 1899 Gen .. F. T. F. B. 3,625 6857 1 . do . Pul)lic School . . Sch . . . F. I T. Fr. B. 1,400 0858 . do . State Normal School 1868 Sch . . . 1 F. T. Fr. B. 7,900 6,859 Winnebago . Northern Hospital for Insane* 1875 Asy. . . ! F. T. 1 Fr. C. 2,270 6860 Wisconsin Vete¬ Wisconsin Veterans ’ Home . . 1888 State . 1 F. T. 1 Fr. C. 1,307 rans’ Home. ■WYOMING. 6801 Cheyenne . Carnegie Librarv . 1880 Gen. . . 0. T. F. B. 5,000 6862 . do . Laramie Countv Public Lib.*. Gen . . . F. T. F. B. 7,000 6863 . do . Public High School . Sch . . . F. T. Fr. B. 1,005 68G4-. . do . State Law Librarv* . 1872 Law .. F. T. Fr. R. 15, 000 6865 ' s Laramie . Albanv Co. Free Public Lib. . . Gen _ R. i T. F. B. 6, 300 6866 .^I'do . Univei’sitv of Wvoming . 1886 Col . . . F. ‘ T. F. B. 16, 300 6867 Rawlins . Public School . .' . 1894 Sch . . . F. ! T. F. R. 1,000 6868 Saratoga . Ballard Public Librarv . 1894 Gen... 0. ' C. F. B. 1,710 6869 Sheridan . Library Association . Gen... R. i T. 1 F. B. 4, 000 * Statistics of 1900. PUBLIC, SOCIETY, AND SCHOOL LIBRARIES 1017 States of 1,000 volumes and over in 1903 — Continued. C, corporation; D, donations. 7: F, free; S, snb.scription; Fr, free for reference. 8: C, circulating; B, both.] Pamphlets. Volumes added { during year. Books issued for home use. Receipts from — Total income, j Permanent en¬ dowment fund. Value library | building. Name of librarian. Taxation. Public ap¬ propria¬ tion. Productive funds. 10 11 12 13 14 15 IG 17 18 19 400 104 $96 $96 6844 800 500 500 6845 400 17, 516 $600 676 Nellie Si 1 vert, horn 6846 6847 50 960 Samuel Willshire . 6848 100 1,200 John Ph. Koehler. 6849 200 7, 326 900 900 $3, 000 Agnes B. Roddis . 6850 250 6851 100 200 Dora L. Penniston . 6852 500 200 6853 200 500 750 6854 83 2, 697 250 380 700 Clarence Van Tassel . 6855 713 21, 247 625 3, 500 Ella A. Hamilton . 6856 200 200 1 6857 700 452 24, 985 Grace E. Salisbury . 6858 15 2,270 6859 400 90 1,517 6860 700 17, 000 3,000 3,000 50, 000 6861 200 6862 50 48 48 H. E. Conard . 6863 6864 49, 987 Ella M. Roach . . . 6865 10. 000 1,248 3, 600 2, 668 2,668 Grace R. Hebard . . .rTT.. 6866 50 150 1,160 100 100 B. R. Crandall . 6867 600 260 800 2, 000 J. C. Kennedy . 6868 5, 000 100 180 180 John W. Cay wood . 6869 I ' A '* i , I . I ; ::t^ I ■ ti , -P f. i? CHAPTER XIX. MANUAL, INDUSTRIAL, AND TECHNICAL EDUCATION IN THE UNITED STATES. By Prof. Calyon M. Woodward, Director of the Manual Training School and Dean of the School of Engineering and Architecture, Washington University, St. Louis, Mo. [Several pages of this paper, with the permission of the editor, are taken from the same author’s article on ‘•Manual training” in the Encyclopedia Americana.] MANUAL TRAINING. This term, according to the best usage, signifies the systematic study of the theory and use of common tools, the nature of common materials, elementary and typical xirocesses of construction, mid the execution and reading of working draw¬ ings. The materials referred to are wood, metals, alloys, and plastic minerals; the dravvung includes both free-hand and instrumental, with iien, pencil, and brush. Some writers have endeavored to extend the meaning to cover every educational feature in which the hand is used and all materials which can be brought into the schoolroom. This servility to mere etymology is unnecessary and unwist^. A^efi- nition always involves limits, and v/hen all limits are removed there is no defii.ntion. The systematic study of tools, processes, and materials Utlie essential feature of manual training. Hence the incidental use of tools vs^ithout system for some ulterior object is not manual training. There is, of course, a suggestion of manual training when the teacher shows a child liovGo handle a pitchfork; when a wood¬ man teaches a novice how to swing an ax in cutting down a tree; when a foreman shows a green hand how to head a pin. Yet such cases are usually v/ithout system and continuity, and accordingly are excluded from the content of manual train¬ ing. One does not give a boy manual training by turning him loose in a shop any more than he gives a literary education to a boy who can not read by locking him in a library. It follows that the manipulations of the kindergarten, the “busy work” of the primary grades on the one hand, and the science laboratory and the commercial workshop on the other, are beyond the pale of manual training. The definition given at the beginning of this article had regard solely to the objective side. It did not state at all the effect upon the pupil, nor was the supreme purpose of manuaJ training even hinted at. In point of fact, manual training proves to be a, far better thing than was expected when the name was first used and. when the first manual training school was opened, and the present p)urpose and object of manual training are stated so broadly and T)hilosophically that the statement published for many years iii the catalogue of the St. Louis Manual Training School seems very modest, to wit: “ lo To furnish a broader and more appropriate foundation for higher technical education. “2. To serve as a develoxfing school where pu^jils could discover their inborn 1019 1020 EDUCATION REPORT, 1903. capacities and aptitudes, whether in the direction of literature, science, engineer¬ ing, or the practical arts. ‘ " 3. To furnish to those who look forward to industrial life opportunity to become familiar with tools, materials, the methods of construction, and exact drawing, as well as Vvuth mathematics, elementary science, and ordinary English branches.” Manual training is essentially a culture study. Its function is to develop the body by developing the brain and increasing its control over materials through the hand and eye. In early years the work of a child is qualitative rather than quan¬ titative. Physiologists tell us that the areas of the brain develop gradually and unequally: that a normal child does not recognize accuracy, and that he is inca¬ pable of precision, either in ideas or deeds, until he is several grades along in school. Tool work should result in accuracy in thought and in deed, and hence should not be attempted before the sixth or seventh grade. Dr. C. H. Henderson defines manual training as ‘'quantitative handicraft.” He adds: “ The brain grows by what it feeds upon. Given perfect health and a wealth of sense impression, especially a wealth of quantitative sense impression — that is to say, well-trained senses — and we have the physical basis for a full intel¬ lectual life. Without this large quantitative knowledge and developed brain we live in a world of illusion, a guess world of very imperfect rationality. To culti¬ vate the hand and eye and ear, even the nose and the tongue, is to enlarge the material of thought and the tool of thought.” In 1882, before the National Educational Association at Saratoga, the writer of this article defined manual training as “ a new art of expression ” in the concrete, as contrasted with verbal description and graphical representations. This view of manual training has been much elaborated of late, with the result that “ expres¬ sion ■ ' is by many persons regarded as the very essence of manual training. This result is unfortunate, since it confuses “ expression with the “ art of expression.” The former is a product of manual training. The logical study of the ‘‘art” constitutes the sum and substance of the educational feature known as ‘ ‘ manual tranliiig. ” It is impossible to take notice of all the vagaries into which enthusiastic teachers have been led by the notion that manual training is but the natural expression of what is already in the mind of the pupil, but the reader should reflect that there is a science of education, actual or iDotential, and that the very essence of a science is logical systematic management. All arithmetical operations depend upon the “fundamental rules;'” the processes of algebra consist of repeated applications of the four fundamental processes; the scientific study of a language begins with declensions and conjugations; so tool work, drawing, needlework, cooking, etc., begin with fundamental processes with typical ai^pliances upon typical materials. The articles constructed, the figures drawn, the gariu'^-nt sewed, or the dishes cooked are incidental, like blackboard work in long division or algebraic subtrac¬ tion or manuscript Latin prose; and like them they are valuable because they involve effort and result in mastery and power. The real end and aim of all edu¬ cation, whether “ manual " or “ spiritual,” is the developed, strengthened, disci¬ plined executive person, regardless of the fate of the exercises or products which were the means of his development. Originally, when manual training first took definite form in school education, it was generally assumed that it was intended to superse.de the old form of trade axrprenticeship, and not a few people defended and supported it on this ground. Because a boy learned how to use tools, how to keep them in order, and how to treat the common materials of construction, it was claimed that he Vvms learning a trade or several trades, and so the manual training school was regarded as a trade srhool. ‘ Ill spite of the fact that this assumption and this claim were both wrong, the MAOTAL, INDUSTRIAL, AND TECHNICAL EDUCATION. 1021 practical value of the boy's knowledge of tools and skill in their nse was for some years regarded as the qhief evidence of the value of manual training. In all ages men have recognized the value of skill in the use of tools and the proc¬ esses of construction. The my thic'al Vulcan, the Jewish Tubal Cain, the Greek Daedalus, Archimedes of Syracuse, the Miltonian Memnon are familiar esamiJes. The greatest invention of the ages has been the generation, transmission, and utilization of mechanical power, and along with it has come the invention and use of tools. Rousseau advocated systematic instruction and practice in the details of a trade or occupation, and Carlyle, in words now familiar to us all, declared that man was a tool-using animal; that without tools he was nothing; with tools, he was all. In every land men advocated the learning of a trade for a, livelihood or for culture. AVitness Peter the Great of Russia, the King of Prussia, and the New England seer, Emerson; but in all cases it v/as taken for granted that the only avenue to mechanical skill and culture lay through an apprenticeship to a builder • or manufacturer. Schools were for the study and mastery of books. The arts of the schoolroom were for masters and freemen; hence they were noble and were called the liberal arts. The arts of the mechanic v’ere for serving men. and were acquired only by intimate association with mechanics; so the practical arts Vv^ere held to be degrading because requiring a base companionship. The invention of machinery and the use of costly machine tools so far modified and limited apprenticeship as almost to ruin it. Trade schools sprang up all over Europe, and native American skilled mechanics ceased to exist. Numerous “manual-labor” or “half-tiine” schools came into being in America, but they involved no forward step, for the manual elements were unsystematic and uniiro- gressive, since the purpose of the labor was to earn a living while gaining literary culture. Engineering schools in Germany , England , and America introduced some features of “ shop work,” with skilled mechanics engaged ux)on commercial work as foremen. Next arose a \videspread demand for an opportunity for American boys to acquire the arts of the mechanic and at the same time avoid the narrowing, un^holarly atmosphere of the trade school. It was then that it was fii'St £iT,/f)osed to put the whole boj^ to school (this maxim was first used in an after-dinner address at a complimentary banquet given the writer in Boston in 1885, “I state my educational theory in six words — put the whole boy to school”); to combine manual with mental training; to put the liberal arts and the mechanic arts into the same curriculum; to deal simultanegusly with material forces and appliances and V/ith spiritual forces and appliances. This consummation was helped on in a signal manner by an exhibit at the Cen¬ tennial Exposition at Philadelphia in 1876. In the educational exhibit of the Imperial School of Moscow, there was a full presentation of the method of tool instruction, devised by ATctor Della-Vos in 1868. Della-Yos gave three years to tool instruction and then three more to actual construction with engineering students. His systematic analysis of tools and ijrocesses offered a practicable basis for such work in the programme of secondary schools. Prof. John D. Runkle, of the Massachusetts Institute of Technology, performed a great service to education by publishing a rejiort upon the Russian exhibit, by emphasizing the difference between “instruction ” and “ construction,” and by insisting upon the former as the special province of the school. Instruction shops for students of college grade were opened in Boston and in St. Louis in 1877. The St. Louis Manual Training School was established June 6, 1879, and opened in September, 1880, as a school of secondary grade. This was the first of its kind and soon attracted wide attention from educators both at home and abroad. The Baltimore Manual Training School opened in 1883, the Chicago Manual Training School in 1881, the Toledo kcliool the same year, the Central Manual Training School of Philadelphia in 1885, and then the movement became general all along the line. All these schools were of high 1022 EDUCATION EEPOKT, 1903. school grade, and there was a close resemblance in curricula, equipments, and melhods of instructiom Ail this x>rogress was made not without criticism and some opposition. It was asserted that tools and shops would lower the educational tone, degrade the high purpose of the school, and introduce confusion into its orderly conduct. It was claimed by eminent educators that the time spent in manual training would be an intellectual loss; that the graduates would become ‘‘a degraded mass of opera¬ tives:" that the school was imdertaking work which did not belong to it, etc. There is now abundant evidence that all these fears were groundless and that all the evil x)redictions Avere false. Better still, systematic and thorough manual training was found to have intellectual and moral value far exceeding all expecta¬ tions. Great as is the economic and industrial A’alue, the effect upon the mind and the heart is of far greater A’alue. A recent vigorous writer, Mr. James P. Munroe, of Boston, looking at the reflex action of manual training upon the pupil, maintains that when “rightly con-' ceived and carried on, it promotes coordination, it develops creativeness, it broadens culture, it strengthens character.-’ At the same time he does not hesi¬ tate to claim what many seem half ashamed to admit, viz, its vast economic A'alue in every industrial and construcliA’-e community. Manual training, appealing to eye and hand, establishes a coordination between the sensory and the motor i)arts of the brain, which is a most imi)ortant step in the thorough organization of the brain. This in-oper knitting together of diher- ent centers, this opening of paths of association bettveen the sensory and central portions of the brain on the one hand and the executive iiortions on the other, is most A ital to its health and efficiency. It makes for perfect sanity and mental health, for AAmll-balanced adjustment of life to eiiAnronment, for good judgment, for self-control, and for firmness and poise of character. Much of our xiresent school Avork diAnorces knowing from doing, and often exaggerates the relative Amine of the former as compared Avith that of the latter. — Tiiouias M. Balliet. NeAmi-theless, criticisms and objections occasionally appear, some of Avhich are extrelsQ^y amusiag. One opponent says, for example: “I am opposed to teaching boys how'to be sticks in all cases of emergency. You x>ut a lad into a xialatial shop and teach him how to be helpless all the rest of his life because he hasn't the tools handy. ’ ’ On the other hand, listen to Prof. William James, of Haiward UniAmrsity : The most colossal imi^rovement which recent years have seen in secondary education lies in the introduction of the manual-training schools, not because they will give us a people more handy and j) a‘'tical for domestic life and better skilled in trades, but hecanse th y Avill giA-e us citizens Avitli an entirely different intel¬ lectual filler. Laboratory AA'ork and shop Avork engender a habit of observation, a knowledge of the diff'eren e bet'veen accuracy and vagueness, and an insight into mil lire s c implexity a:id into the in ade quacy of all Amrbal a "counts of real Xihenomena. Avhicli once Avrouglit into the mind remain there a'S lifelong posses¬ sions. They confer precision, they give honeffy. they beget a habit of self-reliance, they occuxiy the iiiipil in a way ino.st congruous with the spontaneous interests of his age. They absorb him. and lea\ e imiiressions durable and profound. Com- Xiareil AAuth the youth taught liy these methods, one brought up exclusively by books carries through life a certain remoteness from reality; he stands, as it were, out of the ])ale, and feels that he stands so, and often suffers a kind of melancholy from AAdiich he mi ffit have been rescued by a more real education In Germany, where educational manual training was fir«t introduced in 1886, there Avas A'iolent oiiposition, partly because it Avas thought to be purely indus¬ trial, and x)artly on the general ground that manual training had not a single valid claim to entrance into the school arguments x^i’o and con the ixader is referred to the Bex:)orts of the United States Commissioner of Education and those of the National Educational Association for the years 1833-1894 inclu¬ sive. ActiAm opposition xuactically ceased in 1890. At the x^resent time (1904) there is in nearly eAmry large city one or more man¬ ual training high schools, Avhere manual training is required of every boy, and MANUAL, INDUSTRIAL, AND TECHNICAL EDUCATION. 1023 there are hundreds of secondary schools in which more or less manual training is available as an optional study. The European plan of making it a pure extra ” to be taken after hours is in little favor in the United States. No sooner was manual training shown to be a valuable educational feature in secondary schools than numerous efforts were made to introduce it into grammar schools in an elementary form. Hundreds of experiments have been tried v/ith carefully selected lessons in wood, with hand tools only. In this study of tools and methods the Swedish sloyd (so called) has served a very useful i:)urposein the way of suggestions. It is true the wooden spoons and ladles of Sweden have dis¬ appeared, and careful drawing as a preliminary to tool work has come into being, but the value of presenting a “motive ” to a young child rpiickly became evident. An older pupil appreciates the theory of a tool and is at once interested in its peculiar construction, its range of service, and the correct ways of using it,.iust as an older boy is interested in the study of a ride and in shooting at a mark, know¬ ing that men use rides for shooting at game, burglars, and public enemies. Chil-- dren of from 10 to 14 years of age are always anxious “ to make something,” though generally quite unable to do so in a fruitful manner. They are incapable of good workmanship and impatient under criticism of matters to which they have given little or no thought. They are interested in finished objects, not in the sequence of steps, not iu accurate measurements, close fits, and the use of the right tools in the right ways. Hence the greatest care is necessary in elementary grades that the exercises are simple, involving few elements, and that they are capable of analysis into steps which the child can fairly appreciate. Above all, he must learn wdien and how to use each particular tool. In England manual training is more often called technical education, and it is more often than not associated with trades, and even this in a majority of cases is given in evening schools. There is as yet in Great Britani no general conviction that manual training is essential to intellectual development and that its moral influence is wholesome and strong. Accordingly it is planned for working people chiefly. Undoubtedly the educational value of tool work of the most eteip-^iftary character as developed by Doctor Solomon, of Sweden, has had great influence in England , but manual training of a severer and more intellectual sort ov/es its establishment largely to Sir Philip Magnus, of London, Sir William Mather, of Manchester, and Professor Ripper, of Sheffield. Sir William has not only encour¬ aged its introduction into Manchester schools, but has built and equipped a “ department of manual training and technical instruction ” in Gordon College, Khartoum, in Sudan, for the benefit of Sudanese boys. There is an abundance of elementary manual training in Erance, particularly in Paris, but no sooner is the boy old enough and strong enough to learn a trade than he is put at trade work. The French are convinced, as indeed are all nations, that the iDrinciples and details of a trade, like the fundamental x)riiiciples of a i3ro- fession, may be most successfully taught in a special school connected with a com¬ mercial or manufacturing establishment. Hence all the fine specimens of metal work exhibited by French educational institutions are the work of special or trade schools. Ed.ucational tool work is found in all lands— Australia, Japan, China, India, South America, the islands of the Pacific and Indian oceans, and the West Indies. METHODS OP TOOL INSTRUCTION. Methods vary greatly not only with pupils of different grades, where variation is necessary, but with different teachers in the same grades. While children of 13 years can be taught to care for and properly use some edge tools, instruction in regard to the theory of machine tools, the laws of heat and friction, and the theo¬ ries of strength and stiffness are beyond them. In the hands of an expert every good hand tool has abundant theory and elegant uses. These should be carefully 1024 EDUCATION EEPORT, 1903. taught and illustrated. A manual training school is a place where the care and use of tools, details of processes, nature of materials, and the essential forms of construction are systematically explained and taught. No school omitting such systematic work is worthy of the name. Manual training, like instrumental music, is something to he taught, something to be studied and learned. The notion is too prevalent that the pupil must bo left to find out by himself, without the aid of the teacher, how tools are to be used and hov/ the parts of a construction are to be joined. One vrriter says: “ The pupil makes what he wants to nijike, and what he does not want to make is left unmade. He usually decides without help from the teacher. He is at liberty to go ahead and work out his own ideas rather than those imposed by the teacher.” I regard such talk as unscientific and mischievous. The trouble is that the novice, v/hether pupil or teacher, has no mechanical ideas worthy of serious consideration. The mechanic arts, like other arts which have been slowly developed by study and research, should first be taught in all their fullness by one who has analyzed them into fundamental i)rincix)les and processes and who is an expert in teaching them. Both research and manufacture may properly supplement the course in a mechan¬ ical laboratory. Moreover, for the sake of clearness and fullness, the class method of instruction should be used. Assuming a well-graded class — and the assumption is as reason¬ able in manual training as in any other study— the exposition and demonstration are far more logical and thorough when given to the class as a whole than when given in fragments and gestures to individuals. I have carefully studied both methods. My conclusion is that the place for individual instruction is in supple¬ menting class instruction for the benefit of special pupils. The class method means progress as a class, as is generally the case in academic branches. If one would compare the two methods, let him try to teach 24 pupils in arith¬ metic simultaneously, one studying long division, one decimals, one square root, one bank discount, one partial payments, and so on, over the whole field. The resul'c^s poor teaching and little progress. It is worse in tool work than in book work, for a good book is a good teacher if one can read understandingly. In tool work, where so much depends on form and order, a book is less helpful. Long experience justifies the class method. Let the itupils be comfortably seated about the teacher, Vvdio should be Cvquipped with a standard set of appliances. Every pupil should be able to see, hear, and make notes or sketches. The state¬ ment of lu’inciples and theories and practical demonstration should rarely occupy one-fourth of the laboratory period. The style and workmanship of the teacher should be as nearly perfect as possible. His hand work should always be access¬ ible for inspection and model. He should never begin work for his pupils to finish or finish work they have begun. Be it ever remembered that not the finished exercise but the doing of it is the main thing. The course of study in a particular laboratory should always be logical, never difficult, and more or less original every year. Like a flight of steps on a steep incline, the lessons should be suited to the pupils without useless repetitions and without needless complications. The meaning and purpose of every lesson should be clear, and at its end the sense of mastery should reward every pupil. Synthetic exercises should follow the elements at intervals, more frequently with young pupils than with older. Such combinations stimulate zeal and show the logic of the course. A finer construction may end the course in each labora¬ tory, but its educational value must not be overestimated. PROGRAMME. Seventh and eighth grade pupils may have one lesson a week in elementary work not exceeding two hours in length. The ninth, tenth, and eleventh grades may have three lessons per week in tool work and tv/o in the rudiments of draw- The Pioneer Manual Training School in St Louis. Erected 1879. MANUAL, INDUSTKIAL, AND TECHNICAL EDUCATION. 1025 ing and lettering, each lesson covering two school periods. The twelfth grade may extend the length of a lesson over three periods in the machine-tool lahora- tory, but have fewer lessons per week. The length of the lesson should depend njion the capacity of the pupils to give close attention to the work in hand. When attention fails, education stops. With the younger classes the full length of the lesson should not be given to one kind of occupation. For instance, let the plan be: A few minutes to general criticism of last exercise, a few to exposition and demonstration, a few to making ED 1903 - G.j . 1020 EDUCATION REPORT, 1903. or reading the working drawing, the remainder to steady work on the “ regular ” or an extra " exercise. The element of comparison and criticism by both pupil and teacher should never be neglected. The standard should ever be perfection. TKACHER OF TOOL WORK. The proper functions of the shop teacher are little understood. He is not a his¬ torical character. Literature is not full of him; his sayings and doings are not on record: he is the latest product of evolution. Doubtless many have luctured him, in imagination, as a lu-awny fellow, with immense brown hands, with deft ways, an unerring eye. a fund of anecdote abounding in ungrammatical figures drawn from the shox). and cherishing undying admiration and reverence for the man he served under while learning his trade. One fancies him more fluent in directions than in reasons: therefore, more ready to take one's tool and do one's exercise him¬ self than to xiatiently exx)lain and illustrate the method till his pupil can do it. But that is an error. The picture is that of the exi)erienced mechanic, not of the accomi)lished teacher. This new type of teacher is not a common article as yet. It is still a curiosity, and visitors to a school fortunate enough to have one spend most of their time watching him and his work. Let me give an account of him and ju'esent his x)icture. This man has never served his time — that is, he has not spent from three to seven years earning his living while learning the mechanical i)rocesses and the business management of a single trade. His knowledge of applied mechanics differs from that of the ordinary workman as the mathematical training of a senior wrangler differs from the art of a lightning calculator. Under a variety of exjjert teachers he has mastered the princiifles and become familiar with many crafts. He has studied a Avide range of tools and materials and is equally at home at every bench. But he is much more than a master mechanic; he is a draftsman, almost an artist, ready to sketch an engine or a i3um}). to find the shade and shadow of a Greek vase, or to give a “ chalk talk before his class. Then, he is somewhat of a scientist, and he sees how truly the principles of the lever and inclined iflane under¬ lie''^! mechanical oijerations: he has experimented upon the effects of heat on metaVs and. has studied the dynamics of elastic fluids. He is able to classify the X)henoniena of the shop and can show how different the ideal problems of the text-book are from the real iiroblems of industry. Moreover, he is gifted with speech and has an accurate knowledge of technical terms. He never says, ‘‘ I know, but I can not exxjress it,*' for he can exj)ress it, either in words, by drawings, or in the concrete — that is, i)rovided the thought is clear. If the thought is not clear, he knows that there can be no clear expression of it. He is sufficiently a j)sychologist to know how to work out a clear thought when one is within his reach. He has no great reputation for superior workmanship: probably he has never invented a A^alve motion nor a motor, nor is he the author of a text-book on any subject; but he has a level head, a clear voice, a steady hand, a confident look, and a reassuring smile. He is a rare man, and he has been rarely trained. So much for the man; now, how does he teach and manage his class? In the first place, he believes it is his chief function to teach. His pupils are not to be left to find out for themselves how the various tools are to be used, how they are to be kept in order, and how certain processes are to be analyzed. He would no more leave them to thus teach themselves than he would give them pen, ink, and i)ai3er and leave them to learn x)enmanshix) by themselves, or than he would give an ignorant sailor a sextant and leave him to find out how to determine a ship's latitude and longitude by constantly trying. Tools are not what they are through accident or caprice; they are the product of ages of thought and expe¬ rience, and there are right ways of using them. There is teachable art in hand- MANUAL, INDUSTRIAL, AND TECHNICAL EDUCATION. 1027 ling the chisel, the gange, and the file, as there is in using a table fork, a tennis racket, a drawing pen, a violin, and a crayon. Moreover, as he has a score or more pupils to teach, he teaches them as a class, and not individually. This enables him to make his instruction much more sys- First-year woodworking laboratory— McKinley High School, St. Louis, Mo.— The Application.” tematic and full, and it leaves him time to observe whether his instructions are followed. The class lecture is, therefcu’e, almost a daily feature in his shop. It may occupy fifteen minutes or only ten, but while it lasts it must absorb the First-year woodworking laboi’atory— McKinley High School, St. Louis, Mo,— “The Demonstration.” 1028 EDUCATION REPORT, 1903. attention of every inipil. During liis demonstration his room must be noiseless, and he must have at hand tools, materials, drawings, and blackboards. It is not a lecture properly so called, for as a rule he does not read to his class; he talks, exidains, and illustrates. He suits the action to the word and the word to the action. This is an important point, for. like every other teacher in the school, he is a language teacher. When the need of a new word is clearly seen he gives it to his pupils, writes it before them, and henceforth it is ajiart of their vocabulary. He knows just where the class stands, how much and how little they know of the work in hand, and he discreetly leads them on a step at a time, and a step that they never need retrace. He teaches the theory of every tool, and how it is to be put in order and kept so; he shows just how it is to be used and when; he ana¬ lyses a complicated operation into a series of simple steps, and points out the logic of this arrangement; he warns his pupils of peculiar difficulties and dangers; he leads them to see that drawings may represent not only the details of form, but the order of construction. Gradually he helps them to build up a habit of careful analysis and a love for system, precision, and plan. When his class instruction is over — and he is careful not to confuse and mislead by telling too much; he never tells all he knows — the inipils go to their sei)arate places and reduce to genuine practice what to them is still only theory. The work of the class is as uniform as that of a class in algebra engaged on the mastery of the same processes and on the solution of the same problems, or in chemistry, when the puxu'ls are i^erforming the same series of exi)eriments. A glance is suf¬ ficient to enable our teacher to detect a wrong tool or a false step, and he supple¬ ments his general instructions by such individual directions and exj^lanations as maybe necessary. He thus economizes time, and no juipil ‘ ' waits for him to come round.’’ All have been taught; all have had ox)portuuity for the same x^er- sonal exx:>erience. If a pux)il is inattentive or dull, he x^atiently repeats what he has already said and done or sends the dullard to a Inlghter x^iRul for direction and light, but he would no more take one’s tools and do his work for him, as the ordinary mechanic is generally ax3t to do, having an eye more to the finished exer- cise^i^n to the develox:)ment of the child, than the teacher of English would write his x^npil’s composition for him or the teacher of x^enmanshixi would fill out his X)ux3irs cox^y book or the teacher of drawing would finish his x>i3X3irs sketches. Success lies not in having certain things done, but in getting one’s pux^ils to do them as well as they can. When our teacher has examined and graded the X3upirs work he does not throw a X300r X3iece into the waste box, l)ut he shows the X3npil the manifest defects of his workmanshix3, carefully x^i’eserves the sx3ecimen, no matter how poor, and encourages the x^^3X)il to rex3lace it by a better one, made during such spare time as he may secure by getting other work in before ‘'time is ux3.” This encourages and rewards care and attention to business. There is no waste time in his shox3. The rax3id workers who have no need to rex3eat their exercises are always fur¬ nished with “ extras ’’ (corollaries to the main X3roposition) , which fill their time, tax their ingenuity, and fire their ambition. The discix3line of the shox3 is such as x^i'omotes industry and fidelity. The standard of behavior is not that of the recitation room; it is rather like that of the chemical laborat{3ry. Necessary communication is allowed, but all trifling and distractions are strictly X3rohibited. While in the shox3 (3ur teacher dresses as he exx)ects his X33'ipils to dress, appro- X3riately. He sets no bad exaniX3le: his language is correct and X3ure; his manners are those of a gentleman. The atniosx)here of his shox) is that of a science lab¬ oratory. His X3ux^ils soon become zealous and enthusiastic: there is no sense of drudgery, and no soi’did motive imx3els to work. The X3nx3ils are as innocent of definite xd^^ns for utilizing the knowledge and skill they are acquiring (beyond MANUAL, INDUSTRIAL, AND TECHNICAL EDUCATION. 1029 tlie making of a toy, a present for a friend, or a convenience for one’s home) as they are in their arithmetic and history. The consciousness of growing power, both mental and manual, gives a satisfaction which throws a charm over every department of school work. As a mere matter of convenience I have spoken of the teacher as a man. With equal propriety when dealing with elementary manual training, and even with the lighter forms of bench work in wood, I might have thought and spoken of the teacher as a woman. I have seen young women who understood the theory of manual training: who knew how and what to teach; v.dio could make and read projection drawings, and who used tools with great skill, producing results of rare beauty and accuracy. For sloyd work and the rudiments of mechanical drawing I heartily commend such women as teachers of ])oth drawing and tool work. SIZE AXL) EQETIPMENT OP LABORATORIES Full details would carry me beyond the limits of this article. Every laboratory should have from 40 to 60 square feet of floor space per puxul. the floor should be dry and warm, the room should be well lighted and ventilated, all moving machin¬ ery should be driven by an electric motor under the immediate control of the 1030 KDrCATION REPORT, W03. teacher in cliarge, and iiiiinediately adjoining slionld he a storeroom and a suitable laboratory, Tlie nieclianic arts ecinijinient of a secondary school with 300 boys should con¬ tain a series of at least five working laboratories, viz: I. For bench work in joinery and carving and inlaying wood. II. For wood turning and pattern work. III. For modeling, molding, and casting. IV. For forging, brazing, and soldering. A". For metal work with liencli and machine tools. Tlie second and third laboratories named aliove shonld lie grouped as one suit with one laboratory and storeroom. This combination is for the tenth grade, or second-year pupils in a high school. Among engineering students (who are three or four years older than those I am now writing for) one finds heavy wood- working machines, foundry cupolas, steam hammers, gear cutters, and 18-inch lathes. Such appliances are out of place in secondary schools. It may be well to point out the difference between a mechanic-arts laboratory and the ordinary commercial shop. They differ in equipment, in the character MANUAL, INDUSTRIAL, AND TECHNICAL EDUCATION. 1031 and functions of the skilled men in charge, in the method of management, and in the character of the product. 1. In the commercial shop there is a great variety of tools and machines. In he laboratory there is a large degree of uniformity. 2. In the commercial shop the men in charge are skilled workmen, but not 1032 EDUOATTON EEPORT, 1908. lea'jhers. They are there to fill ordero and to execute work as mechanics. In the me¬ chanic-arts laboratory the sole fniiction of the skilled people in c-harge is to teach. ;5. In a commercial shop every man is kept at work at what he can do best, and everything contributes to the production of articles for the market. In a mechanic- arts laboratory, when a boy or a class has learned a process or mastered a mate¬ rial. work c-eases in that direct on and something else is learned. The only product of a school laboratory of any great importance is the boy himself, and everything which does not concribute to his training and culture is excluded. From the above it is clearly evident that the more a manual training school is made into a faiuory the less it is a school. It goes without saying that manual training is but one feature of a secondary school. It ()ccui)ies but two of the six periods on the .school programme, and does not require home study. When such study is counted and added to the time given to mathematics, science, language, and literature, it is evident that manual training occupies, in a well-organized school, not more than one-fourth of the time and intellectual energy of the faithful pupil. DKAWixnn The rudiments of freehand and mechanic-al drawing should go hand in hand through the course, covering lettering, orthographic, cabinet, isometric, and per¬ spective projections: intersections, developments, tinting, line and brush shading; shadows; the details of machine and building construction: ornament, ancient and modern: tracing, blueprinting. x)en sketching, with some use of water colors. Such are the elements to be combined in jn-oper proportion. DOMESTIC SCIENCE. Domestic science and art for the girls is the counterxiart of manual training. It may properly include some light woodwork, and nearly all the drawing already laid, down , and, in addition, art study and jiractice, house decoration, needle andsew- ing-:^iKiCiiine work, garment cutting and fitting, cooking and household economics. INDUSTRIAL TRAINING. Under the cover and name of manual training more or less industrial work has been introduced into schools of different grades. Basket making, with woods and with grasses; bookbinding, with siiecial emxihasis ux^on the use of colors, leather, gilt, etc.; hat making; blanket weaving; gardening, etc. Among the Indians we have been xdeased to note the general introduction of industries suited to particu¬ lar localities. Among white children such occupations have much of educational value for young children, but they are liable to be ends, rather than the means, in intellectual and moral growth; they aim rather at ideas of luxury than at house¬ hold thrift and economy. Such things should be called ‘'elementary manual training." or they should be called what they really are — " industries,” or “ arts ” and "crafts.” Industrial training XM’OXierly so called is lacking in definite characteristics; it becomes trade training when boys are placed in commercial shox)S and xint upon productive work for full days or half days at a time. There are still many people who hold that a boy can learn nothing useful in the rudiments of a mechanical trade excexit in the old way, spending years in a commercial .shop. The owner and manager of a series of machine shops once told me I was doing a great deal of harm in my way of teaching the uses of tools. Thinking I could xiossibly have no motive but that of making mechanics, he said: "The only way to make a mechanic is to xmt him in a shox) ten hours a day and let him get used to dirt and drudgery and hard work.” He refused to visit my school after it was in success¬ ful operation. manual, INDUSTKIAL, AND TECHNICAL EDUCATION. 1088 Section of seventh-grade boys at their weekly exercise— Columbia School, St. Louis, Mo. Section of eighth-grade girls at their weekly exercise— Columbia School, St. Louis, Mo. 1034 EDUCATION EEPOET, 1903. Manual labor is not niannal training, be the labor in a shop, on a farm, in a garden, in a kitchen, or in a brickyard. A half-time school may be a good device for earning one's bread while getting the rudiments of an education, but it is not manual training. Gymnastics and physical exercise in general appeal almost exclusively to the fundamental muscles and their brain centers and rarely to the accessories. Nothing short of manual training will reach effectively the important brain cells governing the fine motor adjustments of the muscles of the hand. It is a matter of no little moment to decide on scientific grounds what kinds of manual work are educational and what kinds are not: in short, what kinds of manual exercises are to be introduced into a manual training school. Large groups of muscles are more easily contracted than small gToups, and the funda¬ mental muscles are more easily c'ontracted and coordinated than the accessories. A boy ought to write only with the muscles of his arm and hand, but in his first attempts he contracts muscles all over his b.ody, and twists out of shape even many of the muscles of his face. It requires less skill to grasp the handle of an ax. using all the muscles of the hand and arm, and chop wood, than to seize a pen¬ holder by means of two fingers and the thumb and perform the act of writing. What we commonly call •'unskilled labor” involves large groups of muscles, and mainly the fumlaniental muscles with their coarser adjustments, while “skilled labor’' involves small groups, and in the main the accessory muscles with their finer adjustments. Unskilled labor, therefore, develops but few and crude motor ideas; skilled labor on the other hand develops accurate motor sensa¬ tions and ideas and fine coordinations of muscular movement. The latter alone is educational. Indeed, the heaviest kind of manual labor dulls the motor sensa¬ tions and makes men stolid. Human beings are not educated by being made beasts of burden. This, again, enables us to determine what kinds of tools are to be used in a manual training school. The ax, the crowbar, and the pickax have no place in such a school; they appeal to large groups of muscles and require but crude motor coordinations. On the contrary, the jackknife, the chisel, the saw, the hammer, the jackplane, and the lathe appeal to small groups of muscles and require accurate motor ideas and delicate muscular coordinations. — Superi}!- BaUiet. Strictly pedagogical methods should be employed in teaching a trade or an industry, with great economy of time and a great gain in efficiency. In a mod¬ ern trade school (of which we have very few examples in the United States) the instruction is given fully and logically by experts, and all that is done by pupil or teacher is for educational rather than commercial ends. Consequently the shops of a well-equipped manual training school are well arranged for teaching trades were such desired. The admirable work done in Pratt Institute, of Brook¬ lyn, with evening classes, well illustrates this point. It should, however, be borne in mind that the pupils of the evening classes are men, not boys, and that they are wage-earners during the day. An interesting experiment in the direction of trade teaching along pedagogical lines and in connection with the public schools has been tried in Springfield, Mass., under the supervision of Supt. Thomas M. Balliet. I quote substantially his words. He first states very clearly the three functions of the manual training high school by day, viz; (1) To provide a general course in manual training for purely educational purposes; (2) to serve as a fitting school for higher technical schools; (3) to give technical instruction of high school grade to those aiming at i)Ositions as foremen, superintendents, and practical men who come between mechanics and engineers. Then he adds; These should be the function of the day high school. But these schools may serve another purpose by ministering to the needs of an entirely different class of students from those of the day school. Its expensive shop equipments may be used for the purpose of giving instruction in trades to men employed during the day either as apprentices or as journeymen. These equipments, which would otherwise lie idle after the session of the day school closes, make it possible to MANUAL, TNDUSTKIAL, AND TECHNICAL EDUCATION. 1085 organize, at comparatively small expense, evening trade schools for the broader training of men already at work at their trade. In October, 1899, when the equipment of the shops had l)ecome measurably com¬ plete, an evening trade school was organized, which has been continued every year since from October to March. The school is in session six evenings a week, from 7.15 to 10 o’clock, each class meeting two or three times a week. The first year only three departments were organized: (1) mechanical drawing, (2) machine- shop practice and tool making, and (3) plumbing. During the past winter classes were conducted in the following subjects: (1) mechanical drawing, (2) machine- shop practice and tool making. (3) plumbing. (4) wood turning and pattern mak¬ ing, (5) mechanics and applied mathematics, (6) electricity (lectures and labora¬ tory work). Recognizing the fundamental character of mechanical drawing for all the mechanical trades, the students in all the other classes are encouraged, though not required, to join some class in drawing. The course in mathematics is arranged with reference to the special needs of mechanics, and includes such topics in arithmetic, algebra, geometry, and trigonometry as find a direct applica¬ tion in the mechanical trades. The course in electricity consists of a lecture course for persons who have only a scientific interest in the subject, and of a lab- 1080 EDUCATION REPORT, 1903. oratory course whose aim is to offer practical instruction in electrical measure¬ ments and electrical construction to persons who are employed wholly or in part at such work, or who desire to fit themselves for it. The instruction in mechanical drawing;- is given hy a man who has occupied inii)ortant positions as draftsman in manufacturing establishments. The instruc¬ tors in machine-shop practi:*e and tool making are men who have had wide experi¬ ence as mechanics and as superintendents of shops. The teacher of pattern-mak¬ ing had learned the trade as a young man and had practical experience in it for years. The teacher of ])lunibing is the plumbing inspector for the city, and is recognized as an authority in his trade. The teachers of electricity, mechanics, and mathematics are technically trained men. All of these teachers, except the teacher of plumbing and the assistant teacher in the machine shop, are employed in the day high school, and are skillful teachers. The school is under the supervi¬ sion of the principal of the day high school. The enrollment for the winter 1902-3 was 311. and the percentage of attend¬ ance was 86.8, ranging in the different classes from 81.5 in plumbing to 89.5 in pattern making. This will be recognized as a considerably higher percentage of attendance than is found in other types of evening schools. In enrolling students, when all applicants properly (pTalified can not be accommodated, preference was given to men already engaged at their trade, either as apprentices or as journey¬ men; and such men constituted the large majority of students in the school. This policy recommends the school to manufacturers and other employers of skilled labor, because it educates their men and trains them to do a higher quality of work; it also recommends the school to the workingmen, because it enables them to secure promotions and higher wages; and it wins for the school the good will of the labor unions, because it does all this without appreciably increasing the labor market and becoming a means of depressing wages. Superintendent Balliet adds: This is a brief account of an experiment in teaching trades at public expense; it is a feature of our public school work which has provoked but little criticism and is ra])idly growing in favor, and I believe it is destined to become a permanent part — and a very important part — of the school system of our city. Our expe- riel^ l/.as convinced me that there is no insux)erable difficulty in the way of organ¬ izing an evening trade school in every well-eciuii^ped manual-training high school in the country, and I believe that this is the point from which instruction in trades at public expense can be most effectually developed with the lea»st expenditure of money. Such evening trade schools can not only use the shop equipments of manual-training high schools, but they can have the free use of their laboratories, of their drawing room with its equix)ment, and of other facilities for academic instruction. No trade school, even for men who are mature and are already engaged at their trade, ought to confine its instruction to shop work; it must not lose sight of the man in training the mechanic. Thorough courses in mechanical drawing, in mechanics, in applied X3hysics and applied mathematics, and, if x^ossi- ble, in other academic studies, should be offered, and every student in the shop- work classes should be encouraged to take as many of these courses as his time and his strength will permit. RELATION OF EDUCATION TO INDUSTRA^. These three questions are of xirime imxiortance : 1. When and how shall a boy make a wise choice of an occupation? 2. To what extent does "manual training,” as gained in high schools and acade¬ mies, oxien the doors into the trades? 3. Why are so few "manual graduates” enrolled as mechanics? Does the small numljer indicate any failure or disappointed hope? 1 . The choice of an occupation is a very important matter. The theory of the ordinary manual training school assumes that the boy of 14 or 15 is unprepared to make a choice — first, because he does not know himself his mental and physical X)Ossibilities; again, because he does not know what the different trades involve; finally, he does not know what other avenues of emplo ment or occupation there are which would naturally compete in his mind with the mechanical trades. MANUAL, INDUSTRIAL, AND TECHNICAL EDUCATION. 1037 Years ago, way back in the seventies, a Mr. Ruggles, of Boston, proposed to organize what he called a ‘'developing school” for the youth of Boston. This was to be a school with certain academic features as its central point, and around it a series of practical commercial shops, each one of which involved the princi¬ ples and practice of some trade. The exact number of the shops was of course not defined, but the number was supposed to be large enough to cover all rea¬ sonable demands from the community. Mr. Ruggles’s plan was this: To admit a 14-year-old boy to this school, and during his first year have him spend a few weeks in each one of the shops, in order that he might sample the work, as it were, and find out which one was to his taste. At the end of a year he was to make, a deliberate and final choice and spend the rest of his shop time while in school in gaining a thorough mastery of all the details of the trade he had chosen. This plan was fully explained in a very interesting pamphlet supported by a large number of opinions from eminent men as to the necessity of some sort of opportunity for a boy to acquire a knowledge of the mechanic arts. It is hardly necessary to say that this plan came to nothing. In the first place, the enormous extent and cost of such an establishment, which should properly cover the variety of occupations of a modern city, put the matter beyond all question. There was in the plan no suggestion of a better way of teaching the use of tools than the old, wasteful, and inefficient method of apprenticeship. In 1885 I visited the trade school on the Boulevard de la Villette, in Paris. There I found, in miniature, Mr. Ruggles’s idea realized. The boys entered at 13 or 14; one year was spent in sampling the shops, and two in learning a trade. To be sure the number of practical shops was not more than four or five, and those shops were not so much intended to teach trades, as we use the term in this country, as they were intended to teach the actual construction of certain lines of goods. For instance, one of the shops was a place where the boys learned to make locks for drawers and safes. Of course there was quite a variety of locks manu¬ factured, but every boy in that shop did nothing but make locks, and the draft¬ ing he learned (which was a minimum) concerned itself almost wholly with the detailed drawings of the parts of a lock. Another shop was very much like a machine shop doing a small range of work, but with a very thorough course of instruction and training in the work they did; another was a forging shc>p where each boy who selected that department became a practical blacksmith. The woodworking shop was not so much for general culture as it was for learning the manufacture of certain articles of household or office furniture. I noticed, by the way, that the boys were fairly distributed through all these shops. This by no means indicated, as I thought, that the natural bent and fancy of the boys had led to this result, but that under the advice of the management this result had been brought about in a perfectly natural and businesslike way, with a minimum of judgment on the part of a boy and a maximum of shrewd advice on the part of the director. I remember asking the director what he did with a boy who found out that he was not well suited to any of the trades which they taught, and finally discovered, or thought he discovered, that he was cut out for something else and not for a locksmith or a blacksmith or a machinist. He turned upon me with a very impatient air and said with some little feeling, “ These boys are here to learn a trade, and they do learn a trade, and the moment they leave this school they go to work at the trade. There are no exceptions to this rule. Every boy must earn his own living, and there is no other course for him to pursue.” As to the academic work done in that school, it was of a very meager and inad¬ equate sort. It was evident that the moment a boy had made his choice his aca¬ demic work was trimmed down to just what were supposed to be the “ essentials ” 1088 EDUCATION REPORT, 1903. for the trade which he had chosen. In fact, it seemed as if all other doors were shut the moment he entered a shop the second year, and his destiny was sealed. I came hack to 8t. Louis entirely satisfied with the plan of our school in so far as it left the student free to make his choice of occux)ation at a later period, when all the x)resumx)tions would he in favor of a correct choice. In point of fact I sujjpose it to he true that, so far as a majority of parents go, the controlling motive in sending hoys to a manual training school is to find out what is in them — what their innate cai)acities and inherited tastes really are. Parents continually complain that their hoys will not decide what they want to do in life. Again and again have I heard hoys in the j^resence of their parents insist that they did not know what they would like to do; that they ‘'could not make uj) their minds. “ This sort of answer frequently irritates a parent, and it has heen my jirivilege to read many jjarents a very i)ointed lecture on the spur of the moment, showing them how utterly unreasonable and illogical they were; and I have commended the hoy for j^ersisting in his attitude of unwillingness to decid(^ whether he wished to l)e an electrical engineer, or a chemist, or an archi¬ tect, or a lawyer, for the simple reason that he was utterly unjjrepared to make such a decision. The whims and fancies of a hoy are as ine vital )le and as natural as his apxietite for play and his fondness for sweetmeats, but they dei:>end very largely uj^on his environment, uj^on Avhat he sees and hears, and upon the oppor¬ tunities that seem to he open to his boyish gaze. They are oidy surface indica¬ tions and have very little to do with natural or inherited aijtitudes. In regard to this matter of boyish fancies I find myself exactly in agreement with Professor Henderson, who was for some years principal of the Northeast Manual Training School of Philadeli^hia. He says: At 14 a hoy is too young to interrupt the culture i^rocess, much too young to know what will he the true occupation of his adult life. I have seen — and who. indeed, has not? — the very sad effects of this too earlj^ specialization. A boy of 14 is full of fancies, and it is perfectly right and wholesome that he should he. The harm comes when those fancies are taken too seriously. Let them occupy his leisure time. Let him run the whole scale of boyish interests; let him be the napiralist. surveyor, mechanic, electrician, astronomer, artist, musician, poet, philosopher. Let him go in for them heart and soul, and then, quite as light lieartedly, let him drop them. You make a sad mess of it when you hold a hoy to an (jutgrown interest. The fancy of a hoy as regards his future occupation may, and j)rohably will, change with every year of school training; hut that should excite neither rebuke nor criticism. The hoy that starts with the hoiie of being an electrician and comes out with an ambition to he a lawyer is not to he called fickle; and he that begins Avith the firm i)uri)ose of being a machinist hut graduates Avith the deliberate aim of being an architect has probably rejilaced a groundless whim by an intelligent choice. GiA'e a hoy manual training by all means, not because you Avish or liojAe that he may become an artisan, hut because you Avant him to be a AAdiole man and to liaA^e an o])i)()rtunity to make the most of himself, Avhether he become in the end an artisan or an artist, a follower or a leader, a bookkeeper or a general manager, an engine driver or a ci\ul engineer, a farmer or a manufacturer. 'I. Does manual training oj^en the door to trades? Sui)erintendent Balliet, whom I have been glad to quote several times, says: While the manual training school does not aim to teach a boy a trade, it gives him a training which Avill enable him at once on leaving school to earn from $1 to $2 a day, and thus become self-deiiendent. If idleness, shiftlessness, and pauperism are immoral in their tendency, if not in their very nature, then there are worse things for which our schools may be responsible than teaching a boy hoAV to earn an honest living. My graduates are Avanted as draftsmen, electrical workers, inspectors, appren¬ tices, and clerks of industrial establishments. Their versatility makes them valu- MANUAL, INDUSTRIAL, AND TECHNICAL EDUCATION. able as assistants to superintendents and general foremen. One-tliird of onr graduates go on into higher edncation, either immediately or after working a year or two. The following extract from a letter written l)y the master mechanic of the Missonri Pacific shops in this city is pertinent here: When a mannal training school hoy enters onr shops he is paid $1.50 per day; all other boys, or those not having Avhat is called a mannal training school ednca¬ tion, are paid $1 a day. Each year after the first we add 25 cents per day to the pay of these b )ys, and when they become iwoficient, or at the end of the third year, they receive very nearly the full rate, provided they are the right kind of boys. Were it x>ossible, I would in all cases prefer employing gradnates from manual training schools for apprentices to ordinary boys who apply to us with perhaps nothing more than a very ordinary public school education, but, of course, it is not always possible to act on these lines. There have been cases where young men. graduates from training schools, have come into our shops and have actually been worth more money to us than we were paying them, but in accordance with rules established long ago in regard to apprentices, we could not give them higher wages. I can confidently state that most of the graduates who have come to me from the manual training school of the Washington University have proven to be excep¬ tionally good boys and have turned out good men. In fac“t, most of them do so well that they are often offered better situations and they leave us to accex)t the same. We can not afford to j)ay the wages they can command from other sources. 8. Why do so few of the graduates of manual training schools become and remain mechanics? Boys who exi3ect to become and remain mechanics rarely go to a secondary school. A recent letter from Professor Marburg shows that out of 1,068 gradu¬ ates of the two manual training high schools (if Philadelphia 810, or almost 80 per cent, have entered college, about one-half of whom have entered the Uni¬ versity of Pennsylvania and Drexel Institute as students of engineering and archi¬ tecture, and that Philadeli)hia is gradually being supidied with a class of well- trained technical men who started in the manual training schools. There is no question to-day as to the high standing which those men are taking in that community. A second reason for the small number of mechanics among the graduates has already been hinted at in the observed tendency of laboring peojde to shun the school from a vague sort of suspicion that the school was intended to teach manual labor and to keep boys at manual labor, no matter how much a hard¬ working father might wish his boy to have an easier or a more genteel lot in life than he had had himself. This reason was potent while the school was new and its educational value was in doubt. It is not very strong now, and it grows weaker every year. The third reason is the chief one, and it removes all doubt and answers all queries. A fair and roasonalile x)roportion of our boys after graduation do turn to industrial establishments for xiractical work in some capacity. They soon find a great deal of work out of the ordinary line 'which pays fair wages and has more promise for the future than regular apprenticeship. Again, the numlier who have actually taken terms of apiirenticeship is much greater than the number of those now rated as “mechanics," for the reason that they have accepted higher jiosi- tions and better jiay. Nearly all those who are reported as general foremen and superintendents took more or less apxirenticeshiii before promotion. So long as the number of manual graduates is small, just so rajiidly will the boys win promotion. Were the number of graduates turned out each year twenty times as great as it is. the number who would become and remain mechanics would be fifty times as great as it is. In other words, by multi jilying manual training schools we shall solve the problem of training all the mechanics our industries need, and at the same time we shall keep the way open to higher things for the rare and gifted ones, who, like Hercules, “will find a way or make one.” 1040 EDUCATION REPORT, 1908. SrciGESTIONS AND WARNINGS. I wish to make two practical suggestions affecting both secondary and higher technical schools: First, that in every community large enough to maintain two high schools one of them should be organized as a manual training school, allow¬ ing the other to maintain more or less rigidly the traditional literary curriculum without opposition or criticism. The second suggestion is that the theory and use of tools and fundamental processes of construction, with the rudiments of mechanical drawing, be relegated from engineering schools to the secondary schools as rapidly as possible. First, we must not ignore the fact that the force of educational traditions is very great. The great body of school principals and superintendents have had no manual training, as we understand the term, in their development, and to a very great extent they still misunderstand and underrate it. The great mass of Ameri¬ can teachers has as yet no adecpiate conception of the fine invigorating effect of a correct system of manual training upon the mind of a healthy normal boy; hence when it is injected into an old high school it finds itself in an atmosphere neither friendly nor helpful. It flourishes best when the whole school participates in it and when every teacher in the school believes in it. Again, in every school which is well conducted there is systematic correlation between different subjects and cooperation between different teachers, so that one branch of study is made to help and illustrate another branch. For example, all the processes of our forging shop, our brazing and soldering shop, are used to illustrate the principles of jihysics and chemistry. Our geometry, plane and solid, gets uncounted illustrations and applications from “projection,'’ “intersection,” and “ shadow " drawing. The exercises of the machine shop serve most lucidly to illustrate the principles of physics, friction, movements, the development of heat, electricity, the action of steam, compressed air, etc. All these illustrations would fall flat and weak upon the ears of pupils studying Greek instead of shopwork and drawing. For the present I am convinced it is best to keep the schools sepa- ra^te and give the pupils the privilege of choice between them. TiV:.‘ ::$econd suggestion, that manual training and drawing be regarded as legiti¬ mate work for the secondary school, needs little to support it. In the first place, the boys need it in their mental, moral, and physical develoinnent. From its active character it appeals strongly to boys in their early teens, and for the most part the principles are comprehensil)le to boys. Finally, it will leave the engineer¬ ing school free to put its students into the engineering laboratory instead of into the shop, and into detail drawing preiiaratory to design instead of taking the rudi¬ ments. All this will involve a great gain to the engineering school as well as to the preparatory school. Serious dangers threaten the manual training movement. I wdll mention three: (1) Its premature introduction into the lower grades; (2) mistakes as to its object; (8) faulty methods of teaching or the neglect of all teaching. 1. I have already referred to the fatal mistake of attempting to teach the theory of tools and logical processes of construction to boys below their teens. Little fellows may play with tools and they can learn something and they can be kept out of mischief, but the rigor and logic of correct methods and exact workman¬ ship on abstract principles are beyond them. The work degenerates and their interest wanes. In cither case the attempt fails and the boy is more or less spoiled and comes later to the work with feeble interest if not a prejudice against manual training. “ The motor cells of the brain controlling the muscles of the joints nearest the trunk develop first, and later, in regular order, those which control the muscles of the more distant joints. Education ought to follow this order of growth; it should avoid training the fingers to make finely coordinated MANUAL, INDUSTRIAL, AND TECHNICAL EDUCATION. 1041 movements at a period when nature lias not yet got beyond developing brain cells to make the coarser adjustments of the shoulder and elbow joints. Physical training, which appeals to these more fundamental muscles of the proximal joints, should at first precede manual training, which appeals especially to the muscles of the forearm, hand, and fingers.” 2. There is danger that in hunting for the object of manual training the hasty convert seizes the shadow instead of the substance. The shadow is spectacular — the expression of a desire, an invention, or an effort at service. Be not misled; these things will surely follow manual training as fruit follows the flower. More and more experienced teachers are finding that the supreme object of manual training is not the finished exercise, it is not the gratified whim, the premature effort at expression. The object should be an intelligent mastery of tools, mate¬ rials, and the methods of construction. As Sir Oliver Lodge recently said to the Teachers’ Guild of Great Britain, “ The feeling of mastery and growing power is what more than anything conduces to interest and stimulus, not merely the pre¬ sentation of interesting facts.” This result is worth more morally and intellectu¬ ally than any number of poorly planned, badly constructed “ whole articles,” pro¬ duced with other objects in view. It is easy enough to arouse interest in manual training, but interest can not be profitably sustained without a proper aim and consistent logical teaching. 3. The greatest danger, however, arises from faulty methods of teaching, or, rather, no teaching at all. I can not too strongly condemn the wishy-washy tink¬ ering with tools and materials, where the child is the victim of his ov,m whims and of his teacher’s ignorance; where, under the pretense of developing originality, initiative, altruism, or concrete expression, the child is prematurely misled, mis¬ directed, neglected, a,nd mistreated until the possibility of well-timed and well- regulated manual training is utterly lost. I regret that I must speak so strongly of a tendency to utterly emasculate manual training by a method of treatment ■^hich would be instantly condemned if applied to any other branch of study. I have known young fellows practically turned loose in a shop, supxdied vfith tools and lumber, and told to make what they liked, with no instruction as to hlFthods of exact workmanship and no knowledge of how parts are joined together; the consequence v/as a waste of time and material, a dulling of edge tools, and a more serious dulling of the edge of interest. The results are shameful constructions and general disgust. Mr. Balliet states most forcibly not only the necessity of grading most carefully the exercises and adapting them, to the developing brain capacity of the child, but the eminent value of final accuracy. He says: Motor ideas form the basis of manual skill. The degree of skill depends pri¬ marily on the number, variety, and accuracy of these ideas. From this it follows that exercises in a manual training school must involve a great variety of move¬ ments; and, furthermore, that these movements must be as accurate as possible. The sacrifice of accuracy is the sacrifice of almost everything in such training, not simply because habits of accuracy must be developed, but because the only Avay in which accurate motor ideas can be developed is by means of accurate muscular movements. This is a kind of accuracy which can not be learned elsewhere; and inaccurate motor ideas vitiate all after thinking based on them, just as inaccurate ideas of color vitiate all later thinking based on these. A stream of water may become clear although its fountain be turbid; a current of thought, never; for a stream of water is made turbid by bodies foreign to the water; a current of thought by imperfections in its own constituent elements. Clear and accurate thinking can never result from vague and inaccurate sense perception, whether of the eye, of the ear, or of the hand. ED 1903- 66 1042 EDUCATIOIS’ EEPORT, 1903. TECHXOLOGY AXD ENGINEERING. From tlie days of John ]\Iilton. in 1G08, to the end of the eighteenth century, university training culminated in a preparation for the professions of law, medi¬ cine. and theology, and in the training of the nobilitj" for the duties and respon¬ sibilities of government and elegant society. But when alchemy developed into chemistrj’: vrhen physics became an experi¬ mental science: when Leibnitz and Newton elaborated the infinitesimal calculus; when Watts invented an efficient steam engine: when Fulton built a successful steamboat: when Stephenson devised the locomotive and constructed a road with smooth ranis, and, finally, when Siemens and Gramme produced the electric motor, vast field.s of fascinating and useful material were opened for study and research. Mathematical analysis and the principles of mechanics, which had previously been devoted to the problems of physical astronomy, were now directed to the study of the transformation and transmission of energy, the theory of structures, and the phenomena of electricity. The theory of evolution has given a new meaning to all vital phenomena, and the doctrine of the conservation of energy has permeated all our study of motion and force. In the earlier days Alexander Pope voiced the popular notion that The proper study of mankind is man.“ Nature study,” which to-day is the bright, attract¬ ive feature of the primary school, and equally the inspiring field of the savant, was not countenanced by polite society. For centuries it was held to belittle short of blasphemy to wound the earth by digging for ores v>diich were intended to be hidden away from our sight and touch, or to attempt in any waj’ to improve upon God’s v»mrkmanship. When in 1680 a Spanish engineer proposed to deepen the channels of certain rivers and to restrain their overflov/s in the interest of navigation, the Spanish council decreed as follows: If it had pleased God that those rivers should have been navigable, He would not have needed human assistance to make them so; but as He has not done it, it is plain that He doetic instincts. Let no one suppose that all knowledge is contained in books, or that all art is to be found in museums, or that all poetry is written with pens. To a mind filled with a sympathy that is born of intimate knov/ledge, there is in a mighty moving mechanism* and in the proportions and grandeur of a great superstructure that obeys all the laws of science a beauty which delights the eye, a harmony and bond of thought, a rhythm and rhyme of reason that falls upon the inward ear like heavenly music. The words “ engine '' and “ enginery *’ are very old. They are of classic origin and are kin to genius and “ ingenuity.” In their descent through the French the initial ‘‘ i ” of “ ingenium ” was changed to “ e.” Twenty-two hundred years ago Archimedes was a famous engineer, and the marvelous mechanisms by means of which he destroyed the enemy's ships in the harbor of Syracuse are called engines ” by the historians. Naturally the first engineers were military, as the earliest functions of organ¬ ized society were those of attack and defense. But when nations began to learn the arts of peace and fixed public works became necessary the civil engineer, as distinguished from the military and the naval engineer, came into being. During the last fifty years engineering has been differentiated and has thrown oft", as dis¬ tinct departments, mining engineering, mechanical engineering, and electrical engineering. Still more recently each one of these in actual practice has been subdivided many times, as the necessity has arisen and as special lines of research and e'^jtftience have been opened. At present it is the civil engineer who designs and constructs our railways, whether in our streets, underground, or overhead, across our prairies, or among the mountains; he constructs our bridges and tun¬ nels; our canals and locks; our light-houses, breakwaters, and jetties; our dams, reservoirs, and aqueducts; our highways, streets, and sewers. It is the civil engi¬ neer who rescues our swamp lands from ruinous overfiow and deadly miasma; who liberates our lowlands from the grasp of ocean; who by extensive irrigation converts a desert into a garden. What boundless a,nd attractive fieNs of human activity are here! Everyone of these specialties calls up the names of men who have served humanity and helped build the civilization of to-day. Yfihen I mention canals you will think of a score of engineers, from the English Brindley to the French Do Lesseps; you will recall the German ship canal across Kolstein. and you will stop only v/iththe Panama Canal, the most stupendous ever planned. If I speak of redeeming low¬ lands you think of parts of Holland, recovered or so n to le recovered by fine engineeri]ig. from the Zuider Zee. The mention of dams brings up the great dams in Egypt to regulate the flow of the Nile and the reservoir dams in New England and in old England that store up pure water for the millions. The vcord “bridges” brings up a hundred names, from Telford and Robert Stephenson to James B. Eads, Sir Benjamin Baker, and George S. Morrison. And so on almost without limit. These are engineers, and these are some of the achievements which give ii:sp: ration and direction and scope to the peculiar kind of higher education to be gained in engineering schools. Though greatly diversified in practice, all these special lines of engineering MANUAL, INDUSTRIAL, AND TECHNICAL EDUCATION. 1045 science and art require the same mastery of mathematics, the same knowledge of physics, the same graphical skill, the same familiarity with the theory and use of instruments of precision, the same readiness of analysis, and the same personal experience of the strength and elasticity of materials. Equally the mechanical, electrical, and marine engineers are breaking all precedents and filling the v/orld with new wonders. Machinery on land and on the sea, in the gorges of lofty mountains or deep in the earth at the base of a Niagara fall, the engineer is turning the stored-up energy of nature to the service of man, in manufacture, commerce, and social well-being. All this has come about through applied science as taught and illustrated in our engineering schools. As mathematical analysis and the principles of physics, chemistry, and biology are ax:)plied to practical irroblems and gocd usage is established, engineering is differentiated more and more. Hydraulic engineering, sanitary, chemical, archi¬ tectural, railroad, street railway, steam engineering, etc., indicate specicJ lines of development, each opening up an imxrortant held of study and practice. Some institutions encourage early differentiation; others discourage it, irref erring to lay a broad foundation upon which the young engineer may erect at \vill the structure of his choice and opportunity. The growth of engineering schools in number and size, great as it is, should not suiqmise us. It would indeed be surprising did they not multiply and be strong. Nothing more forcibly invites the youth who is blest v/ith a healthy body and a clear intellect than engineering triumphs already achieved and the still greater triumphs the future has in store, and nothing is more fascinating to the student than the keen sense of mastery which he feels when he realizes that he has at last discovered the grand purpose and justification for his prolonged studies in mathematics and physics. Engineering studies are intensely interesting and reassuring. The student does notask why or wherefore; he sees their bearing in all the world around, and he studies with a zeal and relish which is a continual surprise to one whose studies have appeared pointless and remote. \ ' Modern engineering laboratories have greatly stimulated interest ancT'^omoted efficiency. The most exx^ensive^part of a modern engineering building is its collection of experimental and illustrative apparatus. Engines of all tyires, elec¬ trical machinery, so arranged as to irerniit of a great variety of quantitative tests illustrative of both theory and practice, hydraulic apxraratus of every nature and degree — all these in connection with ax^pliances for exact measurements in every field where precise results are desired. Were I to mention the engineering schools of America where such advantages are to be had, the list would be a long one. Their name is legion, and in that fact lies the exx^lanation of the remarkable success of American engineers, whether they build bridges in India, railroads over the Andes, or steel buildings in the hearts of London and New York; whether they xdan and organize rolling mills, locomotive works, or water supplies. I have been asked by an English manufac¬ turer to explain the success of American manufacturers and engineers. I answer, the explanation is to be found in our outfit of engineering schools and in their methods of rational training. At present the number of engineering students is small compared with those in the traditional classical courses, but their relative increase is greater, and the future is destined to see still greater gain. Nothing better illustrates the strength and character of the engineering x:)rogress of the last twenty-five years than the great societies into rvhich the engineering professions are gathered. The American Society of Civil Engineers has a membership, carefully guarded, of 2,954. The American Society of Mechanical Engineers has a membership of 1046 EDUCATION EEPORT, 1903. 2,o7o. Tli0 xVmerican Institute of Mining Engineers has a memhership of 3,025. Tlie American Institute of Electrical Engineers has a memhership of 2,778. The Society for the Promotion of Engineering Education is the most noteworthy development of the last decade. It has a memhership of 326, of whom 279 are teachers in engineering schools. The society has had great influence in raising the standards of admission and graduation, in securing better laboratory erjuip- nients, and in the diffusion of a hnowledge of the best methods of teaching both theory and practice. The membership represents 81 colleges or universities and 11 manual-training schools. The president for the present year is Prof. C. Frank Allen, of the Massachusetts Institute of Technology, Boston. The secretary is Prof. Clarence xC. Waldo, of Purdue University, Lafayette, Ind. The eleven volumes of ‘'Proceedings” of this society contain much of value both to the teacher and the engineer. THE DIGHITY AND WORTH OF ENGINEERING. Finally, we must not fail to stand up for the dignity and intrinsic worth of knowl¬ edge and skill which is directly useful. To quote Sir Oliver again: ‘'Whatever sa.bjects are studied should be imrsued up to the useful point.” There was, not so very long ago, a disposition among schoolmen to underestimate the disciplinary and culture value of aiiplied science, for the reason that it was useful. They ques¬ tioned the motives of one who asked a training which was going to be directly valuable to him in making a living, and in the way of business. They feared his motives must be sordid and low. On the other hand, they seemed forced to con¬ clude that when one asked for somethiug which was not likely to be of any use in practical affairs his motives must be pure and high. Let us stoutly maintTin that ni students are more high-minded, none more unself sh, no re mere patriotic, none more altruistic, than ours; that the measure of one's werth in the world lies in his usefulness to himself, his family, his com¬ munity; and that no class of citizens are more honorable, more trustworthy, better fltted to serve the state and the nation, than the accomiilished engineers. Tlie new education is a high and noble education, and we need not hesitate to champion it in all places and at all times with confidence and pride. CHAPTEE XX. COEDUCATION IN THE SCHOOLS AND COLLEGES OF THE UNITED STATES. Anna Tolman Smith. TOPICAL OUTLINE. Coeducation of tlie sexes a characteristic feature of public education in the United States, and closely related to the democratic ideal of progress; not wanting in private institutions; affects at least 93 per cent of all children and youth under instruction in the schools and colleges of this country. The "West the field for the highest development of State education and consequently of the typical feature, coeducation; extent and population of this section; distinctive contributions to education. The ordinance of 1787 the initial provision for public education in the West; elementary schools and higher institutions alike included in its scope. Spirit of moral earnestness mani¬ fest in the early institutions of the West. State universities as national types. Unity of higher and elementary education in the West. Interrelation of States in the formative period of national life. Local circumstances a deter¬ mining factor in the conduct of schools. Eapid development of public school sy.stems in the West. Influence of high schools in promoting coeducation; causes of separate high schools in the East. State normal schools coeducational even in the East. Eelation of public education to the political and industrial revolutions of the early part of the nineteenth century. Women affected by the transfer of industries from home to factories seek new careers. Congress meets the demand for a new order of education for the industrial classes by the land-grant act of 1869. Effect of this measure in promoting coeducation- Endowment of special colleges for women in the Eastern States increases the sectional teiNcncieS'^toward separate education for men and women. The year 1870 a memorable date in the history of education; outlook at that rtime in our own country as regards coeducation; change in eastern tendencies through the action of Cornell and Boston universities in admitting women; arguments pro and con foreshadov>^ing the lines of all future discussions of the policy. Organic relation of all parts of public education. Formative period completed by 1870. Sur¬ vey of the period 1870 to 1902; public high schools, incixase in number; per cent of puiiils in coeducational schools; separate high schools, location and onuses; effect upon higher institutions through large proportion of pupils in college preparatory cour.ses. Coeducation in colleges and universities; Increase, 1873-1902, in proportion of coeducational institutions and proportion of women students; large proportion of institutions of first order included in those that are coeducational; increase of numbers continues up to 1890; since that date increase chiefly in resources and power; effect of coeducation upon (1) attendance of men as indicated by statistics; (2) choice of colleges by women students. Special policies grov/ing out of coeducation movement: Sep>a,rate colleges in one university organization; annexes for women. College residence for women. Bearing of elective system upon coeducation. Recent reactions. Choice of studies as influenced by sex. Women in graduate courses and professional departments. Concluding reflections. Appended matter: Segregation at Chicago University ; status of women in foreign universities; selected bibliography. Coeducation, or tlie instruction of both sexes in the same schools and classes, is a characteristic feature of public education in the United States. As such it impresses all foreign students of our institutions, and it is largely from their com¬ ments that we ourselves have come to realize its importance as a factor in our social life. Mr. Bryce, who has discussed the policy in his American Common¬ wealth, notes among its effects that it tends to place “women and men on a level 1047 1048 EDUCATION REPORT, 1903. as regards attainments and to give them a greater number of common intellectual . interests.” Our national imimlse in this matter was discerned by De Tocqueville, writing sixty years earlier, when as yet our school policies were not well defined. The Americans,” he says, ‘‘have done all they could to raise woman morally and intellectually to the level of man; and in this respect they appear to me to have excellently understood the true principle of democratic improvement.” His acute mind penetrated thus to the underlying motive of the whole vast work of public education in this country. The impulse of democracy unrestrained by con¬ ventional or traditional inodes of action has shaped its forms in the spirit of free¬ dom and equality. While the United States has no national system of education in the sense of an official system under centralized authority, after the manner of the French system, it presents the nearest approach to that ideal of a national system expressed by Huxley under the figure of an educational ladder reaching from “ the gutter to the university.” No one is excluded from its provision by reason either of social condition or of sex. As in other countries, public and private institutions have flourished here side by side. But the United States affords the unique example, among the principal educating countries, of a great preponderance of free public agencies over private agencies up to the college and university grade. Even on this highest plane State institutions show an ever-increasing proportion of both students and resources. Statistics alone indicate the full extent of this public education. In the elementary grade it amounts almost to monopoly, above IT), 000, 000 children (15,375,270) being enrolled in public schools against a little more than 1,000,000 in private schools. Of pupils in secondary studies, public high schools enroll 506,134 against 108,630 in private schools. Public universities and colleges claim 39,487 students (33 per cent) out of a total registration of 119,490 students. Even professional education, Avhich meets the demands of spe¬ cial classes, has its quota of .publicly supported schools, which registered in 1902 nearly one-sixth of the students (10,726 in a total of 61,499) preparing for the lib¬ eral professions. As to^t^ prevalence of coeducation throughout this public system, the statistics are convincing. Of elementary pupils at least 93 i^er cent are in mixed schools, and of secondary pupils 95 per cent. Altogether, on a total enrollment of 15,990,803 impils in x>ublic schools (elementary, secondary, and normal), 15,387,734 are in schools attended by both sexes. The very general favor with ^vhich the coeducation policy is regarded is indi¬ cated also by its extension to private schools. Thus of the pupils enrolled in i:)ri- vate secondary schools 43 per cent are in mixed schools. As to higher institutions — colleges and universities — 62.5 per cent of all undergraduates are in coeducational institutions. The proportion would doubtless be much higher if only State uni¬ versities and land-grant colleges were considered. Summarizing, we may say, in round numbers, that 15| million children and youth of the country are studying in imblic coeducational schools and colleges. The number in private schools and colleges would raise this total to at least 16 million, or 93 per cent of the total school and college enrollment. THE WEST THE FIELD FOR FULLEST DEVELOPMENT OF STATE EDUCATION AND OF COEDUCATION. To realize how deeply this x^olicy is involved vrith the spread of democratic principles, we have only to recall the past history of education. This relation is emphasized in our own country by the marked extension of the policy in the Western States, the section in which, as Professor Ely has observed, “ the whole education of the citizen has been conceived as a public function.” Under this conception women have been freely admitted to all provision by which the State COEDUOATIOlf m THE U^TED STATES. 1049 seeks to foster intelligence and high ideals. Hence to understand what coeduca¬ tion implies as a matter of public policy we turn naturally to this section of the country rather than to the older Eastern States. What is here termed the ‘ ' Vf est ’ ’ includes two great divisions of our country, the ISTorth Central and the Western, having to-day a combined population of 30,424,000, or 40 per cent of the total population. It is worthy of note also, since cities shape public opinion, that this number includes 38 per cent of the urban population of the country. This vast section received its first intellectual impulses from the Eastern States and is one with them in respect to the essential principles of an educational system. It has, however, made some distinctive contributions to the work, which have in turn reacted upon the East, enriching its ideals and liberalizing its methods. From a city of the "West emanated a philosophic movement which, starting with a few earnest minds, has spread throughout the country, and by its effect upon teachers and educational leaders has helped to fortify secular educa¬ tion against the insidious influence of materialism. The West furnished the type of a university founded upon State and national endowments, and gave also to this country the first example of a university open alike to men and to women. Two great events mark the early history of this region. The one was the initial measure in our whole policy of expansion; the other was the first formal expression of our national concern for popular education. The Louisiana purchase of 1803, which added to the national domain 1,171,931 square miles and secured to the United States absolute control of the Mississippi River and its tributaries, had been preceded by a national measure of scarcely less importance. This mieasure, a legacy from the Continental Congress, was the ordi¬ nance of 1787 for the government of the FTorth-West Territory — that is. the terri¬ tory extending north of the Ohio River to the Great Lakes and ^vestward to the Mississippi River. In the memorable passage “religion, morality, and knowl¬ edge being essential to good government and the happiness of mankind, schools and the means of education shall forever be encouraged,” the ordinanc^-^embcdied an idea which had been reiterated again and again in the constitution^ of the original States, but which received in this new form the force of nationaksanction. The constitution of Massachusetts (1780) had in particular declared: “Wisdom and knowledge, as well as virtue, diffused generally among the body of the people, being necessciry for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in the various parts of the country, and among the different orders of the people, it shall be the duty of the legislatures and magistrates, in all future periods of this Common¬ wealth, to cherish the interests of literature and the sciences, and all seminaries of them.” The document further specified as institutions to be cherished, “the University at Cambridge, public schools, and grammar schools.” The language of the ordinance of 1787 quoted above is less specific than that of the Massachu¬ setts constitution, but its very vagueness proved significant. As events showed, it was not only held to sanction in perpetuity the clause of a previous ordinance of 1785 reserving “ the lot Ido. IG of every township for the maintenance of public schools within the said township,” but also the reservation of lands for university endowment, a provision v/hich it had been vainly sought to embody in the earlier ordinance. At its first practical application the ordinance was taken in its largest scope. The Ohio Company, formed for the purpose of settling in the Territory, had been active in securing the provisions of the ordinance with respect to education. Before the purchase of the lands was consummated, the agent of the company, Doctor Cutler, in his negotiations with Congress, insisted that the conditions of purchase should include not only the reservation of lot No. 16 for schools, but also 1050 EDUCATION EEPORT, 1903. the reservation of two tovTiships near the center of the tract and “ of good land, for the snpport of a literary institution.*' The conditions were approved, and the work of settlement went vigorously forward. Other purchases followed upon similar terms, and in 1803, the very year of the Louisiana purchase, Ohio was admitted to statehood. A university had already been chartered by the Territo¬ rial legislature on the basis of the land grant, and one of the earliest acts of the general asseml^ly of the State was the granting of a new charter to the institution under the name of the Ohio University. The two reserved townships of land were given as an end(Wvmient to the university by the act of incorporation, which contained also specific directions for the disposition of the lands. Thus upon the very eve of Jefferson's transaction with Napoleon, which gave immense expansion to our domain and our resources, a policy wns stamped upon our national laws and wrought into the sentiments and activities of pioneer settlers which made for the highest ideals in individual character and citizenship. The Louisiana purchase and all subsequent areas secured by annexation or treaty came under its beneficent influence. Every State formed in this boundless territory has been met by provision for common schools and provision for the higher education, which gives vigor to the common school. For upward of twenty years the Ohio Lhiiversity was the only institution of collegiafe rank west of the Alleghenies. Even in tliose pioneer days — days of hand-to-hand struggle Avith the wnlderness, of exhausting efforts for the supply of the primitive w^ants— it had its roll of students, and in 1815 graduated two men, one of Avliom, Thomas Ewing, was destined to acliieA^e national distinction. For several years, outside the lands of the Ohio Company and the Cincinnati district, settlers in the Territory were few and isolated. In the census of 1810 the North Central Dhnsion, the only portion of the West included in that census, shows a population of 293.109, of wfliich 78 per cent AA^as credited to Ohio. In 1820 the pox)ulation of this division had increased to 859,305 and the era of phenomenal growth had set in. In the next two decades (1820-1840) the x)opulation increased to'fl^35l.542, a gain of 290 jAer cent. Of the tAveh'e States and Territories comprised in th^Ti^’ision, four had acquired, prior to 1840. the full rights of statehood. The - educational record for those years is meager and scattered, but one fact is notice¬ able — eA^eryAvliere as population increased, colleges multiplied. In 1820 the Ohio University was the only rex)resentatiA"e of the higher learning in the Avhole region. In 1824 Miami UlniA'crsity, in Ohio, and Indiana University wmre both chartered; the University of Michigan folloAA^ed in 1837, all draAving their original endow¬ ment from the national land grant. Around them sx)rang up in the brief sxDace of twenty years within the limits of the North-West Territory no less than seventeen additional colleges, which are still in operation. Many of these early foundations were mere preparatory schools strugging bravely up to the college .plane, but they neA’er'lost sight of the moral purposes of education. OA’^er and OA’er again the convictions that AAmre exi)ressed in the ordinance of 1787 meet us in their charters or acts of incoiq)oration. This is noticeable alike in church and in state founda¬ tions. The act establishing Miami LuiA’ersity declares it to be ‘‘ for the promo¬ tion of good education, Aurtue, religion, and morality." The act to incor])orate a university in Indiana, passed in 1806, Avas introduced by a preamble which declared that ‘‘the independence, hapxflness, and energy of every republic dej^ends (under tlie influence of the destinies of HeaA^en) ui^on the AAusdom, Aurtue, teflents, and energy of its citizens and rulers," and further that “learning hath ever been found the ablest advocate of genuine liberty, the best suTjporter of rational relig¬ ion, and the source of the only solid and imj)erishable glory vdiich nations can acquire." The objects proposed by the founders of Western Reseiwe UnUersity Avere “ to educate pious young men as pastors for our destitute churches, to pre- seiwe the present literary .and religious character of the state and redeem it from COEDUCATIOK IN THE UNITED STATES. 1051 future decline; to prepare comi^etent men to till the Cabinet, the bench, the bar, and the iralpit.” These declarations, which might be indefinitely multiplied, were not empty words. They reveal the spirit of moral earnestness which per¬ vaded teachers and students and which explains undoubtedly the high proportion of forceful characters among the graduates of that early period. Although the development of the region embraced in the Louisiana purchase belongs to a later period than that of the North- Yv^est Territory it has followed for the most part the same course. Missouri shows, indeed, modifying influences from the old French occupation, and Louisiana, both by reason of its earlier his¬ tory and its geographic position, has had a distinctive history. These two States represent the only XDortions of the domain x)urchased in 1803 that were included by name in the census of 1810. At that time the x:)ox)ulation of Louisiana, which was admitted as a State two years later, was 76,oa6, and that of Missouri (admitted in 1821) was 20,843. Missouri shared in the advancing population of the North- West Territory, as is shown by the fact that it increased from 140,455 inhabitants in 1830 to 683,044 in 1850, an increase of 385 per cent. It is interesting to note here that the act of Congress of 1813, organizing the Territory of Missouri, reiter¬ ated the language of the ordinance of 1787 with amplifications, as follows: “ Neli- gion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall be encouraged and provided for from the public lands of the United States in said Territory in such manner as Congress may deem expedient. ” Subsequently Congress x^rovided that two townships of la-nd in the Territory should be devoted to a university and “one thirty- sixth of the entire x^nblic domain, together with saline and swami^ lands, to townshix^ (nondistrict) schools.” The first constitution of the State rati¬ fied these provisions, and thus the policy vdiich had been initiated in Ohio was transferred beyond the Mississippi. ■ , It 'vvould be impossible at this date to estimate even apiDroximately the money value of the university lands reserved under the ordinance of 1787 and the acts extending its beneficent x^ro vision, as State after State wms admitted t(\the TJuion. Much of the precious endowment, it is well known, wms lost by bad md^^geinent, but this waste does not detract from the importance of the policy, which is to be measured rather by its inspiring influence than by its financial outcome. The precedent established in 1787 has been follow'ed by Congressional appro¬ priations of much greater value, notably those made under the land-grant act of 1863 and the supx^lementary acts of 1887 and 1890, and this national x^olicy has been sux^i^lemented by extensive grants on the part of the State legislatures. It is this whole x^i’incely endowment which must be taken into account when the value of the initial act is in question. « We are Teminded in this consideration of the x^eculiar character of our Republic, which gives more complex meaning to the term ‘ ‘ national ’ ’ than is suggested merely by relation to the Federal authoi-itju Government with us is a union of State and Federal action, springing from and embodying the will of the people. The extent to which a x)articular x^olicy is sux^ported by the people is the measure of its claim to be regarded as national. It is indeed true that only measures wNich emanate from Congress are axDX^iicable to the entire countiy, but so closely interwoven are the States that measures passed by the legislature of one State are often adopted almost simultaneously by other State legislatures, and thus rapidly spread throughout the country. This is so true, in uespect to education, that although there is no national system of education in the United States, the expression is current among us and carries to all minds a very definite idea. This interplay of Federal and of State policies in that comx)lex whole which we call a The total land apijropriations under the ordinance of 1787, the act of 1863, and snpplenaentary acts amount to 86,084,879 acres. 1052 EDUCATION EEUOKT, 1903. “national” lias been strikingly sliovrn in tlie foundation of State universities. State and nation, as we have seen, have united in their endowment, and they appear to be the natural crown of the iiublic schools which, in common with the higher learning, were fostered by grants of land under the ordinance of 1787. It is a significant fact that coeducation is the policy in every college and univer¬ sity of the North Central and Western divisions of our country that has had the benefit of Congressional land grants. Their uniform action in this respect has made this a distinctive feature of our higher education. The W est is thus distinguished by the unity of higher and elementary educa¬ tion through their common origin in the public bounty. Private agencies shared in the work, but never gained ascendancy, as they did in the older States; hence, v/liile the East led in the work of public education, the West perfected the type. The history of the xjrocess as it went on in the several States discloses their inter¬ relations during the formative period of our national life. The constitution of Ohio, adopted in 1803, on its admission to statehood, reiterated the educational clause of the ordinance of 1787, with additional provisions looking to the support of schools by public funds and guarding against denominational intolerance and class distinctions. At first the application of the law v/as left to private or local initiative, as had been the case in the Massachusetts colonies; but this precarious X^olicy was soon abandoned. In 1806 a school district lave was passed; in 1831 a school tax law was carried. Scarcely were these measures secured when the impulse of that extraordinary campaign of education waged by Horace Mann ifi Massachusetts, spreading westward, swept New York and Ohio into the movement. In 1838, the year after Horace Mann vras made secretary of the Massachusetts State board of education, the legislature of Ohio created a State school fund and pro¬ vided for State supervision of public schools. The experience of the older State was utilized though never slavishly imitated by the younger. It is interesting to note that v*Tiereas in this early period the imx:)ulse tov/ard progress in public education came from the East, in later years the movement became that of the and intermingling of impulses. LOCAL CIRCUMSTANCES A DSTEHMINING FACTOR IN THE CONDUCT OF SCHOOLS. The pioneer champions of the free-school system — Horace Mann and Henry Barnard in New England, Governor Seward and Rev. Doctor Potter in New York, to name the most notable — had evidently no thought of excluding girls from the public provision for which they labor- d. But while they ’were laying deep foundations in law and public opinion, schools themselves, as they multiplied in the respective States, naturally followed the arrangements with which the peo¬ ple vrere familiar. The district schools of the New England and Middle States were attended by boys and girls, as the “dame schools” of England had been and the admirable iiarish schools of Scotland. But as regards high schools, 'which were of later growth, a different xirecedent had been established in the Eastern States by the academies and grammar schools founded by private effort in many of the chief places of that section. These were generally separate schools, although a fevr academies were coeducational. Certain academies for girls — for example, Adams Academy at Derry, N. H. (1833). and Ispsv/ich Academy, Mas¬ sachusetts (1838)— seem to have been founded with a view to giving girls an education better suited to their requirements than that which had been arranged with si)ecial reference to the wants of boys. As a rule, an exclusive regard to the careers for which boys should be trained meets us in the iirospectuses of the early academies and grammar schools. Even where there was an attempted departure from the established classical curric¬ ulum, as in the case of Franklin's proposals for the academy in Philadelphia, the overshadowing puiqiose is the same — to qualify men ‘ ‘ to bear magistracies and inteychan.^e COEDUCATION^ IN THE UNITED STATES. 1053 execute other public oifices of trust,” and to qualify “ a number of tlie poorer to act as schoolmasters in the country.” The series of school lavv^s passed in Ohio between 1806 and 1840 contained in embryo all the essentials of a State school system. The history which they embody was repeated at a later date in Indiana, whose people, less homogeneous than those of Ohio, seemed at first firmly wedded to sectarian schools. Later still it was repeated in Illinois, Yvdiere the contest over the slavery clause of the ordi¬ nance of 1787 long obscured every other provision, and in Michigan, which began its independent existence with a scheme for an organized system of public educa.- tion. The movement gained momentum as it proceeded, for the farther West it is traced the more rapid seems its development from the initial stage of permissive laws and isolated efforts to that of complete organization and vigorous grov-th. Thus Colorado, the Centennial State, passed a comprehensive school law the year after its admission, and in six years was able to boast with good reason that in respect to its public school system it was equal to any State in the Union. Indeed, as we follov7 the development of systems of education beyond the Alleghenies and beyond the Mississippi we can not fail to be impressed with the rapid spread of ideas that were struggling for recognition in older civilizations. Old customs and ingrained prejudices lost their hold on people in this wilderness. They addressed themselves to the problems of their collective life with a vigor of initiative and a readiness of adjustment v/hich are still characteristic of the West and which have marked its contributions to the general educational progress. But in the West, as in the East, the internal conduct of schools was determined by circumstance, and here and there in the early annals of the region instances are even found of sepa¬ rate district schools for the tv/o sexes. Thus under the first ordinance (passed July, 1837) for the establishment of common schools in Cleveland, Ohio, three school districts were formed, and two schools, one for boys and the other for girls, opened in each. This provision followed that of a so-called free school which had been j)reviously opened in Cleveland, but which was free only to poor children.* Other examples might be adduced, but the distinction was temporary, anj the right or expediency of giving girls equal school advantages with boys s€enis never to have been questioned as it had been in New England, v^^here at least one town went so far as to decide “ to be at no expense for educating girls,” and other towns made to them the reluctant concession of an hour before or after the boys’ school day or on Thursday, when the boys had half holiday. Discriminations of this kind in the East had, however, nothing to do with the question of coeducation per se. They were due rather to the conviction that nothing should be attempted by public authorities that can be left to private initiative and nothing attempted by the central government that can be left to local authorities. This principle, deeply inwrought in the English polity and still tenaciously adhered to in that motherland, long made itself felt in the educational policies of New England. It vsas i3erhaps strengthened by the saving tendency of the people, which extended even to the matter of public expenditure. Says Horace Mann, “I have always observed among our people an exaggeration of ideas on this subject, a feeling in each individual whatever the amount of the tax may be, he ^vill have to pay the whole of it.”« The disposition to exclude girls from the public schools often betrayed the thrifty desire to keep down the expenses. This was evidently the case in Boston, where the high school for girls, opened in 1825 — four years afler the English high school for boys was established — became immediately so popular and the j)ressure for admission so great that the school committee, alarmed at the threatened expenditure, closed the school before the end of the second year. nFroni a speech before the State conventioii of county superintendents of New Yorh in 1846. Randell’s History of the Common School System of New York, p. 220. 1054 EDUCATION EEPOET, 1903. INFLUENCE OF HIGH SCHOOLS IN PEOMOTING COEDUCATION. Among many inflnences promoting the spread of coeducation in this country public liigh schools, because of their universal adoption and liberal support, have undoubtedly lieen the most powerful. Up to 1850 the schools of this class were few ill number. According to Commissioner Harris, 11 were in operation at that date, considering only schools organized distinctively as high schools with from two to four year courses of study; 33 were added in the next ten years, and by 1870 the number had risen to ICO. Later years have vritnessed a phenomenal increase in the number of these schools, but their policies were settled in this initial period. Sometimes tlie high schools developed spontaneously, as it were, from the exten¬ sion of the ; lementary lorogrammes. More often they were the outcome of a prolonged campaign like that maintained in Ohio with varying intensity in the decade 1845 to 1855, when prominent citizens, county officers, educators, superin¬ tendents of common schools, and governors joined in the endeavor to create a popular sentiment in favor of an efficient system of higher instruction supported by public funds, attracting the patronage of the better classes by the certainty of superior advantages for their children, and opening to the poorest child access to the whole realm of knowledge, ‘‘not as a charity, but as a right and without humiliating conditions . ' ’ In this period at least nine high schools whose history has been preserved to the present time were established in the State. The Cl A'eland High School was opened in 1846 as a school for boys only, but within a year girls were admitted, although to a limited curriculum and against the protest of the principal. In 1854 Mr. E. E. White took charge of the school and abolished all restrictions v.uth respect to girls. It was recorded by him as proof of the soundness of his judg¬ ment that ■‘ tlie first class of girls iierinitted to take the full course in mathemat- , ics stood considerably higher, on the average, than the boys.'’ The other high schools opened during this period admitted both boys and girls, though in some cases ti^s*^parate departments. In respect to high schools, as to other organized forms of special activity, Ohio wns the pioneer State of the West. Before other communities in this vast region were ready for high schools their maintenance as a necessary part of a public school system had passed beyond all question. As a rule high schools have followed the course of the elementary schools in admitting both sexes. Where this was not the case from the first — as in Boston, New York, Philadelphia, Baltimore, and a few other cities of the Atlantic sea¬ board — there was generally a struggle before the claim of girls for like provision was recognized. It is important to remember hovv- far local conditions explain these initial dis¬ tinctions, because prejudices engendered of custom still lend a coloring to the arguments p)ro and con whenever the question of coeducation is agitated. The policy was fostered in the W est by the conditions of pioneer life and the easy spread of democratic ideas in nev,^ and adventurous communities. That there was the lingering spirit of patrician exclusiveness in the eastern iireferences for separate higli schools is indicated by the contrary attitude in respect to normal schools. The first institution of the latter class in this country — an outcome of the labors of Horace Mann, Henry Barnard, and their coworkers in the cause of popular education — was established at Lexington, Mass., in 1839. The school was, indeed, characterized by the vote of the board of education as “ a normal school for the qualification of female teachers,” but the same vote carried also a second normal school for both sexes, which was opened the following year at Barre. Two years later a third normal school, also coeducational, was opened at Bridgewater, the first class numbering 21 women and 7 men. The movement spread raiiidly, iireserving in its course the original policy; but the institutions COEDUCATION IN THE UNITED STATES. 1055 were identified in the public mind with the common or elementary schools, and it wa.s some time before their trne character as professional schools of a high order was recognized and their policies studied for their general interest. EARLY EFFORTS FOR PROMOTING THE HIGHER EDUCATION OF WOMEN. This survey of influences that were shaping public sentiment with respect to the education of wminen v/oiild be incomiilete without reference to the early efforts for promoting in their behalf what was distinctly recognized as higher in contrast with elementary education or special training. The persistent appeals of Mrs. Emma Willard through the press and before the legislature of New York, and the heroic efforts of Mary Lyon in Massachusetts, broke down in centers of command¬ ing influence the notion of woman's limitations, which, like all traditional beliefs, has shown wonderful tenacity. The sancUon of a charter for Mount Holyoke Seminary, won by Marj^ Lyon from the Massachusetts legislature in 1830, and the corresponding triumph of Mrs. Willard, who the following year secured a charter for Troy Female Seminary from the New York legislature, were events of national importance. Both institutions stood for serious work and high standards as against the superficiality of fashionable schools. The public agitations from which they sprung had drawn wide attention to the enterprises, and the seminary move¬ ment, like the free school and the normal school movements, spread far beyond the centers in which it arose. A ripple of the movement is noticeable in Georgia in the establishment of Wesleyan Female College at Macon, which was chartered the same year as Mount Holyoke, with authority to confer degrees. These institutions indirectly promoted coeducation, for as time passed it became evident that their work and aims were incompatible with those of higher educa¬ tion in the college or traditional sense of that exiiression. They could not com¬ mand the necessary resources nor students of adequate preparation for forceful college work. The first college in this country to admit women on the same basis and to the same classes as men was Oberlin College (originally Oberlin Collegia,tAi.h'5titute) , founded in 1833 in an isolated district of Ohio. From the outset the new institu¬ tion stood for so many unpopular ideas, social and theological, that the mere fact of the admission of both sexes excited little attention. Indeed, the original plan of the institution included a special department for women similar in scope to the seminary w'ork, and it was not until 1837 that women were admitted as full col¬ legiate students under the pressure of a normal expansion of the inner life of the institution. The innovation seems to have caused little comment even v/ithin the college itself until several years later, when a variety of influences had combined to make coeducation a subject of earnest discussion in many quarters. Oberlin then became a, model and exemplar for all colleges that proxiosed the open door for women. Before this period arrived, the Oberlin exiieriment was supplemented by the establishment of Antioch College at Yellov/ Springs, Ohio, which was coeduca¬ tional from the start. The college was oiiened under the presidency of Horace Mann, although this distinguished educator entertained at the time serious doubts as to the wisdom of coeducation. His attitude in this respect was readily inferred from his inaugural address, and also from a by-law that he sanctioned prohibiting marriages between students during their connection with the college, but in spite of his dubious support of the policy it gained strength from his relation to the new institution. Not the least triumph of Antioch was its complete conversion of its own president to the full support of the new system. EFFECT OF INDUSTRIAL CHANGES. The various efforts for the promotion of public education or the upbuilding of private institutions here' reviewed were deeply involved with that profound move- 105G EDUCATION EEPORT, 1903. inent of tlionglit and feeling which had overturned political systems in Europe and infused new social ideals into the minds of all thinking men. The ordinance of 1787 was passed on the eve of the French Revolution, and Oberlin recalls by its charter date the initial steps in public education in the two foreign countries most closely related to the early history of our own. In that year (1833) was passed Guizot's law, the basis of the i^rimary school system of France. In the same year the English Parliament made the first appropriation (£20,000) in aid of popular education. Both measures grew out of the spread of democratic princi¬ ples as indicated bj^ the increase of popular suffrage; but underlying these political changes was an industrial revolution, which extended also to our own country. The period from 1830 to 1800, marked, as we have seen, by the growth of the public school system in the eastern and north central divisions of our country, witnessed also the transfer of many industries from the home to factories, thus depriving women of their wonted occupations and thereby diminishing their economic imx)ortance. As a consequence, a feeling of unrest rose in the minds of forceful women and gradually affected entire communities. Women of special talent found their way into journalism. Mrs. Ann S. Stephens, who in 1837 became an editorial writer and literary critic for the Nevv^ York Evening Express, was follov/ed by a brilliant company of women — Mrs. Lydia Child, Margaret Fuller, Mrs. Jane G. Swisshelm, Grace Greenwood, Harriet Beecher Stowe, Gail Hamilton, to name a few belonging to the earlier years of this period — who aided powerfully in breaking down the traditional notion as to the mental limitations of their sex. Women took courage and began here and there to agitate for other fields of activity. In 1845 Elizabeth Blackwell formed the daring resolution of studying medicine. Around her name clusters a small but remarkable group of women, whose determined spirit opened up the profession to women, with all that it entailed in the way of schools and hospitals for their suitable preparation. PUBLIC PROVISION FOR NEW EDUCATIONAL DEMANDS. Of far gi*eater moment than this stirring of individual aspiration was the ris¬ ing demand for a new order of education — “ practical education,” to use the com¬ mon misnomer — which affected the whole industrial world. The relation between the commercial advantages of a people and the special training, scientific and artistic, of its industrial classes was strikingly illustrated by the first interna¬ tional exposition (the Crystal Palace Exposition, London, 1851), which as an edu¬ cational force has never been surpassed by anj" succeeding event of the kind. Our own country was not indifferent to the lesson, and in 1882, in the midst of the distractions of civil war. Congress set its seal to the slowly forming purposes of the new industrial era by a measure of wider application and possibly deeper import than the land reservations of 1787. This measure was the land-grant act of 1862, appropriating 10,000,000 acres of land for the endowment of colleges 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 of life.” The effect of this bounty upon the growing interest of woman's education was not the least surprising of its many unforeseen consequences. In the Northwestern States the land grant vras generally regarded as a provision upon which women had the same claim as men, and the policy of coeducation, vrhich had already been adopted by the State universities of Iowa and Yv^isconsin, endovred by the land reservation of 1787, was adopted by the land-grant colleges throughout the West. The successive State universities of that section followed the same course, and thus the entire system of public education in the West x>resented from the lowest COEDUCATION IN THE UNITED STATES. 1057 primary school to the highest university classes complete e(iuality of provision for both sexes. RISE OF COLLEGES FOR WOMEN. In 1861, when the land-grant act was already under consideration, an event occurred in the eastern section of our country which strengthened the tendencies toward separate education for men and women. In that year Mr. Matthew Vas- sar, of Poughkeepsie, N. Y., conveyed to trustees stocks, bonds, etc., of the total value of $408,009, to found a college which, as stated in his own words, “shall accomplish for women what our colleges are accomi3lishing for men. ’ ’ The trus¬ tees to whom Mr. Vassar committed the enterprise carefully canvassed the vrhole subject, considering Ihe possible adaptations of the usual college course to the needs Of woman, and more particularly the means of making her college residence safe and healthful. It is amusing now to recall the fears expressed in many quarters as to the effect of this very cautious experiment in college education upon womanly character — fears which drew from Mr. Vassar an emphatic expression of his own ideals. “ It is my hope,” he said, “ indeed, it has been the main incentive to all I have already done or may hereafter do or hope to do, to inaugurate a new era in the history and life of v^oman. I wish to give one sex all the advantages so long monopolized by the other. Ours is and is to be an institution for women, not men. In all its labors, positions, rev/ards, and hopes the idea is the development and exj)osition and the marshaling to the front and the preferment of women, of their powers on every side, demonstrative of their equality with men. * * * This, I conceive, may be fully accomplished within the rational limits of true womanliness and without the slightest hazard to the attractiveness of her character. We are, indeed, already defeated before we com¬ mence if such development be in. the least dangerous to the dearest attributes of her sex. We are not the less defeated if it be hazardous for her to avail herself of her highest educated powers when that point is gained. We are defeated if we start upon the assumption that she has no povrers sa,ve those she may derive or imitate from the other sex. We are defeated if we recognize the ide3„?B5iat she may not, with every propriety, contribute to the v/orld the benefits o/t matured faculties which education works. We are especially defeated if we fail to express by our acts our practical belief in her preeminent powers as an instructor of her own sex.” The statement reflects very plainly the adverse sentiments that the experiment had excited and also shows how little sympathy the founder had with those who advocated the plan of identical education for men and women. The novelty of this experiment, the noble spirit of the founder, the beauty of the site, the admi¬ rable plan of the buildings, the influential patronage which vras attracted, com¬ bined to give eclat to the nevr institution. At the time, as President Raymond observed, not a single endowed college for young women existed in all Christen¬ dom. The example was contagious. Vassar did not assume full collegiate rank till 1868; tv/o years after, Wellesley follovred; the next year, 1871, Smith was founded; and thus the policy of sciiarate education to which the older colleges of the East were committed was enormously strengthened. THE NSV.^ ERA — ITS PROBLEMS AND THEIR SOLUTION. In the general history of education 1870 stands forth as a memorable date; in that year was passed the education law by which the English Government was pledged to secure elementary education for every child in the realm; the sanne year was proclaimed the French Republic, whose existence is staked upon a sys¬ tem of state education; in that year also the Prussian Government, alarmed, it is ■G7 ED 1903- 1058 EDUCATION EEPOET, 1903. stated, 1)Y the declaration of papal infallibility, issued new school regulations, emphasizing the paramount right of the state in respect to the control of popular education. In the United States, as we have seen, the tentative period of the iniblic school systems was virtually completed before 1870. The essential prin¬ ciples of such a system — support by public taxation, publi'? supervision, public provision for the training of teachers, free tuition for all youth from the primary school to the door of the college, compulsory school attendance — one and all had been adopted in every State. Recent events — the land -grant act of 1862 and the establishment of the Bureau of Education in 1868— had also shown on the x:art of the Federal Government a growing sense of responsibility in respect to this great interest. Two educational questions vrere then uppermost in our country — namely, tliat of new adjustments of college education and that of higher educa¬ tion for women. By the passage of the land-grant act the two questions had been brought into close relation, since it was very generally conceded that women should not be excluded from a share in the Government bounty. College facil¬ ities for women were multiplying, and events seemed to indicate that coeducation would prevail in the West and separate education in the East. The South had scarcely yet applied itself to the problem. While such was the general situation in 1870, t\vo events occurred about that time which greatly modified the outlook in the East — Cornell University, enriched at once by the land grant and the liberal benefactions of Mr. Cornell, was form¬ ally opened at Ithaca, N. Y., in 1SG8. The institution stood for the departures in higher education which were being agitated throughout the civilized world. The forceful and deliberate manner in vrhicli the new problems were undertaken, the remarkable character of the two men — Mr. Ezra Cornell, the founder, and Mr. Andrew D. White, first president of the institution, who together had worked out the plan of its operations — excited universal interest. The college was at first opened to men students only, but at the inaugural ceremony, which was cf an imposing character, both Mr. Cornell and Mr. White expressed the hope that the university might speedily offer every advantage necessary for the higher educa¬ tion of Toynig women equally with young men. Speaking entirely for myself.” said Mr. White, “ I would say that I am perfectly willing to undertake the experi¬ ment as soon as it shall be possible to do so.” The mere expression of this hope brought the means for its realization. Upon the evening of the inaugural day Mr. Henry W. Sage went quietly to President White and said: '‘When you are ready to carry out the idea of educating young women as thoroughly as young men, I will provide the endowment to enable you to do so.” Mr. Sage's purpose strengthened with the growth of the university, and shortly after, all other diffi¬ culties being then practically removed, he renewed his offer. A committee, of which President White was chairman, made an exhaustive study of all questions relating to coeducation, visited the leading institutions in which it had been tried, corresponded with eminent educators, and in a report, which revievcs at length the whole problem, recommended the acceptance of the offer. That offer was of an endowment of $250,000 upon the simple condition that ‘’instruction shall he afforded to young women by the Cornell University as bread and thorough as that now afforded to young men.” In April, 1872, the offer was formally accepted by the trustees, and women were admitted to all the privileges of the university. The University of Michigan, whose commanding influence was already fore¬ shadowed, had opened its doors to women two years previous, and its example had great weight at Cornell. Meanwhile, in conservative Massachusetts, meas¬ ures liad already been started which in 1809 resulted in the incorporation of Boston University with coeducation as one of several distinguishing features. The spirit of the institution in this respect was frankly set forth by the president, Br. COEDUCATION IN THE UNITED STATES. 1059 William F. Warren, in tlie first “ Yearbook of the new institution. “A fonrth fundamental idea with the organization of Boston University,” he says, ‘‘was, and is, that a university should esist not for one sev merely, but equally for the two. Class schools are very well in their place. Schools for the feeble-minded, reform schools, schools for deaf-mutes — no one should object to these. So, if any class of philanthropists feel called upon to organize special schools for girls or boys constitutionally too delicate to bear the nervous shock of school association with the other sex, let no one oppose. Such institutions rnay serve to illustrate the tender and gentle charities to which our Christian civilization giA^es origin, but a uniA'ersity exists for altogether different puiq^oses. It is not instituted for the benefit of a class. It is the highest organ of human society for the conseiwa- tion, furtherance, and communication of knowledge; for the induction of suc- cessiA'O generations into its possession; for the seiudce of mankind in all highest social offices. To artificially restrict the benefits c f such an institution to one-half of the community by a discrimination based solely upon a birth distinction is worse than un-American. It is an injury to society as a whole, a loss to the favored class, a wrong to the unfavored. “Boston Uiirrersity, therefore, welccmes to all its adAmntages young v/omen and young men on precisely the same conditions. It welcomes women not merely to the bench of the pupil, but algo to the chair of the professor. It is the first institution in the Commonwealth of Massachusetts to admit the tAvo sexes to com¬ mon advantages in classical collegiate studies; the first in the world to cpen the entire circle of post-graduate professional schools to men and Avomen alike. Nor is any fear AvhateA'er felt lest the newly enfranchised class proAm in the end inca¬ pacitated, either intellectually or by jphysiological constitution, for making a Avise and beneficent use of these iicaa"- found facilities.” (Boston Yearbook, 1874, p). 24.) These eA^ents occurring in rapid succession excited intense interest*. Conseiwa- tive sentiment in the East AAms alarmed, and earnest efforts were imt forth to stay what was regarded by many people as a serious oauI. Notable among these efforts was a contribution to the general discussion by Br. E. Clarke, entitled “Ae:s: in education.” The author opposed the new moAnment from considerations of woman’s physical constitution, and even went so far as to declare that identical education for ])oys and girls, “the prominent characteristic of our American school system,” was responsible for the physical degeneracy of American women. A large part of his essay AAns taken up with accounts of particular cases illus¬ trating this degeneracy, but the relation between these cases and the education of the unfortunate subjects was scarcely proven. The importance of Doctor Clarke's main consideration — namely, that of the physical welfare of Avomen students — can hardly be exaggerated, but his inference with regard to coeduca¬ tion was not Vvell based at the time, and lia^s no longer any force, because of the adjustment of school and college conditions to the needs of different classes of students. In this respect the change since 1870 is so marked that Arm may call the last three decades the period of special adjustments, and it may readily be shown that this change, which is as beneficial to men as to women, is largely the outcome of the movement for woman’s education. Doctor Clarke’s discussion called forth vigorous rejoinders, among which were two books of special note, namely. Sex and Education, and The Education of American Girls. Against scientific theories, vrell-knoAvn experts submitted in these books the results of extended obseiwation and of actual experience in resx)ect to the processes and the effects of mental discipline. In a contribution to the former work, Thomas Y/entAvorth Higginson pointed out the chief Aveakness in Doctor Clarke’s argument, i. e., the AA^ant of a sufficient basis of facts. At that time, indeed, no systematic effort had been made to collect and sift the 1060 EDUCATION REPORT, 1903. facts as to the actual effects of coeducation in places where it was already prac¬ ticed. The want has since been well supplied by the collection of vital statistics published by the Collegiate Alumna Association, and by a similar collection, “Health statistics of women students at Cambridge and Oxford and of their sisters,"’ due to the efforts of Mrs. Henry Sidgwick.« The stubborn facts disclosed by the investigations refute the unsupported assertions of alarmists. They show, as Professor Angell humorously puts it, that “ the audacious young female who attempted to follow the same collegiate course as her brother generally insisted on the retention of oppressively good health; and she has done even averse things to discredit the general calling of prophet by discovering numbers of educated men who were willing and eager to attempt matrimony with her assistance. Worst of all, v*dien she has married, she has had a normal number of vigorous children.” Nothing, indeed, is left “ the irreconcil- ables on these points” but to “deny themselves the luxury of the available statistics."’ Public school officials were naturally drawn into the early discussion of coedu¬ cation, as the public high schools furnished a point of attack for its opponents and also the most extended experience with reference to its effects. Doctor Harris, at that time superintendent of public schools in St. Louis, went into a full discussion of the subject in his report for 1872-73, meeting objections such as Doctor Clarke had advanced by the actual results of coeducation in his own city and disclosing the relation of the policy to advancing civilization. . Dr. E. E. White, then editor of the Ohio Educational Monthly, in a paper published in the National Teacher (June, 1872), supported the policy as it had developed in high schools while admit¬ ting the need of special caution with respect to its further extension, and Doctor Philbrick, superintendent of public schools, Boston, avov/ed his opposition to the policy. • The literature of the subject which accumulated thus between 1870 and 1875 foreshadowed the lines vHiich all subsequent discussions have followed, and afforded one of the earliest illustrations in this country of the substitution of fact and experience for a inTori theories in the investigation of social problems. The ifhysiological argument against coeducation and in general against higher disci- iJinary education for women has shifted its basis slightly in consequence of the tendency to interpret all social phenomena in biological terms, but it reduces practically to that advanced by Doctor Clarke. Meanwhile the accumulated expe¬ rience of thirty years has merely added weight to tha.t which showed the exagger¬ ated inferences from this argument when it was first advanced. ^ Looking back thus over the past, it is easy to see that public education in our country is a growth in which ?J1 the parts are organically related. The admission of girls to the public schools and subsequently the admission of young women to the i)ublicly endowed colleges and universities came about naturally, and was a well-established policy innor to 1870. This date, as we have seen, may be conven¬ iently taken to mark the close of the merely formative period of our State systems of education. In the sifting that has since been going on, temporary expedients have been gradually eliminated; continuance and progress since that date may be taken as signs of vital force. Peculiar interest therefore attaches to the history of coeducation since the year specified. In this consideration only secondary schools and higher institutions — colleges and universities — demand attention, as the policy of elementary schools in this respect has passed beyond all question. uSee Report of the Commissioner of Education, 1901, vol. 2, pp. 12TS-1281. I'For an extended bibliography of coeducation see the Commissioner’s Report for 1901, vol. 2, pp. i:il0-1315. COEDUCATION IN THE UNITED STATES 1061 PROGRESS OF HIGH SCHOOLS AND THEIR RELATION TO COEDUCATION. The most noticeable fact in the recent history of high schools is the increase in their numbers, or, to state it more impressively, in the number of youth brought under their influence. « The 6,293 high schools reported in 1902 enrolled 550,611 pupils (236,914 boys, 323,697 girls), and of this number 95 per cent, or a total of 523,344 pupils (315,944 boys, 307,400 girls) , were in coeducational schools. In this respect there is no break between the high schools and the lower grade public schools, in which at least 96 per cent of the luipils are enrolled in mixed classes. The fevc separate high schools for boys and girls are in cities situated for the most part on the eastern border of the country. They form exceptions, how¬ ever, to the general practice even in their own States, and as a rule are survivals from the iDeriod of cautious exiieriments rather than indexes of luiblic opinion or sentiment. From the replies to special inquiries respecting the subject issued by the Bureau of Education in 1891 and 1901,^ it appears that of 638 leading cities of the country 15 only had separate high schools in 1891; in 1901 the number had fallen to 12. The chief cities reporting separate high schools and their actual status in this respect in 1901 were as follows: High schools. Per cent of high school pu¬ pils in co¬ educa¬ tional schools. Cities. Total number. Niim- ber co¬ educa¬ tional. Boston . - 12 7 Per cent. 50 New York . . . . . ; . . . 10 6 45.7 Brooklyn . . . 6 3 42.8 Chicago . . . . . . . . . 15 14 C93.3 San Francisco . . 4 3 Baltimore _ . _ _ _ _ _ _ _ 5 1 New Orleans . 3 , 0 A second matter of great significance in our present consideration is the con¬ stant increase in the proportion of pupils of public high schools in the college n Number of secondamj students in public and priva te secondary schools. Year. In public In private high j high .schools. 1 schools. In both classes of schools. Year. In public high schools. 1871 . 38.280 48,660 56, 640 61,860 68,580 73, 740 73,560 73,620 74. 160 75,840 80. 160 88,920 95.280 97,020 86,400 83, 160 1887-88 _ 116,009 125, 542 202,963 211,596 239, 556 254, 023 289,274 350,099 880, 493 409, 4as 449, 600 476, 227 519,251 541, 730 550, 611 1872 . 1888-89 . 1873 . 1889-90 . . 1874 . 1890-91.. . 1875 1891-92 . 1878 22, 982 24,925 28,124 27, 163 28,609 36,594 39, 581 34, 672 35, 307 70,241 80,004 96, 722 98, 485 101, 744 101,323 102, 449 116, 754 128,501 129,952 132, 327 156, 641 163,164 1892 93 1877 1893-94... . 1878 . 1894-95 . 1879 1895-96 . . 1880 1896-97 . 1881 . 1897-98 . . 1882- 83 . - 1883- 84.... . 1884- 85 . . 1898- 99 _ 1899- 1900. . 1900- 1901 . 1885-86 . . 1901-2 . . 1886-87 . . In private high In both classes of schools. schools. 69,600 79, 440 94,931 98,400 100, 739 102,37.5 118, 645 118,347 106,6.54 107, 6.33 105, 225 103, 838 110, 797 108, 221 104,690 185, 609 204,982 297,894 309, 996 340,295 356, 398 407,919 468, 446 487, 147 517,066 554, 825 580,065 630,048 649,951 655, 301 The relative increase of public high schools as comi^ared with private schools is emphasized by the expression in ratios. In 1876 the public high schools comprised 23.75 per cent of secondary p-apils; in 1882, 30.8 per cent; in 1892, 70.39 per cent; in 1902 their proportion had increased to 84.02 per cent. ?>For full results of these inquiries see Commissioner's Report for 1901, vol. 2, pp. 1218-1229. cThe remaining pupils (651) are in a, separate high school for boys. 1062 EDUCATIOK EEPOKT, 1903, preparatory classes. In 1903 the schools named had a total of 58,691 students pre. paring for college as against 25,574 in the private high schools and academies. Considering the graduating classes alone the numbers were, respective!}’, 21,018 and 5,141. Even in the North Atlantic States the public high schools exceeded the private schools in the number of pupils preparing for college, the totals for each class of schools being, respectively, 33,329 and 13,074. In the western States the public high schools have almost a monopoly of college preparatory work.« Throughout this section the public high schools and State universities have been closely affili- a Public hir/h schools — Distributioyi of secondary students in college x>reparatory courses in 1902. Secondary students. Geographical sections. Male. 1 Female. Total. Male. Fe¬ male. Total. Male. ! Fe¬ male. Total. United States. _ 226,914 1 323,697 550,611 14,298 16,499 30,797 16,406 j 11,488 27,894 North Atlantic Division. South Atlantic Division. South Central Division . North Central Division . Yv'estern Division . 75,888 11,024 16, 450 109,736 13, 816 105,143 16,937 24,004 156,714 20,899 181,031 27,961 40,454 266, 450 34,715 6,823 795 1,007 4,951 722 6,370 989 1,262 6,730 1,148 13,193 1,784 2,269 11, 681 1,870 6,190 519 899 7,278 1,520 1 2,946 ! 213 588 6,340 1,401 9,136 732 1,487 13,618 2.921 Secondary students preparing for college. Classical course. Scientific courses. Geographical sections. Graduates in class of 1902. College preparatory stu¬ dents in graduating^ class of 1902. Male. Female. Total. Male. Female. Total. 23,786 42,476 66,262 9,988 ‘ 11, 030 21,018 8,070 13, 779 21,849 3,408 2, 725 6,133 958 2,181 3,139 435 589 1,024 1,217 2,633 3,850 524 748 1,272 12,181 21.466 33, 647 4,863 6,005 10,868 1,360 2,417 3,777 758 963 1,721 United States . North Atlantic Division. South Atlantic Division . South Central Division. . North Central Division.. Western IJ^vision . Private high schools and academies— Distribution of secondary students in college j^rej^aratory courses in 1902. Geographical sections. Secondary students. Secondary students preparing for college. Classical course. Scientific courses. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . . 51,536 53,154 104,690 9,016 5,346 14,362 8,421 2,791 i 11,212 North Atlantic Division. 20,900 18,893 39,793 4,475 2,006 6,481 4,701 892 5, 593 South Atlantic Division. 9,098 9,610 18, 708 1,671 1,116 2,787 988 347 1,333 South Central Division.. 9,805 9,541 19,346 1,504 1,103 2,607 1,007 760 1,767 North Central Division . 8,680 11,248 19,928 1,126 898 2,024 1,175 594 1,769 Y/'estern Division . 3,053 3,862 6,915 240 223 463 552 198 750 Geographical sections. Graduates in class of 1902. College preparatory stu¬ dents in graduating" class of 1902. Male. Female. Total. Male. Female. Total. United States . . 5,608 5,817 11,425 3,470 1,671 : 5,141 North Atlantic Division . 2,9.57 731 2,636 697 5,593 2,028 383 694 2,722 623 South Atlantic Division . . . 1,428 1,313 2,477 614 240 South Central Division.. . 643 670 3;34 2:35 569 North Central Division . 1,027 250 1,4.50 364 587 402 989 W ester n Division . ... 138 100 238 COEDUCATION IN THE UNITED STATES. 1063 ated by the accrediting plan; that is, the acceptance of the certificate of an approved high school in lieu of examination for admission to the higher institution. This policy, starting with the University of Michigan in 1870, spread rapidly, and has welded together in a compact system the entire public provision for education in States maintaining a State university. Many private universities and colleges have also adopted the policy, so that every State in the Union is now included in its operations. The increase of scholastic relations has greatly increased the influence of the high schools upon the universities, and undoubtedly explains in part the rapid spread of coeducation in the higher institutions. Indeed, both on account of the phenomenal increase in the number of high schools, the expansion of their cur¬ riculum, and their i3ublic support, it is safe to assume that a policy adopted by an overwhelming majority of these schools can not be excluded from the higher institutions, which are so largely recruited from them. The facts here presented leave no doubt as to the position of our public schools with respect to the coeducation of the sexes. It is the policy generally pursued, heartily indorsed by the great majority of supervising officers, and strongly sup¬ ported by the people in all sections of the country. If additional x)roof were needed that parents favor this policy, it would be found in the fact that more than half of the secondary private schools of the country, comprising 43.7 per cent of the total enrollment in this class of school (44,853 pupils in a total of 104,690), are coeducational. Since the public school is the only school that three-fourths of the people ever attend, the association of the tv/o sexes as there maintained must have a very great influence upon their social and business relations in after years. It explains in a great measure the freedom that women enjoy in this country with respect to the pursuit of careers, and especially the large share which they take in the edu¬ cational V7ork of the country. Relations which would cause great irritation and annoyance in countries where separate education is the rule, here come about naturally and vfithout friction. f , PROGRESS OF COEDUCATION IN COLLEGES AND UNIVERSITIES. It should be premised in this consideration that the terms “ college ” and “ uni¬ versity ■ ’ have not in this country the same definite meaning as in Q-reat Britain or continental Europe. In general, however, it may be said that a university in the United States includes a college department, in which students complete a course of study leading to the bachelor's degree. So far the universities are like the colleges. But, in addition, a university generally includes also a department of post-graduate wmrk and professional schools. Our present consideration relates in particular to colleges and college departments of universities, which for con¬ venience may be designated simply as colleges. The increase in the number of coeducational colleges since 1870 may be taken as a sign of the progress in this country in respect to the higher education of women, as the colleges exclusively for women — that is, establishments having the same n In the public schools (all grades included) 72 per cent of the teachers are women. Their rela¬ tion to the public schools does not stop here. They participate as school officials and also, through the exercise of the ballot, in the local conduct of school affairs. i. The number of women serving as district school officers appears to be comparatively large, but there are no complete statistics on this point. The number of women serving as county school superintendents in States having this office is 324. As a rule women are eligible to the school boards of northern and western cities, and 11 women hold the position of city school superintendent. In two States, Colorado and Idaho, women are at the head of the public school system, holding the position of State superintendent. In 27 States and 2 Territories women have the right to vote for school officers. 1064 EDUCATION REPORT, 1903. Gtaiidards as the colleges for men — were, with few exceptions, opened just about the year mentioned. In that year the United States Bureau of Education began the work of collecting statistics from the entire country, and by 1873 the Annual Report had become quite comidete for all sections. Particulars were given in that report of 97 coeducational colleges having 2,147 women in their college depart¬ ments. In 1880 more than half the colleges of the country, 51.3 per cent (omit¬ ting in this consideration colleges exclusively for women and land-grant colleges not departments of universities) , reported coeducation either in the preparatory departments or in both preparatory and collegiate departments. Considering the latter only, there were 128 universities and colleges, or 35.7 per cent of the total number reported, which admitted women to the college classes. The 2,323 women regularly matriculated in these institutions formed 7.2 per cent of the total num¬ ber of their undergraduates. In the decade 1880 to 1890 the number of coedu¬ cational colleges had increased to 65.6 per cent of the total number and the proportion of women matriculated to 19.5 per cent of the total number of college students. In 1900 the proportion of coeducational colleges had reached 71.6 per cent, and the proportion of women in their collegiate departments 24.7 per cent of the total registration. Many of these institutions are small denominational col¬ leges, drawing their patronage chiefly from members of their respective com¬ munions and surrounding their students with the influences of cultured Christian homes. Like the high schools of the country, they are in close sympathy with the people and reflect in a very practical manner the prevalent ideals, moral and social, of their respective communities. These colleges are, without exception, affiliated with Protestant denominations, the corresponding Roman Catholic col¬ leges being always exclusively for boys. While colleges of the class referred to rep¬ resent a very important part of the educational provision of the country and have had no small influence in fostering coeducation as a policy, they are of less impor¬ tance as an index of its extension than larger institutions, and especially those that may justly claim university rank. But with all allowances that must be made for differences in the resources and standards of the institutions classed together as universitxi'S and colleges, comparison of the conditions in 1873 and in 1900 are extremely suggestive. The following tabulation shows, for the dates named, the number and geographical distribution of the coeducational institutions and the number of women students in their college departments Geograpliical divisions. 1873. 1890-01. 1902. Numherof Number of coeduca- women tional col- ! students leges and I in the col- univer- | lege de- sities. (partments Numberof coeduca¬ tional col¬ leges and univer¬ sities. Numberof I women students in the col¬ lege de¬ partments Niimberof coeduca¬ tional col¬ leges and iiniver- sities. iNumber of women students in the col¬ lege de¬ partments. United States _ 97 1,923 282 9,250 aso 21,151 North Atlantic division _ 13 242 25 1,057 37 2,629 South Atlantic division _ 3 84 25 387 42 1,081 South Central division _ 11 214 49 1,705 59 2,472 North Central division _ G3 1,258 158 5,620 159 12, 043 Western division . . . 7 125 27 481 33 2,8;'6 1873. 1890-91. 1902. Ratio of coeducational colleges and universities to total number for men and for both sexes . . . Per cent. 30.5 7. 7 Per cent. 65.5 19.5 Percent. 71 24.7 Ratio of women students (undergraduates) to total number of undergraduates in the total institutions above sx)ecified . « For full statistics of universities and colleges see Report of Commissioner for 1902, vol. 2, pp. 1388-1497. COEDUCATION IN THE UNITED STATES. 1065 A clearer idea of the progress of higher education for women will be gained by considering in particular the number of leading institutions to which they are admitted. The statistics for 1873 included 7 State universities (coeducational), of which 3 only had, at that date, above 100 students each. These were as follows: University. Total students. Number of women. Indiana University . . Iowa State University . . . . . . . 174 146 16 31 University of Michigan . . 393 28 Cornell University appears in the same table with 451 students, of whom 22 were women. In the number of coeducational institutions reporting to the Bureau of Educa¬ tion in 1891-2 there were included 25 State universities and 12 private foundations of high order. Since that time there have been added to the list 6 State universities, 3 Territo¬ rial universities, and 6 private institutions of university rank. Several colleges have also adopted coeducation during the last decade which in respect to scholastic standards and equipments might well be classed with some of the State institutions included above, but for obvious reasons the latter must exert an influence in the development of their States beyond what is possible for any local college. The list of State, Territorial, and private institutions referred to comprises the following: State and Territorial universities: Alabama (coeducation, 1893), Arizona (Ter¬ ritorial, opened 1891), Arkansas. (changed to State university 1899) , California, Colorado, Idaho, Illinois, Indiaiia, Iowa, Kansas, Maine (changed to State uni¬ versity 1897), Michigan, Minnesota, Mississippi, Missouri, Montana (opened 1895), Nebraska, Nevada New Mexico (Territorial, opened 1892), North Carolina (adopted coeducation 1896), North Dakota, Ohio, Oklahoma (Territorial, opened 1892), Oregon, South Dakota, Tennessee, Texas, Utah, Vermont, Washhigton, West Virginia, Wisconsin, Wyoming. Private universities: Boston University, Tufts College (with professional depart¬ ments) , Chicago (1892), North Western (Evanston), Columbian (Washington, D. C.), Syracuse, Cornell, De Pauw, Washington University (St. Louis), Leland Stanford Junior (opened 1891), University of Pennsylvania, Rochester (1900), Vanderbilt. Graduate departments or professional schools only: Brown, Clark (women admitted 1900), Yale, Columbia (graduate department 1900), Johns Hopkins (medical school 1893). Of the institutions that have been added to the above list since 1890, as indicated by the parenthetical explanations, 2 have simply been converted into State uni¬ versities and remain coeducational, as they were previously; 6 have been estab¬ lished during the decade, and 6 have adopted coeducation either in the under¬ graduate or some graduate department. It will be seen that while Vanderbilt University and the universities of Mississippi, Tennessee, and Texas v^ere the only southern institutions of high repute or large possibilities included in the list pub¬ lished in 1892, 2 southern universities — namely. University of Alabama and Uni¬ versity of North Carolina — have since adopted the policy. The institutions above enumerated, exclusive of the four which admit w'omen to graduate departments only, enroll 36.7 per cent of all undergraduate students in colleges that are open to men or to both men and women, and 19.5 pier cent of all the women in the mixed colleges. Of the 18 universities in the country which report each more than 900 undergraduate students, 12 are included in the above list; and of the 15 institutions having each over $2,000,000 productive funds, 7 are included in the above list. These statements will suffice to show that coed- 1()(3G EDUCATION KEPOKT, 1903. iication is an approved policy in a large proportion of the richest and most influ¬ ential institutions of the country. It is noticeable also that the increase in the number of coeducational institutions was particularly marked in the decade 1880 to IbOO, sinc e which date there has l)een little advance in this respect. Eevelopment in respect to cceducation did not, however, cease in 1890, but simply changed its course. The number of higher institutions ha^dng become suffi¬ cient for the demand, their improvement was naturally the next step in progress. In fact, the decade following witnessed a marvelous expansion, especially in the universities of the ^Yest. Legislatures increased the annual appropriations for the State institutions, professors of distinction were attracted to them, material eciuipments were lavishly provided, and the number of students multiplied. In Michigan University the total registration rose from 2.420 in 1890 to 3,789 in 1902; in University of Wisconsin from 1.875 to 2,777; the State universities of Indiana and Kansas more than doubled their registration; California University increased fivefold, the total registration rising in the iieriod from 771 to 4,170. The grow¬ ing sense of the enormous importance of this section of our public domain was indicated by the princely endowments of two private universities, Chicago near its eastern limit and Leland Stanford on its western border. The overwhelming sentiment of the West explains the admission of women to these private founda¬ tions in spite of strong influences working against such decision. The statistics annually fjublished by the Bureau of Education throw light on several questions that have arisen in recent agitations of the policy of coeducation. Most important of these questions is that of the effect of the policy upon the attendance of men students. Considering the colleges for men only and the coedu¬ cational colleges, it appears that the total number of undergraduate students in both classes of iiistitutions was 59.030 in 1893 and 83,581 in 1902. The proportions of men and of women students in these totals were as follows: Men students. ■Women students. ]S93 . \ . . . . . . . . 190:2 . _ _ _ _ _ - Per cent. 80.3 74.7 Per cent. 19.7 25.3 The relative decline in the proportion of men students is due entirel}^ to the increase in the number of women students in the coeducational colleges. This is evident from the fact that there has been a marked increase in the absolute num¬ ber of men studeirts, as is shovm by the following tabirlation: Xuniher of men students (undergraduates) . Totals. In colleges for men only. ! In coedii- 1 cational colleges. Per cent of totals. In colleges for men only. In coedu¬ cational colleges. 1893 47,447 02. 430 31.57 20, 1.30 21,560 22. GO 27,317 37, 870 .38. 63 Per cent. 42.44 39. 34 Per cent. 57.56 60.66 ]!)0:2 IneTease poT cent 1 It appears from the above statistics that the increased attendance of men in the undergradirate departments of colleges and universities during the decade 1893- 1902 v.ns largely in the coeducaticnal institutions. A second question that has arisen is that of the preference of women themselves between coeducational colleges and colleges exclusively for their own sex. In the latter class are here included only institutions which have the same admis- COEDUCATIOISr IN THE U^TITED STATES. 10G7 sio:i requirements and maintain the same standards as the colleges for men, and concentrate all their resources on college as distinguished from preparatory and secondary work. In the Ilex)orts of the Bureau of Education 13 colleges that answer to this description are classified hy themselves to distinguish them from the seminaries or combined seminaries and colleges for women. Many institu¬ tions of this latter class are also authorized to confer degrees and do in fact make l)rovision for students who desire to complete the studies that lead to these honors, but as a rule they have large preparatory departments and a small proportion of classical students. The distribution of women college students (undergraduates) among the several classes of institutions in 1902 was as folloAvs: Distribution of ivomen college students. Number of women college students in 1902. Geographical divisions. Total. In coedu¬ cational colleges. Per cent of total. In col¬ leges f or women only. Per cent of total. In col¬ lege de¬ part¬ ments of semina¬ ries. Per cent of total. L^nited States 37, 585 21,051 56.00 5,398 14. 38 11,136 29.62 North Atlantic . 8,005 6,317 6,849 13,536 2.878 2, 629 1,081 2,472 12,043 2, 826 32. 84 4. 716 58.90 660 8.26 South Atlantic .. . . 17.10 603 9. 56 4,633 73. 34 South Central 36.10 4,377 1,443 23 63.90 N orth Central . . . 89. 00 50 .34 10.66 Western . 98.20 29 1.00 .80 The coeducational colleges show a gain since 1893, v/hen they comprised 49 per cent of women undergraduates as against 56 per cent in 1902, but this increase of 7 per cent is easily accounted for by the opening of new institutions in the South and West. The high ratio of enrollment in the women’s colleges of the North Atlantic States is to be expected, as the chief colleges of this class are in this sec¬ tion. For obvious reasons location plays the most important part in detern lining the colleges which women attend, hence statistics throw little lighA'on their scholastic preferences. SPECIAL POLICIES GROWING OUT OE THE COEDUCATION MOVEMENT. Between the two extremes of coeducational institutions as maintained in the West and the separate colleges for veomen characteristic of the Eastern States two modified systems have developed. . The one is that of distinct colleges for men and for women forming integral parts of a university organization, illus¬ trated by the colleges of Western Reserve University, Cleveland, Ohio; of Tulane University, New Orleans, La., and by the Women’s College of Bro^vn University, Providence, R. I.; the other modification is that of a separate college for women annexed to but not an integral part of a university, as Barnard (an annex to Columbia) and Radcliffe (annex to Harvard). These modifications show how strong and universal is the demand that women shall enjoy the largest opportu¬ nities for culture and training; at the same time they illustrate the disiDOsition everywhere manifested to adjust these opportunities to prevailing conditions and sentiments. The necessity of special adjustments to adajit the older colleges for men to the requirements of women was discussed as early as 1879 by Dr. E. A. P. Barnard, former president of Columbia College, New York, and an earnest advocate of col¬ legiate advantages for women. Doctor Barnard considered among other require¬ ments the provision of suitable living conditions, in respect to which the colleges a Report of President Barnard for 1879, cited in the Commissioner’s Report for luOl, vol. 2, pp, 1288-1292. 1068 EDUCATION EEPOKT, 1903. exclusively for women liad. already set very high standards. It will readily be seen that this is a matter of first importance where the university organization involves tlie idea of corporate college life and only a minor consideration where, as in the case of the majority of the State universities, the central idea is that of teaching — in other words, the presence of a corps of competent professors and ample equipments for students whose only association is that of the class room. The number of coeducational colleges in which the former idea prevails is very small, for naturally it is universities of this class (situated, for the most part, in the eastern section of the country) that have been reluctant to admit women. Tradition and sentiment, crystallized around the established order, have proved an obstinate barrier to so radical an innovation. The few coeducational univer¬ sities in which corporate college life is a feature are of recent origin, and they have followed in their arrangements for the residence of women students the high precedent set by the separate colleges for women so far as circumstances have permitted. In particular, the system of residence halls for women, as car¬ ried out at 'Wisconsin, Chicago, and a few other universities, affords ideal condi¬ tions for the practice of that spirit of cooperation and that systematic arrange¬ ment of daily life which are essential conditions of happy homes. Indeed, college residence as now generally planned is an excellent preparation for home making. But living conditions represent only one line of special adjustments which characterize the recent developments of higher education in this country. “ The old college course,"’ says one of our leading college presidents, “met the needs of nobody, and therefore ^vas adapted to all alike. The great educational awaken¬ ing of the last twenty years in America has lain in breaking the bonds of this old system. The essence of the nevv" education is individualism."’ “Herein,” he argues, “lies the opportunity for adjusting the same institution to both men and women.” “An institution,” he continues, “which meets the varied needs of varied men can also meet the varied needs of the varied women. The intellectual needs of the two classes are not very different in many important respects. The special or professional needs, so far as they are different, will bring their own satisfacKon. Those who have had to do with the higher training of women know that the severest demands can be met by them as well as by men. There is no demand for easy or ‘ goody-goody ’ courses of study for women, except as this demand has been encouraged by men. In this matter the supply has always preceded the demand."’ « The elective system, which has broken v/hat is here characterized as the “ bond of the old,” and which is nosv adopted to. some extent at least by every university in the country, affords ample opportunity for all needed scholastic adjustments required by university students. Unfortunately, in the transition from the old to the new, there has grown up a confusion as to the difference between secondary and higher education, and still greater confusion as to the distinction between colleges and universities, which complicates the wdiole situation and which is sometimes mistaken for an effect of coeducation. The recent action of three coeducational institutions, Chicago, Lelaiid Stanford, and Wesleyan (Connecticut), discriminating in noticeable ways between the men and women students, has excited great agitation and has been widely discussed as a general reaction against the coeducation policy. This view gives exaggerated importance to measures grovv^ing out of conditions i:)eculiar to the respective institutions. In his official report for 1903 Doctor Harper submits a full explanation of the segregation policy recently adopted by Chicago University, for which he assigns three principal causes: (1) The i>roxiinity of the university to a large city, with nCare and Culture of Men, by Dr. David Starr Jordan, president of Leland Stanford Junior University (p. 1:26). COEBUCATIOTT m THE UNITED STATES. 1069 the attendant social distractions; (2) the high ratio of young women students to the v/hole body; (3) the comx3arative youth of the junior students. In all these respects Chicago University otfers a contrast to the older coeducational colleges. « The action of the authorities of Leland Stanford University in limiting the number of women students to 500 at any time is in pursuance of the special pur¬ pose of Mr. Stanford, which was the endowment of a university to be distinctively for technical and graduate students. ^ The limit placed by the trustees of Wesleyan University, Middletown, Conn., uxpon the number of women students— namely, 20 i)er cent of the total number for the preceding year— appears to have been determined by the accommodations of the college home for women. The universities vdiose action is thus exi^lained are all of x>rivate origin, and their action in this matter does not affect at all the x>osition of i^ublicly endowed or State universities. The weight of influence from the latter, as we have seen, is Vfholly in favor of the association of men and women in class exercises. This is also the iDOsition of all land-grant colleges in the West. Of the 50 institutions for v/hite students participating in this Congressional bounty, 26 are colleges or dej^artments within the universities a.lready considered. Of the 24 remaining institutions all but eight are coeducational. These exceptions are distributed as follows: Two in the North Atlantic division and 3 in each of the two southern divisions of the country. THE CHOICE OF STUDIE^3 AS INFLUENCED BY SEX. In an inquiry as to the choice of studies on the part of students it should be remembered that in the United States college education is iiractically within the reach of all youth whose parents can meanwhile provide for them the necessities of life. Indeed, vre may go further and say that even the poorest youth may hope for such advantages if he is willing and able to work his way through.” Hence it follows that in this country liberal education is not, as in many countries of Europe, the particular privilege of the nobly born or the rich, but is valued as something desirable in itself or leading to higher opportunities of TMCruhiess or self-advancement, a conception which is indicated by the rapid s;pread of the elective system. The ojiinion has been often expressed that within the xirescribed limits the choice of studies by women students is widely different from that of men. This fact is indeed recognized by Professor Angell, of Chicago University, in the most discriminating article on coeducation that has appeared during the recent agita¬ tions cf the subject. “It must be admitted,” says this author, “that on the instructional side only one difficulty of serious import appears to exist. This is the tendency toward sex segregation in certain courses of vrhich we have already spoken at length. ’ ’ ^ It is difficult to estimate the .effect of this tendency, so far as it exists, on account of the lack of statistics showing the scholastic classification of students. In the case of the few institutions that give this information there is found to be an excess of women students in certain courses and of men students in others; but it is equally evident that the choice is determined not by sex, but by the practical consideration of careers that may be followed after graduation. In the Univer¬ sity of California, whose catalogues give the desired classification, the iiropor- tion of women in the several subjects in the senior class of 1902 was as follows: Letters, 54 per cent; social science, 08 per cent; natural sciences, 66 per cent; n See pp. 1073-74. See letter from President David Starr Jordan in t’ne Commissioner's Report for 1901, vol. 2, p. i3as. c “ Some reflections upon tlie reaction from coeducation,” by Prof. .James Rowland Angell, Popular Science Monthly, November, 1902. 1070 EDUCATION EEPOET, 1903. chemistry, 20 per cent; agricultural, commercial, and engineering courses, no Avomen. In the University of Wisconsin, vrhich also gives these particulars, the prop'ortion cf women in the several branches in the senior class was as follows: English, 34 per cent; modern classics, 75 per cent; chucs and history, 27 per cent; general science, IS per cePt; philosophy, 39 x)er cent; ancient classics, 49 per cent. In this university the engineering department is entirely distinct from the college of letters and science and has no women students. The only excessive “ segrega¬ tion ■ ’ shown by the above is that of men in technical courses leading to profes¬ sions of which they have the monox)oly. As to the choice of studies by students in the whole body of the colleges there is no index save the statistics of degrees conferred. These statistics it is difficult to interpret on account of the proverbial variety of degrees recoguized in the United States. The course or courses (for even here uniformity is wanting) leading to the A. B. degree still claim nearly one-half of all graduates (49 per cent), and with the courses for the B. S. degree comprise above two-thirds (67 x)er cent) of all college students. According to statistics for 1902, of men graduates 46.4 per cent received that year the A. B. degree, and 22.4 the B. S.; for women the corresponding ratios were, A. B. degree, 54.53 per cent; B. S. degree, 9.46 per cent. The fact that science attracts a higher proportion of men than of women students, and the classics a slightly higher proportion of women, tends to confirm the opinion expressed above of a relation between the studies elected and the careers which await graduates. This relation is emi)hasized also by the fact that of the two most largely attended special courses organized in universities, peda¬ gogy shows 67 per cent of women against 33 per cent of men, and commercial courses 49 per cent of women against 51 per cent of men. On the whole, it does not appear from the available statistics that the separation of men and women students through their respective choice of studies is so decided as to greatly affect the organization of the typical college courses or to be a dis¬ turbing influence even in the arrangement of special courses. In one respect the x^resence of women in the higher institutions has had a marked effect ux)o'tTpourses of study. It was in the interest of vcomen that provision vras first made fori- instruction in domestic science. From small beginnings elaborate courses of study have developed, including chemistry as related to food, household hygiene and sanitation, and home architecture, and extending to the larger sub¬ jects of municiiral sanitation, xrublic hygiene, etc. The colleges endovred by the land grant were the first to make special x:)rovision for these branches, and they form the majority of all institutions in which the subjects mentioned have dis¬ tinct recognition. Among private foundations that have organized special courses in domestic science are Leland Stanford Junior University, Chicago University, Pratt Institute (Brooklyn, iST. Y.), The Drexel Institute (Philadelphia), all coedu¬ cational. Happily, there are indications that the tendency to early specialization which the universities have developed under the pressure of industrial demands has reached its climax. Influences are at work which i3romis8 to restore the lost ideals of liberal education and to distinguish between the instruction which makes for ideal develox^ment, ‘‘the humanities,'’ and that purely technical training whose end is aptitude in a special direction. Furthermore, the careers open to educated women are increasing in number, and these two movements must inevitably tend to eipialize the xiroportion of men and women in the culture studies as distin¬ guished from those of immediate utility. « «The census of 1890 gave the number of women in professional service as 311,687; in 1900 as 430,57(5, an increase of 38 per cent. Teachers and college professors formed the great majority in these totals— viz, 246,060 in 1890 and 327,614 in 1902. The number of women physicians increased from 4,557 to 7,387, ministers from 1,143 to 3,373, and lawyers from 208 to 1,010. COEDUCATTO^r EST THE UNITED STATES. 1071 Our survey of the movement for the higher education of women in this country has been limited to i:)rovisions for general education , either literary or scientific in character. It is obvious that this movement would never have become wide¬ spread nor affected deeply, as it has done, our national life if the majority of our colleges and universities had not opened their doors to women. To duplicate for women the teaching corps and the material equipments required for higher edu¬ cation would be impossible. In the case of xmblic endowments, if such duplica¬ tion were attempted it would result in loss to all students, irrespective of sex. Undoubtedly many students seek college education as a preparation for some par¬ ticular calling. Nevertheless its chief outcome is its uplifting x)ower. As a national force it is, therefore, to be measured by the numbers brought under its influence, since the intellectual and moral level of national life will rise no higher than the average individual level. In this average women rei^resent as potent an element as men; hence, with deep insight into the conditions of public welfare, the people have generally decreed that public education of all grades shall be equally accessible to men and to women. WOMEN IN ORADUxVTE AND PROFESSIONAL DEPARTMENTS. Graduate courses of instruction, from the nature of the studies 'which they include and the services for which they prepare students — among which the pro¬ fession of teaching is paramount ^ — are closely related to undergraduate work, and in the universities of the West these specialized courses have naturally known no distinction of sex. The most significant fact in the recent history of the move¬ ment here followed is the admission of Vvmmen to graduate courses in certain universities of the East — notably Yale and Columbia — which exclude them from the undergraduate departments. The tendency in this direction is particularly observed by Doctor Harper in his report upon the new arrangements in his own university. “ Y/omen,” he says, “ are being admitted in all leading institutions to the privileges of graduate and higher college work.” Apparently he regards this action as similar to the anom¬ alous plan of segregation recently adopted at Chicago, v\^hich sexiargkfes the men and women for the first two college years and admits them to the s^ame classes for the remaining years. The proportion of women in mixed graduate courses as compared with men is about 3 to 8 (actually 1,456 to 3,895). Here, as in respect also to undergraduate classes, women have very little aid from scholarship or other funds. ^ As a general rule, coeducational universities maintain the policy in all depaiT- ments. There are, however, numerous instances of the exclusion of women from the professional schools of such universities. This action involves no arbitrary distinction between the parts of an integral process. Professional training dif- o In 1902 the ratios of women teachers to the whole body of teachers in the higher grades of edneation were as follows: Per cent of women teachers. Public secondary schools . . . . 51 Private secondary schools . . . . 58 Colleges and seminaries for women . . . . 72 Coeducation colleges— Preparatory departments . . . . . 29 College departments . . . . - . . . 10 f> Detailed statistics for 1890 show that out of scholarship and fellowship funds amounting in value to $580,000 the funds for v/omen amounted to only $44,000. Additional funds of a total value of $130,000 were available for both men and women. Since the year named efforts have been made (in particular by the Collegiate Alumnae Association) to increase the funds available for women, but the relative proportions have not been affected, as the funds for men students have also increased. See Commissioner’s Report for 1901, vol. 2, pp. 1236-l;240. 1072 EDUCATION EEPORT, 1903. fers fundamentally from general education. The former is related primarily to individual demands and controlled by professional conditions; hence it stands quite apart from higher education in the broad general sense. For this Reason professional training for women, whether offered in separate schools or in the same schools with men, is an index of the growth of liberal sentiments in our country rather than, like coeducation, the outcome of democratic impulses. Reference has already been made to the early efforts of women to secure medical training. It is a story of heroic perseverance against desperate opposition, and even persecution, and for a long time everj^ advance in this respect was a victory over prejudice and selfishness. The efforts of women to secure training in law or theology have been less urgent than in the case of medicine, and the advance in respect to tlie former is consequently less noticeable. All orders of professional training are, however, now open to women in the United States, and they form an ever-increasing proportion of the total number of professional students. The following statistics show the status of professional schools with respect to the admission of women and the extent to which they vrere availing themselves of the provision in 1902: Professional schools. Total number. Schools admitting both sexes. Schools for women only. Number. Number of women students. j Per cent of total. 1 Number. Number of stu¬ dents. Schools and departments of medicine . 154 77 1,074 3.4 4 103 Schools of dentistry . . 58 33 162 2.0 0 0 Schools of pharmacy - - 59 44 218 4.9 0 0 Schools and departments of law . 102 37 165 1.2 0 0 Schools of theology . 148 27 108 1.4 0 0 The majority of the professional schools included in the above tabulation are situated in the North Central and Western States. The former division leads also in respect -^o the number of women students, excepting in the case of law, as is shown by tl|e following ratios: Per cent of wonioi students in each geographical division. Geographical divisions. Medicine. Law. Theology. North Atlantic . . . South Atlantic . . . . 32.08 6.2 3.56 48.76 9.4 43. 63 13. 93 . 6 33. 33 8.51 37.03 1.88 5.55 43. 51 12.03 Southcentral _ _ - . . . N orth Central .. .. . -- . . Western . . . . . . The opening of professional schools to women has naturally been accompanied by the opening of the professions themselves, a matter of some social and eco¬ nomic importance. On account, however, of the small number of women engaged in professional practice the apprehensions expressed in certain quarters of a gen¬ eral disturbance of family or other normal conditions from this cause appear to bo groundless. Meanwhile, because of the growing complexity of life and the demand for expert skill in dealing vrith social problems, especially in the great centers of population, the services of women learned in medicine, hygiene, and kindred subjects, fmniliar with the legal relations and restrictions of employers and hVoorers, or trained for the philanthroihc, civic, and reformatory work that scientific sociology promotes and that even modern theology recognizes as part of its legitimate field, are becoming every day more and more indispensable to the public welfare. COEDUCATION IN THE UNITED STATES. 1073 The review of public education in the United States here presented reveals an inward coherency stronger than that which conies from mere external authority or formal organization. At the basis of the whole work is the conviction expressed by Washington that knowledge contributes “to the security of a free constitu¬ tion * * * by teaching the people themselves to know and value their own- rights * * * to discriminate the spirit of liberty from that of licentiousness, cherishing the first, avoiding the last, and uniting a speedy but temperate vigi¬ lance against encroachments with an inviolable respect to the laws.” So long as education is made an exclusive privilege this diffused intelligence as to rights and duties is impossible; hence that impulse toward universal instruction of which coeducation is but one sign. This deep import of what has been sometimes regarded as a crude expedient of pioneer life was clearly set forth by Doctor Harris in his report already referred to. “The demand of women for equal advantages in education with men,” he says, “ is not a temporary demand arising out of the sentimentalism incident to the epoch, but only an index of the social movement that underlies our civilization.” The particular mode by which this equality shall be secured will doubtless be determined in the future, as it has been in the past, by circumstances of time and place. At present the choice of the peo¬ ple by an overwhelming majority is that of the open door to all schools and col¬ leges without distinction of sex. The practice derives new force from its steady advance in Europe as the old feudal forms of society pass into oblivion. Whatever modifications of this policy may hereafter be favored among us, it is certain that they will never impair the principle of equality, which is precious to our people, nor will they be imposed upon any class of the people except by their voluntary preference. The history of coeducation in this country reflects so clearly the impulse from which it has arisen and the principle by which it is sustained that it seems quite unnecessary to rehearse in this survey the arguments for and against the policy. In the final analysis the latter reduce to individual cases, but so far as these deserve attention in an educational scheme they can readily be met by the elec¬ tive system. This system, like coeducation, is only a phase of the movement for making education in its full extent the common privilege of our pe-bple. Both are conducing — the former by its liberalizing influence, the latter by. its human¬ izing spirit — toward that higher but half unconscious ideal of education as an instrument for the perfection of democratic society which has haunted the minds of men for a hundred years. SEGREGATION AT UNIVERSITY OF CHICAGO (CONDENSED FROH STATEMENT BY PRES. W. R. HARPER). The proposition, adopted by the trustees October 22, 1902, briefly stated, is as- follows: To make provision in the development of junior college work (equivalent to freshman and sophomore college classes) as far as possible for separate instruc¬ tion for men and women upon the basis of extending equal privileges to both sexes. It does not mean that one policy is contemplated for women and another for men. In the general discussion much has been said of the so-called “ segregation of women.” As a matter of fact, nothing has been proposed concerning women that does not apply to men. It does not mean that those who advocate the proposition desire to see the policy extended to any work outside of junior college work. Three important points are to be recognized in opposition to such extension: (a) The fact that women are being admitted in all leading institutions to the privileges of graduate and higher ED 1903- ■G8 1074 EDUCATION REPOKT, 1903. college work; (b) the fact that in Ensh Medical College, which is practically a part of the University of Chicago, the classes of instruction have been opened to women, this action having been taken within eighteen months; and (c) the fact that it would be impossible, for financial reasons, to duplicate most of the courses of instruction in the senior college and graduate schools, although such a possi¬ bility might exist in the case of professional work. The plan does not involve two separate faculties or special rules and regulations for women as distinct from men. The work, as heretofore, will be under one fac¬ ulty, at the head of which will be a single administrative officer with assistant deans. The chief administrative officer of the junior colleges will be responsible for the work with women as well as for that with men. Rules and regulations for both men and women will be made by the same faculty. It is not intended that the women of the junior colleges vull be taught by instructors who are, for the most part or exclusively, women. The proposition does involve an arrangement by which the courses of instruc¬ tion in the junior colleges (elective or required) now given in several sections shall be offered, some exclusively for men and others exclusively for women. It proposes an arrangement by which courses now repeated in successive quar¬ ters may be restricted during one quarter to women and during another quarter to men. It proposes a continuation of the separation which has already taken place in chapel assembly, with possibly an extension of it to the division lectures. It permits coinstrv.ction in those courses offered to junior college students for which the registration is not sufficiently large to warrant division on an econom¬ ical basis — for example, for the present one-third of all the courses offered to junior college students, roughly speaking, will be offered to men, one-third to women, and one-third will be open to both men and v/omen. It makes necessary the provision of separate class rooms and laboratories, just as now separate accommodations are arranged for work in physical culture. Officers of instruction who teach the junior college courses will divide their time with appi'(.^ximate ecpiality between men and women. The proposition guarantees the freedom of women in the university to enjoy all the privileges of the university and take up residence in the proposed women’s quadrangle or in the present women’s halls at their pleasure. The conditions Vvuth which the University of Chicago has to deal in furnishing equal opportunities to men and women differ from those under which coeduca¬ tion has thus far been tested. Little attention has been given to this fact. Three factors in particular are not found in j)recisely the same combination elsewhere: (a) Urhcin location. — No coeducational institution which is likely to have an equal number of junior college students in the near future is in a large city. (b) Niiinber of students. — Coeducation has been in operation, as a rule, with smaller bodies of students than we must provide for, and the numerical ratio of men to women has differed from that which is certain to prevail in the future. (c) Youth- of students. — Until very recently the young women who went to college, and especially those who went to coeducational colleges, have represented a higher average of maturity and fixity of character than is to be expected when it becomes as much the rule in families above a certain level of competence for the daughters to go to college as for the sons, or even more so. Our junior col¬ lege students are sure to average younger than those of institutions to which a great city population is not immediately tributary. (For full statement see report of President Harper, 1904, p»p. xcvii-cxiii. ) COEDUCATION IN TEE UNITED STATES. 1075 Status of foreign universities ivith respect to the admission of iconieud^' England .... Wales . Scotland _ Ireland- . Canada . Australasia - India . France . Belgium _ Holland . Denmark ... Norway _ Sweden . Germany ... Austria . Switzerland Italy . Spain . Greece . Roumania... Finland . Total -. a cs c ^ T. J ' C/3 CO ^ cj ^ d) 3.^ O ^ ^ V .■tl ^ o ^ Jc A p, S cep R © .2 gBUig III®" a J's'S ® S3£l.§1 R ^ cj .p tc rt ^ P O t> a 0) •5 ® ®’S g 2 9s ^ o •s£a”“ a ^ a -9'5 o 86 SO Countries. «From replies to a special inquiry issued by the English department of education in 1897, revised by later information. Trinity College (Dublin) has just sanctioned the admission of women, cin one case the position of women students seems to be more strongly diifepentiated 'than in the other two. Y LITERATURE OP COEDI^CATIOX. The Report of the Commissioner for 1900-1901 presents an extended bibliography of coeducation (Chap, XXVIII, pp. 1310-1325). A large jiart of this material is of an ephemeral, fragmentary nature, repeating in various forms facts and opinions on the subject current at the date of publica¬ tion. In the following selected bibliography the purpose has been simply to cover the history of the subject as set forth by those who have been personally familiar with its progress, together with opinions as to its practical effects based upon scientific considerations or authoritative experience. The brief notes accompanying in some instances the titles of articles and boohs referred to indicate their general tenor. Angell, J-4.MES B. Shall American colleges be open to both sexes? Maine Jour. Ed., 1871, p7 264; Mich. Teacher, 6 : 193; R. I. Schoolmaster, 17 : 265. Considers and answers arguments against coeducation in higher institutions, fortifying his support of the policy by testimony from other college presidents. Angell, James A. Some reflections upon the reaction from coeducation. Pox), Sci. Mo., 62 : 5. Comprehensive and judicial disciission of the entire question. 1076 EDUCATIONS’ KEPOET, 1903. Barnard, Frederick Augustus Porter. Should American colleges be open to 'women as well as to men? A paper presented to the 20th annual convocation of the University of the State of New York. Albany, 1883. Reprinted from the proceedings of the convocation, pp. 141-lGO. Discusses objections against admitting women to the colleges for men and presents arguments in favor of the action. - Expediency of receiving young women as students at Columbia College. Rep. of the President, 1879. Barnard College. Relations with Columbia University. Circ. of Inf., 1889- 90 : 4. Report of the Acting Dean, 1900 : 281-282. See also Report of the Acting President of Columbia College, 1889: 16; also Report of the President of Columbia University, 1901: 7-8. Blake, Sophia Jfx. A visit to some American schools and colleges [including Oberlin, Hillsdale, and Antioch, with remarks on coeducation] . London, 1867. Describes conditions in coeducation colleges of the United States, with incidental refer¬ ences to English opinion and practice. Bolton, Sarah Knowles. Higher education of women in Cambridge University, England. Educa. , 2 : 553. - Women in the same college with men [Adelbert College]. Jour. Educa., 20:379. Of historical interest. Boston. School committee. Majority and minority reports of the special com¬ mittee on the subject of coeducation of the sexes. Boston, 1890. 8°. [School document No. 19.] Reprinted in An. Rept. U. S. Bu. Education, 1891-92, pp. 814-838. Also, in part, in An. Rep. U. S. Bu. Education, 1900-1901, chap, xxviii, pp. 1250-1267, 1281-1283. Reviews the history of separate high schools in Boston and presents a great body of expert testimony in favor of mixed schools. Brackett, Anna Callender, editor. Education of American girls. New York, 1874.V Thirteen essays by representative women, embodying the results of extended observa¬ tion and experiment in respect to the education of girls. A reply to Dr. Clarke’s Sex in education. Brons, B. UTeber die gemeinsame Erziehung beider Geschlechter an den hoheren Schulen. Mit Riicksicht auf thatsilchliche V erhtiltnisse, hauptsachlich in den Vereinigten Staaten, Skandinavien und Finland. [Deutsche Zeit- und Streit- Fragen.] Hamburg, 1889. Brooks, Edward. Supplementary report to the board of public education (Phila¬ delphia) on coeducational high schools. 1902. Clarke, Edward H. Sex in education; or, A fair chance for the girls. Boston, 1873. 12°. Considers the subject in the light of clinical experiences. Crichton-Browne, Sir James. Sex in education. Educ. Rev., 4 : 164. Discusses in particular significance of difference between men and women in respect to brain weight. De Garmo, Charles. Differentiation in the higher education of women. Educ. Rev., 25 : 301. Favors larger opportunity for specialized courses of instruction for women. Draper, Andrew S. Coeducation in the United States. Educ. Rev., 25 : 109. Argues that the policy is overwhelmingly American and essentially democratic. Dwight, Timothy. Status of women at Brown University, An. Rep. , of President, 1893. % COEDUCATION IN THE UNITED STATES. 1077 Engelmann, George J. The health of the American girl as imperiled by the social conditions of the day. Reprinted from Trans, of Southern Surgical and Gynecological Assoc. , 1890. Fairchild, James Harris. Coeducation at Oberlin. Bibliotheca sacra, 40 :443. - Coeducation of the sexes. An address before a meeting of college presi¬ dents at Springfield, Ill., July 10, 1867. U. S. Bn. Education, An. Rex)., 1867-68, pp. 385-400. Also in Barnard's American Jour. Education, 17:385. - College Courant, 1 ; 177, 185, 193; Illinois Teacher, 13 : 259; Ohio Jour. Of peculiar historical importance; embodies results of experience at Oberlin. Gove, Aaron. Coeducation in high schools. Jour, of Proceed, of Nat. Ed. Assoc., 1903:297-299. Opposes identical education for boys and girls. Hadley, Arthur T. Admission of women as graduate students at Yale. Educ. Rev., 3:486. Discusses differences between colleges and universities, and argues for the admission of women to the some graduate courses as men, while retaining the policy of separate education in the undergraduate stage. Hall, G. Stanley, and Smith, Theodate L. Marriage and fecundity in college men and women. Ped. Sem., 10 : 275-314. Opposes identical education for the two sexes. See pp. 308-314. Harper, William R. Policy of separate instruction for men and women at Chi¬ cago University in the junior college years. First decennial rejiort of the President, 1891-92-1902, pp. xcviii-cxiv. Harris, William T. Coeducation of sexes. Report on public schools, St. Louis, Mo., 1872-73, pp. 105-120. Iteprinted in An. Rep. U. S. Bu. of Education, 1891-92, pp. 806-812. Also Rep. 1900-1901, chap, xxviii, pp. 1241-1247, Penn¬ sylvania Sch. Jour., 19 : 359. Shows advantages of coeducation, as illustrated by the pxiblic schools of St. Louis, and discusses the relation of the policy to the progress of civilization. Y Health of female college graduates. Report special committee of Association of Collegiate Alumnte, together with statistical tables collated by the Mass, bureau of statistics of labor; pp. 78, Boston, 1885. Also in 16th An. Rep. Mass. bu. of statistics of labor, 1885. Pt. 5. Howe, Julia Ward, editor. Sex and education: A reply to Dr. E. H. Clarke’s Sex in education. Boston, 1874. 8°. Comprises thirteen essays by representative men and women. Jacobi, Mary Putnam. The higher education of women. Medical News, 56:75. Discusses the subject from the medical standpoint and answers the arguments advanced by Dr. E. H. Clarke. Jordan, David Starr. In It is Care and culture of men: A series of addresses on the higher education, pp. 1-23, 24-56, 95-122, 123-132, 133-149, 150-162, 173-182, 183-202. San Francisco, 1896. 8k 268 pp. - Is coeducation a success? Current Lit., 32:178-9. Kiddle and Schem's Cyclopedia of Education, p. 145. Lange, Helene. Higher education of women in Europe. Trans, and accom¬ panied by comparative statistics by L. R. Klemm. N. Y., 1890. 12°. jip. 36 -b 186. ' Magill, Helen. Coeducation of the sexes in Swarthmore College. Phila., 1874. Of historical interest. Maudsley, Henra^. Sex in mind and in education. Pop. Sci. Mo. , 5:198. Fortn. , 21:466. (Page 582. Elizabeth Garrett Anderson: reply to Maudsley.) 1078 EDUCATION KEPOET, 1903. Meyer, Annie Nathan, editor. In Woman's work in America. New York, 1891. 12 . McLaughlin, Andrew C. History of higher education in Michigan. Circ. of Inf. U. S. Bn. of Ed. No. 4, 1891. Early history of coeducation in University of Michigan. Munsterberg, Hugo. American traits. Chapter on The American YComan. Discussion from the German standpoint. Payne, Wh. H. Coeducation of the sexes. (Letter to J. L. M. Curry.) Educa. Jour. Ya. 22:484. Chicago Sch. Kept., 1873-74, p. 104. Favors coeducation. Philbrick, John D. Coeducation of the sexes. Proceed. Amer. Inst. Instruc., 1880, p. Ho. Favors separate high schools. Radcliffe College. Relations to Harvard University. Harvard Graduates’ Magazine, March, 1894, pp. 339-342. Rein. W. Gemeinsame Erziehung von Knahen und Madchen. Freihurg, 1900. 12°. 10 pp. Sabine, Jane Kelly. Effect of public school education uiton the health of the college girl. Boston Medical and Surgical Jour. 146 (Apr. 10, 1902): 380. Saunders, Louise S. B. Government of women s^idents. Educ. Rev. 20: 475- 498. Seelye, L. Clark. Collegiate education of women. Univ. of the State of N. Y. 92d Regents' report, 1879, p. 563; College Courant, 15:205. Favors separate colleges. SeiALL, Albion W. Coeducation at the Univ. of Chicago. Jour, of Proceed, of Nat. Ed. Assn. 1903:288-297. Sherwood, Sidneal History of higher education in New York. Circ. Inf. U. S. Bu. Educ. No. 3, 1900. Acficunt of adoption of coeducation at Cornell Univei sity. Smith, Gold win. University question in England. Princ. Rev., 55:451. Terys, Andrie. Coeducation of the sexes. La Revue 47: 545. Dr. Winckel, rector of the Univ. of Munich, and other rectors and professors’ observa¬ tions and opinions respecting coeducation in European universities. Thwing, Charles F. Woman’s education. In his American colleges, their stu¬ dents and work. Pp. 178-200. New York, 1883. 16°. 213 pp. - System of coordinate education at Western Reserve University. The col¬ lege woman, pp. 124-131. United States Bureau of Education. Circ, Inf. 2, 1883. An. Repts. U. S. Bu. of Education, 1891-92, vol. 2, chap, xxvi; 1900-1901 j^vol. 2, chap, xxviii. Historical review of subject, with testimony from many school officials, teachers, presidents of colleges, etc.; also, reports of foreign visitors to this country. Voss, P. Coeducation of the sexes. Substance of an address before the sixth Scan- diiiaAuan school conference in Copenhagen, Aug., 1890. U. S. Bu. Education, An. Rep., 1888-89, vol. 1, pp. 464-469. AY arren,' William Fairfield. Coeducation at Boston University. University Yearbook, 1874, p. 24. AA^hite, Andrew^ D. Coeducation in colleges. Penn. Sch. Jour., 20:313-315. Favors coeducation from observation of many schools and colleges. AA'ickersham, James Pyle, and Thompson, James. Coeducation of the sexes. Penn. Sch. Jour., 3:87-92. Favors coeducation. CHAPTER XXI. THE CATHOLIC PAROCHIAL SCHOOLS OF THE UNITED STATES. By Eev. Morgan M. Sheedy. St. John's Rectory^ Altoona, Pa, CONTENTS. P?,g'3. Origin of the parochial school . . . . . . 1080 The idea of the church . - . . . . . 1081 Cardinal Gibbons’s view . . . . . . . . - - - - 1081 Growth of parochial schools . . . . - . - - 1083 School legislation . * . . . . . 1083 The bishops’ pastoral letter . . . - . - . . - . - . . . 1083 Church favors popular education . - - . - . . . - 1084 A growing demand for the religious element in education - - - - - - 1085 Multiply the schools . . . . . . . 1088 Facts and figures of parochial schools . . . . . . . . 1088 Catholic school enrollment . . . . . . . 1089 Statistics of parochial schools for 1903 . . . . 1090 Perfecting the iiarochial system . . . . . . 1091 School management . . . . . . - . - . . _ . 1091 Weekly report . . . . . . . . . . 1092 Monthly report . - . ' . 1092 Eegulations . . . . . . . \ . 1093 Course of study . - . - . . . . J _ 1093 Table showing course of study in a parochial school . . . . . 1094 Outline of parochial school work . . . . . . . . . 1094 Diocesan superintendents . . . . . . . . . . 1096 Teachers of the parochial schools . . . . 1096 Catholic teachers’ institutes . . . . . 1098 Institute programme . . . ---r... . . . . . 1098 School publications . . . . 1099 Educational results of parochial schools . 1099 The most impressive religious fact in the United States to-day is the sj^stem of Catholic free parochial schools. Uot less than a million children are being educated in these schools. This great educational work is carried on without any financial aid from the State. The parochial schools are maintained by the voluntary contributions of Catholics. For the Christian education of their chil¬ dren, Catholics are making tremendous sacrifices that elicit the praise of all thoughtful Americans; and at the same time they are saving to non-Catholic tax¬ payers a vast sum, estimated from $30,000,000 to $35,000,000 annually, for this is what it would cost if the children now being educated in the Catholic parochial schools had to be provided for in the public schools. The Catholic parochial system of schools is now so perfectly organized and equipped, its efficiency as tested by practical results so well established, that few 1079 1080 EDUCATION KEPOBT, 1903. hesitate to acknowledge that it is not only an impressive but a permanent fact. The Catholic parochial school is not an experiment; it is an assured success, and it has come to stay. There was a time when it was thought by some that the l^arojhial school could not live beside the public school. The latter had the attractions of fine buildings, ample playgrounds, well-paid teachers, all that public money — so generously provided by the State — could provide, while the former had up ,to within recent years poor buildings, little if any playgrounds, and scant means for carrying on its work. The success of the parochial school is largely due to the devotion and self-sacrifice of the thousands of religious women and men— the members of teaching orders of the church — who have consecrated their lives to Christian education. To these we owe the present excellent condi¬ tion of our free Catholic imrochial schools; without them it would be almost impossible for the system to succeed. The network of parochial schools extend¬ ing into every State and Territory is, under the guidance of the Catholic bishops and priests, of their creation. The problem of Christian education is not peculiar to America; it is at present agitating all Christendom; it is at this moment a pivotal question in France. The passage of the recent education act in England, in which the religious prin¬ ciple in education is embodied, has stirred the whole Kingdom. In Italy, in Spain, in Germany, this question is always a living issue with the people. To-day the question of education generally is receiving more attention and arousing more discussion throughout the civilized world than ever before. Mr. Moseley recently brought from England a distinguished company to study our American educational methods, and the investigation was carried on with labori¬ ous thoroughness; yet here there is no agreement on the subject. At the dinner given in New York to that commission by President Butler, of Columbia Univer¬ sity, President Hadley, of Yale, said, very truly, ‘“that we are ourselves only experimenters in education; that we need to learn rather than have authority to teach on the subject.” The most impressive message to England sent by American speakers was of the practically-innanimous interest of the American people in education. It was liointed out by several of them that throughout this Republic the one purpose for which public Inoney is appropriated and expended without protest from any party is the purpose of education. In this paper it is proposed to trace the origin and development of the parochial school; to set forth the reason for its existence; to describe the typical parochial school as we find it to-day in the United States— the buildings, the management, the character of its teaching, the course of studies, the teachers, and the edu¬ cational results. ORIGIN OF THE PAROCHIAL SCHOOL. There never was a time in the history of the Christian church when elementary schools did not exist, now of one kind, now of another. Even down in the cata¬ combs we find next to the little chapel the schoolroom for the catechumens, where they had their own teachers, distinct from those who gave instruction to the faith¬ ful. In the East we need only mention the schools of Edessa and Alexandria. It is a well-know fact that wherever monastic institutions were established elemen¬ tary Christian schools flourished. There were the episcopal school, in early days the cathedral school, the parish school, the burg school, the rural school, schools attached to the hospitals for the poor, all of which flourished at one or other time during the Middle Ages throughout Christendom. There were primary, or what we to-day call parochial,” schools everywhere. “ It is a grave mistake,” writes Simeon Luce, “to imagine that there were no primary schools at this period. Mention is made of rural schools in all the documents, even in those in which we CATHOLIC PAKOCHIAL SCHOOLS. 1081 ■would least expect to find it, and we can scarcely doubt that during the most stormy years of the fourteenth century most villages had their masters, teaching children reading, writing, and arithmetic.” In the thirteenth century, out of a population of 90,000 in Florence we find 12,000 children attending the primary or parochial schools, a ratio of school attendance that compares favorably with that of any of our American cities to-day. James Grant, in his History of the Burgh and Parish Schools of Scotland, bears witness to the multiplicity of such schools in Scotland: Our burgh schools [he says] were not created by an act of Parliament; they had their origin in connection with the church or were called into existence by the people themselves, but in whatever way they were founded, undoubtedly toward the end of the fifteenth century schools were planted in every considerable town of Scotland, and the memorable act of 1496, which has been so frequently quoted, assumes the existence of schools enough for supplying the people with knowledge. The same state of affairs existed throughout France. As early as 1500 in the Middle Rhine provinces there were primary schools every 2 miles. It is evident, then, that Christian primary or parochial schools were always and everywhere established by the church. THE IDEA OP THE CHURCH. The Catholic Church has always laid down this great and vital principle, namely, that secular and religious instruction shall never be parted in education. It has laid down and followed this principle from the beginning. . It has laid it down not only for the elementary schools, but for the higher schools — the colleges and universities. It has never wavered; it has never receded, and it never will; and that because of the view it holds of education. Education, it maintains, is the formation of the whole man — intellect, heart, will, character, mind, and soul. Whether it be the child of the American artisan in the parochial school or the son of the millionaire in the university, it is all the same. The Catholic Church Vvfill accept as education nothing less than the formation of the whole msAi. It will never consent that its children shall be reared without the knowh^dge of their faith, or that education shall be so divorced that secular knowledge shall be made the subject of daily and earnest inculcation and that religion should be left out as an accident, to be iiicked up when and as it may. The Catholic Church holds that a Christian nation can spring only from Christian schools, and that neither pri¬ vate zeal, nor home education, nor the Sunday school suffice to supply the Chris¬ tian teaching and formation of character which she desires in her children. It is because of this settled conviction that at all C3sts and at great sacrifices she preserves here in the United States the unbroken and unimpaired tradition of Christian education from the parochial school of the humble mission to the majestic colleges and universities of the land. CARDINAL GIBBONS'S VIEW. This position of the church is admirably set forth by Cardinal Gibbons in his book. Our Christian Heritage (p. 489 and following): “'lam persuaded,” he writes, “that the popular errors now existing in reference to education soring from an incorrect notion of that term. To educate means to bring out, to develop the intellectual, moral, and religious faculties of the soul. An education, therefore, that improves the mind and the memory, to the neglect of moral and religious training, is at best but an imperfect system.” According to Webster’ definition, to educate is “to instill into the mind iirinciples of art, science, morals, religion, and behavior.” “To educate,” says Webster, “in the arts is important; in religion, indispensable.” 1082 EDUCATIO]^ REPOET, 1903. It is, indeed [continues Cardinal Gibbons] , eminently useful that the intellect of our youth should be developed, and that they should be made familiar with those branches of knowledge which they are afterwards likely to pursue. They can then go forth into the world gifted with a well-furnished mind and armed with a lever by which they may elevate themselves in the social scale and become v[iluable members of society. It is also most desirable that they should be made acipiainted in the course of their studies with the history of our country, with the origin and principles of its government, and with the eminent men who have served it with their statesmanship and defended it by their valor. This knowledge will instruct them in their civic rights and duties and contribute to make them enlightened citizens and devoted patriots. But it is not enough for children to have a secular education; they must receive also a religious training. Indeed, religious knowledge is as far above human science as the soul is above the body. The little child that is familiar with the Christian catechism is really more enlightened on truths that should come home to every rational mind than the most profound lehilosophers of x^agan antiquity or even than many of the so-called x)hilosophers of our own times. He has mastered the great imoblem of life. He knows his origin, his sublime destiny, and the means of attaining it, a knowledg ? that no human science can impart without the light of revelation. God has given us a heart to be formed to virtue as well as a head to be enlightened. By secular education we improve the mind; by religious training we direct the heart. It is not sufficient, therefore, to know how to read and write, to understand the rudiments of grammar and arithmetic. It does not suffice to know that 2 and 2 make 4; we must i)ractically learn also the great dis¬ tance between time and eternity. The knowledge of bookkeeping is not sufficient unless we are taught also how to balance our accounts daily between our con¬ science and our God, It will profit us little to understand all about the diurnal and annual motions of the earth unless we add to this science some heavenly astronomy. We should know and feel that our future home is to be beyond the stars in lieaven, and that, if we lead a virtuous life here, we shall shine as stars for all eternity. ' ’ It is plain, then, that we want our children to receive an education that will make them not only learned, but xhous men. We want them to be not only pol¬ ished members of society, but also conscious Christians. We desire for them a training that will form their heart as well as their mind. We wish them to be not only men of the world, but, above all, men of God. A knowledge of history is most useful and important for the student. He should be acquainted with the lives of t^ose illustrious men that founded empires; of those men of genius that enlightened, the world by their wisdom and learning and embellished it by their works of art. But is it not more important to learn something of the King of Kings, who created all these kingdoms and by whom kings reignV Is it not more important to study that uncreated Wisdom before whom all earthly wisdom is folly and to admire the works of the Divine Artist who paints the lily and gilds the clouds? If, indeed, our soul were to die with the body; if we had no existence beyond the grave: if we had no account to render to God for our actions, we miglit more easily dispense with religious instruction in our schools. Though even then Christian morality would be a fruitful source of temporal blessings; for, as the ax^ostle teaches, “Piety is x^rofitable to all things, having promise of the life that now is and of that which is to come.*’ “ t But our youth cherish the hox)e of becoming one day citizens of heaven as well as of this land. And as they can not be good citizens of this Republic without studying and observing its laws, neither can they become citizens of heaven unless they know and practice the laws of God. Now, it is onlj^by a good religious edu- - cation that we learn to know and to fulfill our duties toward our Creator. The religious and secular education of children can not be divorced from each other without inflicting a fatal wound upon the soul. The usual consequence of such a separation is to paralyze the moral faculties and to foment a spirit of indifference in matters of faith. From the Christian standpoint education is to the soul what food is to the body. The milk with which the infant is nourished at its mother’s breast feeds not only its head, but xiermeates at the same time its heart and the other organs of the body. Ill like manner the intellectual and moral growth of children should go hand in hand; otherwise their education is defective and fragmentary, and often l)roves a curse instead of a blessing. Guizot, the eminent French writer, expresses himself so clearly and forcibly on this point that I can not forbear quoting his words: “In order.” he says, “to make iiopular education truly good and socially useful it must be fundamentally religious. It is necessary that national education should be given and received in CATHOLIC PAEOCHIAL SCHOOLS. 1083 tlie midst of a religions atmosphere and that religions impressions and religions observances shonld penetrate into all its parts. Religion is not a stndy or an exer¬ cise, to be restricted to a certain place or a certain hour. It is a faith and a law, which ought to be felt everywhere and which after this manner alone can exercise all its beneficial influence upon our mind and our life,” In this country the citizen happily enjoys the largest liberty. But the wider the liberty the more efficient should be the safeguards to prevent it from being- abused and degenerating into license. The ship that is destined to sail on a rough sea and before strong winds should be well balanced. To keep the social planet within its proper orbit the centripetal force of religion should counterbalance the centrifugal motion of free thought. The only effectual way, Catholics hold, to preserve the blessings of civil freedom within legitimate bounds, is to inculcate in the minds of youth, while at school, the virtues of truth, justice, honesty, tem¬ perance, self-control, and those other fundamental duties coinprised in the Chris¬ tian code of morals. (See Our Christian Heritage, Cardinal Gibbons.) GROVv^TH OF PAROCHIAL SCHOOLS. It is for these weighty reasons that the Catholic Church from its first begin¬ nings in the United States has had parochial schools. In the early days these schools were few and rather poorly equipped. The buildings were not attractive and oftentimes unsuitable for school purposes. The basement of a church and sometimes the church itself v/as used as the schoolhouse. There was a dearth of teachers in those early days, for the teaching religious communities were not yet widely established. The school was not always well graded, and too often it was overcrowded. The results, except that the religious faith of the children was pre¬ served, were not entirely satisfactory. There was in certain quarters, too, a dis¬ position on the part of parents to ignore the directions of the church and to send their children to the public schools. There was, moreover, a strong popular feel¬ ing against the parochial school on the ground that it was un-American. Not¬ withstanding these difficulties — that the church was hampered for means, despite the popular outcry against such schools, and the dissatisfaction here and there of some Catholics — the parochial school system Vv^ent on extending itself into every diocese throughout the country. , - SCHOOL LEGISLATION. / When the Catholic bishops of the United States met in the third plenary coun¬ cil of Baltimore, in 1884, one of the most important questions they had to discuss and legislate upon was the subject of parochial schools. Laws and regulations for the establishment and management of these schools were laid down with great care and definiteness. In every parish, where it was possible, a parochial school was to be established. Catholic parents were directed to send their children to these schools. The local rector was urged, as well as the teachers, to make these schools equal to the best. Courses of studies were prescribed; there was to be a school superintendent appointed in each diocese; local school boards of competent laymen were to be selected; in fact there was nothing to be left undone to effect a thorough organization of the whole i^arochial school system. The rapid growth, the educational strength, and singular success of the iiarochial schools date from this decided action of the Catholic hierarchy. THE bishops’ pastoral LETTER. Here let me quote from the iiastoral letter of the American Catholic hierarchy, issued at the close of the council, to the clergy and laity of the United States. Regarding this subject of Christian education, it says: Popular education has always been a chief object of the church's care; in fact it is not too much to say that the history of the church's work is the history of civilization and education. In the rude ages, when semibarbarous chieftains 1084 EDUCATION KEPORT, 1903. boasted of their illiteracy, she succeeded in diffusing that love of learning which covered Europe with schools and universities; and thus from the barbarous tribes of the early Middle Ages she built up the civilized nations of modern times. Even subsequent to the religious dissensions of the sixteenth century, whatever progress has been made in education is mainly due to the impetus which she had previously given. In our own country, notwithstanding the many difficulties attendant on first beginnings and unexampled growth, we already find her schools, academies, and colleges everywhere, built and sustained by voluntary contributions, even at the cost of great sacrifices, and comparing favorably with the best educational institutions in the land for coniTdeteness of equipment and thoroughness of training. CHURCH FAVORS POPULAR EDUCATION. These facts abundantly attest the church’s desire for popular instruction. The beauty of truth, the refining and elevating influences of knowledge are meant for all, and the church wishes them to be brought within the reach of all. Knowledge enlarges our capacity both for self-improvement and for promoting the welfare of our fellow-men; and in so noble a work the church wishes every hand to be busy. Knowledge, too, she holds is the best weapon against pernicious errors in the affairs of church or state. It is only ‘'a little learning ” that is a dangerous thing. In days like ours, when error is so pretentious and aggressive, everyone needs to be as completely armed as possible with sound knowledge, so as to withstand the noxious influences that are at work in society. In the fierce combat between truth and error, between faith and doubt, an important part of the battle must be waged by the laity, and woe to them if they are not well prepared. And if in the olden days of vassalage and serfdom the church honored every individual, no .matter how lowly his position, and labored to give him the enlightenment that would qualify him for higher responsibilities, much more now in this era of pop¬ ular rights and liberties, when every individual is an active and influential factor in the body iiolitic, does she desire that all should be fitted by suitable training for an intelligent and conscientious discharge of the important duties that may devol ve^upon them. And then the bishops go on to lay down in what sound education consists. A sound civilization depends upon sound popular education. But education in order to be sound and to produce beneficial results must develop what is best in man, and make him not only clever, but good. A one-sided education will develop a one-sided life; and such a life will surely topple over, and so will every social system that is built upon such lives. True civilization requires that not only the physical and intellectual, but also the moral and religious well-being of the people should be improved, and at least with equal care. Take away religion from a people and morality will soon follow; morality gone, even their physical condition will ere long degenerate, while their intellectual attainments would only serve as a light to guide them to deeper depths of vice and ruin. This has been so often shown in the history of the past, and is, in fact, so self-evident that one wonders why any difference of opinion should exist about it. A civilization without religion is a civilization of “ the struggle for existence and the survival of the fittest,” in which cunning and strength become the substitutes for honor, virtue, conscience, and duty. As a matter of fact there never has been a civilization worthy of the name v/ithout religion, and from the facts of history the laws of human nature can easily be inferred. Hence education, in order to foster civilization, must foster religion. Now, the three great educational agencies are the home, the church, and the school. These mold men and shape society. Therefore each of them, to do its part well, must foster religion. But many, unhappily, while avowing that religion should be the light and the atmosphere of the home and church, are content to see it excluded CATHOLIC PAEOCHIAL SCHOOLS. 1085 from the school, and even advocate as the best system of education that v^hich excludes religion. Few, surely, will deny that childhood and youth are the periods of life when the character ought to be subjected to religious influences. Nor can we ignore the fact that the school is an important factor in the forming of child¬ hood and youth — so important that its influence, when not harmonizing with the influence of home and church, is often found to outweigh and neutralize them both. It can not, therefore, be desirable or advantageous that religion should be excluded from the school. On the contrary it ought to be there as one of the chief agencies for molding the young life to all that is true and virtuous, holy and good. To shut out religion from the school and keep it for the home and the church is, logically, to train up a generation that will consider religion good for home and church, but not for the practical business of daily life. Religion, in order to elevate a people, should inspire their daily conduct, rule their whole life, govern their relations with one another. A life is not dwarfed but ennobled by being lived in the presence of G-od. Therefore, the school, which x)rincipally gives the knowledge fitting for practical life, ought to be preeminently under the guid¬ ing influences of religion. From the shelter of home and school the youth must go out into the busy ways of trade or professional life. In all these the principles of honesty and fair dealing should animate and direct him. But he can not expect to learn these lu-inciples in the workshop or office or the countingroom. He has to be well and thoroughly imbued with them by the joint influences of home and school before he is launched upon the dangerous sea of life. A GROWING DEMAND FOR THE RELIGIOUS ELEMENT IN EDUCATIO^v Other denominations are to-day awakening to this great truth which the Cath¬ olic Church has never ceased to maintain. Reason and experience are forcing them to recognize that the only practical way to secure a Christian xieople is to give the youth a Christian education. The avowed enemies of Christianity are banishing religion from the schools in order to eliminate it gradually from among the peo¬ ple. In this they are perfectly logical, and we here in America may well profit by the lesson. Hence the cry for Christian education is going up frgkiii the reli¬ gious bodies throughout the land. ^ / The Rev. Mr. Geer, vicar of St. Paul’s Church, New York City; has recently declared that “The logic of Bible, prayer book, and tradition in the Church of England and in the daughter church, which we call Protestant Episcopal in this country, is, and always has been, Christian education at its best for her children, and on every day in the week, in the school as well as in the home.” And this prominent Episcopalian clergyman continues: There can be no effective teaching of morality without personality. We can not teach patriotism without George Washington and Abraham Lincoln. No more can Christian ethics be effectively taught independently of Christ and His church, or Jewish ethics without Moses, David, and Isaiah. Codes, commandments, and moral recommendations of any description, without personal life and power behind them, are dead matter to the soul. Nor is it enough to say that the church and the home must attend to the reli¬ gious instruction of the young, because, in their influence over children, both church and home are being weakened and slowly undermined by our “madly perverted” system of secularized education. As for the average Sunday school, everybody knows that but little religious instruction can be given in it, and often it does more harm than good by keeping the children from taking part with their parents in the services of the church. They graduate from the Sunday school without being promoted into the church. And he concludes by declaring that — • The Roman Catholic Church is winning and holding the love of her children by reason of her great sacrifices for their moral and religious as well as for their mental training. How is this shown? By the record of the attendance of her people on divine worship; which is far ahead of that of Protestant churches. 1086 EDUCATION EEPOKT, 1903. Tlie Rev. Dr. Morgan Dix, rector of Trinity parish, New York City, a man con- spicnons for his patriotism, learning, and conservatism, in his Thanksgiving Day sermon of this year of grace 1903, asks; What can be done to stop extravagance and display and show? What can be done to make very rich people economical and modest in dress and conduct, and saving, in order to give abundantly where gifts would help the community? What can be done to stop fools from running after each new light and taking up each new gospel? What can be done to stop married people from putting away each other as soon as they get tired of each other, and adding to the sin of unfaith¬ fulness the fresh sin of rushing into the arms of the partners of their guilt? And the only means this worthy man knows of to stop this flood of evil is “to imt religion into our education.” Nothing else, he insists, can safeguai’d the morals of our American society. Rev. Dr. James M. Buckley, the well-known Methodist divine and author, shows in the December number, 1903, of the Century Magazine how fanaticism has run riot in the United States, notwithstanding the prophecy made fifty years ago by a distinguished American statesman “that in less than half a century Americans would be so transformed and unified by information and training that it would be impossible for it to spread.” “It might start,” went on to predict this statesman, “but, like a spark -without fuel or air, it would glitter for a moment and disappear.” Doctor Buckley proves that there is not, nor ever was, a country so cursed with “ fanaticism ” of every variety and kind as the United States, notwithstanding our system of universal public education. For here we have scores of communities of fanatics whose doctrines are based upon ideas incompatible with morality. “sound education is religion, and true religion is always sound EDUCATION.” One of the leading magazines recently asked a number of distinguished clergy¬ men and laymen their opinion of the above statement. Some of the replies are the following: Educati^ii and religion are not synonymous. Sound education can never con¬ flict with true religion. True religion will always uphold sound education. Edu¬ cation without religion is destroying morality and civil liberty in the United States. — Lorenzo J. Markoe, Minnesota. Sound education is religious in basis. I can conceive of no sound education not founded on Christian ethics, and Christian ethics are rooted in nature and revela¬ tion. As to education being religion, I can not see it that way. Education is a process; faith is a gift of God, not a process at all. — Maurice Francis Egan. There is no sound education that is not dominated by religion. Personal religion that is in the broadest sense true includes or implies every element of a sound education. — Willis J. Beecher. No religion is worth the name that does not lead the whole man up and on. No education is real education unless it leads out the real man, the higher man. The all-round educated man must, in the last resort, be profoundly religious. — W. S. Rainsford, New York. Right education should be religious, and true religion is necessarily educative. — Bishop Spalding. Of all sound education religion must be the central element, for only that is sound education which develops the entire man; and the religious element in man, which includes his ideals and his highest loyalties, is the royal part of him. That true religion implies sound education is also obvious. Religion unites inspiration and education, open vision and trained faculty. Their action is reciprocal; each is conditional for the other. — Washington Gladden, Columbus, Ohio. This siatement is too vague, too sweeping, and therefore open to misinterpreta¬ tion, I w'juld rather say: Education is not sound without religion, and true reli- CATHOLIC PAROCHIAL SCHOOLS. 1087 gion is an inspiration and safeguard to education. — Henry Van Dyke, Princeton University. Neither proposition is true as it stands. With x)roper explanation both propo¬ sitions may be accepted. ‘‘Sound education is religion” is correct in the sense that no education is sound without morality, and no morality is sound without religion. “ True religion is always sound education,” but not the whole of it. — W. B. Rogers,. S. J., S^t. Louis University. In my opinion these two statements must be separated: they are not equiva¬ lents. I do not believe that sound education is always religion, t3ut I believe that true religion is always sound education. — John H. Converse. If “sound” education is the training of the who-e man, then it must include religion, because the spiritual is an essential part of human nature. If true reli¬ gion is the salvation of the whole man, it must embrace in the scope of its redeem¬ ing the physical and intellectual. In the words of the marriage service, “ Those (education and religion) whom God hath joined together let no man i)ut asunder.” — William A. Gurry. Prof. George A., Coe, of the Northwestern University, Chicago, addressing recently a convention of teachers in that city, asserted that — True education must develop a normal condition of the mind. Religious educa¬ tion should be a part, and is a part, of that normal condition. Religion is an essential factor in human personality, and a place must be found for it in the secular curric-uluin. Education decides what a child is, while religion decides what a child will be in the future. It is necessary that the ideals of the people should find expression in the education of the people and their children, These ideals we draw and take from the best. It is certain that we should not put ideals in our school system from among those who have the fewest and worst ideals. Outside of the United States, many of the best minds, the choicest spirits of the age, are in favor of the religious principle in education. In France, Brunetime, Francis Coppee, Huysman, and others hold this view after yeai*s of wandering in the field of agnosticism and a belief in a purely secular system of education. In Germany the school of Rudolph von Eucken has made a profound impres¬ sion, insisting that religion is a necessary basis for genuine progress ;.i?md Mr. Balfour, in his Foundations of Belief, has put the matter very cle^rfy when he writes: “The historical fact is very clear that there is no force comparable to religion for uniting and assimilating a people.” Flence we see to-day a growing demand everywhere to make education more Christian. Thinking men are becoming alarmed at the growth of crime, espe¬ cially among the young. The theory that “ all sin, vice, and crime were due to ignorance,” is now exploded. Says a writer in the Century Magazine for Novem¬ ber, 1903: The number of crimes committed by the highly educated is an alarming feature of the situation. The list of defaulting bookkeepers, bank tellers, clerks, and col¬ lege graduates constantly lengthens, reflecting a lurid light upon the theories of those who attempt to account for the origin of all sin, vice, and crime by ignorance. It is the aim of the friends of Christian education to lessen this rising tide of immorality and crime by fostering religion in the young. It is their endeavor to train better men and women, and thus give to the State better citizens by making them better Christians. The advocates of the T)arochial school system do not con¬ demn the State for not imparting religious instruction in the public schools as they are now organized, because they v/ell know it does not lie within the province of the State to teach religion. Catholic citizens simply follow their conscience by sending their children to the i^arish school, v/here religion can have its rightful IDlace and influence. And in doing this they are doing a great and lasting service to the State. 1088 EDUCATION EEPOKT, 1903, MULTIPLY THE SCHOOLS. It was this end they had in view when the bishops in the Third Conncil of Balti¬ more urged the Catholic people of the United States to multiply and perfect the parochial schools. “We must multiply them/' they insisted, “till every Catholic child in the land shall have the means of education within its reach.” Parents and pastors should not rest until this is done. No parish, they declared, is com¬ plete till it has schools adequate to the needs of its children. The pastor and people should feel that they have not done their entire duty until this is accom¬ plished. And the Catholic hierarchy legislated in accordance with these views. Parochial schools were to be established in every parish where it was possible to do so. Nor was this all. The bishops provided that the parochial school system be perfected. They repudiated the idea that the parochial school need be in any respect inferior to any other school whatsoever. “And if hitherto, in some places,” the bishops went on to say, “ our people have acted on the principle that it is better to have an imperfect Catholic school than to have none at all, let them now push their praiseworthy ambition still further and not relax their efforts till their schools be raised to the highest educational excellence. ’ ’ And they concluded their appeal by imploring parents not to hasten to take their children from school, “but to give them all the time and all the advantages that they have the capacity to profit by, so that, in after life, their children ‘may rise up and call them blessed.’ ” FACTS AND FIGURES OF PAROCHIAL SCHOOLS. As the result of this action of the Catholic hierarchy the parochial school system began to extend itself very rapidly. In the New England dioceses especially marked was the establishment of parochial schools; also in the dioceses of the Middle Atlantic States and in the newly formed dioceses of the West the develop¬ ment within a short time was very pronounced. Within the last thirty years in the dioceses of New England Catholic educa¬ tional institutions have multiplied threefold. To-day there are 352 such institu¬ tions as against 100 a quarter of a century ago, and 142,000 Catholic pupils in attendance at these schools as against 20,000 in 1875. In the archdiocese of Boston the Catholic schools almost equal in number those which were flourishing in the entire province (86 as against 100), while the number of children in the parochial schools, colleges, and academies of the archdiocese far surpasses the total attend¬ ance of the Catholic schools of the New England of thirty years ago — 46,000 as against 20,000. In the archdiocese of Philadelphia the same marked growth of parochial schools is to be observed. In 1869 there were 42 x^arochial schools, with an enrollment of 15,232 pupils, while last year (1902-3) there were 113 schools, with an attendance of 45,352 pupils, showing an increase over the preceding year of 1,029. The same steady growth can be witnessed in almost every diocese throughout the country. To-day the Catholic educational system elicits the respect and earnest study of many eminent educators, and doubtless its continued development will do more than anything else to induce a more fair-minded and conciliatory attitude on the part of the public toward Catholic parochial schools. In endeavoring to ascertain the present numerical strength of Catholic educa¬ tion the sources of information I have made .use of are the Catholic Directory and the Report of the Commissioner of Education, supplemented, so far as possible, by private inquiry. The following statistics exhibit the results of the investigation, the attendance being summarized, for the sake of comparison, under the titles “ Elementary,” “ Secondary,” and “ Higher education,” in accordance with the well-known classification adox)ted by the United States Bureau of Education. CATHOLIC PAKOCHIAL SCHOOLS. 1089 Catholic school en7'olhnent. Elementary _ _ _ _ _ _ 967, 518 Secondary — boys (high !Jchools, academies, and preparatory departments of colleges) _ _ 14, 127 Secondary — girls (high schools and academies) _ 20, 874 Higher education (colleges and universities, not including seminaries) _ 4, 010 Total _ 1,006,529 If we assume as the normal the ratio which the total school attendance in the coun¬ try bears to the total population, we can ascertain roughly the relative numerical streng-th of Catholic education by comparing with this normal the ratio which the Catholic school attendance bears to the total Catholic population. In the fol¬ lowing table I have attempted to do this. Taking the Catholic population as 10,774,989, as given in the Catholic Directory, for the year 1900, the ratio of attendance in each class of Catholic schools to the Catholic population is com¬ pared with the ratio of attendance in all schools of the class in question throughout the country to its total population. As the ratio of percentage would be too small for the purpose of this comparison I have chosen as mors coijvenient the ratio of 1 to 10,000. It appears, then, that there are for each 10,000 of respective population: Elemen¬ tary stu¬ dents, male and female. Secondary stu¬ dents. Stiidents in higher Male. Female. educa- tion,male. In Catholic institutions . 898 13 19 4 In the entire United States . 2,143 39 49 8 It is observed that the lowest level of numerical strength is reached in the case of our secondary schools, or high schools, for boys. The attendance here falls short by two- thirds of what it ought to be. The parochial schO(pl ep:oilment appears as almost one-half of the normal. In higher education the attendance is just one-half of the normal. Contrary to a widespread impression, academies for girls have much less than their due proportion of secondary pupils. The number of academies is indeed very great, amounting all told to 672, but in most of them the secondary pupils are comparatively few, and probably the great majority of them are to be regarded in the main as select elementary schools. The Catholic population is increasing rapidly, and it will tax our energies severely to provide additional school accommodations proportionate to this increase. Free text-books and the like in the public school accentuate the ever acute realization of the financial problems. Yet, in view of that which has been done, we may not doubt that the loyal and self-sacrificing generosity of our people will be equal to the solution of these and other problems that will arise in con¬ tinuing and completing the work of Catholic education. The single fact that the parochial schools have nearly a million pupils (see statistics of parochial schools appended) — almost one-half of the Catholic children of elementary school age in the country— is splendid evidence of the solid growth of our educational system, as well as an eloquent testimony to the spirit of zeal and self-sacrifice on the part of both clergy and laity that has made such a result possible. The growth of the colleges and academies for girls has kept pace with that of the parochial schools, and if the statistics of our high schools for boys exhibit a weak point in the sys¬ tem, an analysis of the condition of these schools permits the encouraging hope that the present expansive movement in this department of Catholic education will succeed in bridging over the gap that has hitherto too widely separated the ED 1903- ■60 1090 EDUCATION REPORT, 1903. parochial Bchool and the college. The difficulties already surmounted are greater than any that the present or the future can possibly hold, and we may be per¬ mitted to hope that the new century will witness long before its meridian the realization of the ideal of Catholic education set forth by the third plenary council, of Baltimore, a thoroughly coordinated system of Catholic schools, embracing parochial school, high school, college, and university, with an enroll¬ ment including practically the whole of the Catholic school population. Statistics of xiaroci dal schools for- 1903. Arclidioceses, dioceses, vicariates-apostolic. Parochial •schools. Children attending. Archdioceses, dioceses, vicariates-apostolic. Parochial schools. Children attending 21,711 1 jp.a.ven worth 35 4,000 Boston . 44,5:i8 Lincoln . 21 1,’829 Chicago _ _ _ 07,3,21 Little Rock _ _ 37 * 2, 657 ClNCrNNATl _ J(H 25, 693 Louisville . . . 58 8,260 DuiurQUE . . 82 10, 424 Manchester _ _ 34 11,702 Miiovaukek _ 148 30,563 Marquette _ _ 23 6,529 New OitEEANs _ '.(0 17, 2.32 Mobile _ 28 3,680 New York _ m 57,545 Monterey-Los Angeles . . 19 2,800 Oregon City _ _ 25 3,100 Nashville _ 18 2,476 PHIEAOELimiA _ 113 44,324 Natcdioz . . 19 3, 160 St. Louis i 141 24,430 Natchitoches . 12 865 St. Pauij i 90 16,740 Nesqually . 20 3,083 San Franc isc;o _ ! 37 14,033 Newark _ _ 100 37,000 Santa Fe _ 1 13 1,887 Ogdensburg _ 16 3,300 Albany . - _ _ i 42 1.5,370 Omaha _ 53 5, 722 Alton _ I (S 7,814 Peoria _ _ 04 11, 000 Altoona 1 ,23 6,000 Pittsburg 102 31,757 Belleville _ i 07 7,210 Portland . 23 8, 800 Boise . - - _ 1 4 400 Providence _ 37 19, 126 Brooklyn _ _ 00 34,802 Richmond _ 16 2, 000 Buffalo.- _ _ ' 73 23,659 Rochester _ 43 15,059 Bnrlint^ton ' 19 4,779 Sacramento 9 1, 400 Cliarle.ston 1 5 1,126 St. Augustine. H 2, 245 Clieyenne. _ 1 4 430 St. Cloud _ _ 25 3, 144 Cleveland- . _ ! L50 .34,979 St. Joseph _ . _ 13 1,551 Columbus 1 37 8,945 Salt La.ke 3 281 Concordia _ ! 19 . i,8a5 San Antonio _ 39 5,119 Covington _ ! 36 7,101 Savannah 11 2, 260 Dallas. - rSi - - 1 24 2, .520 Scranton _ 38 11,360 Davenport 42 .5, 855 Sioux City . . 43 5, 876 Denver . ) i 19 5,248 Sioux Falls _ _ 28 2,810 Detroit _ 00 18, 652 Springfield _ 46 21,300 Dulutb _ 1 9 1,.500 Syracuse _ 16 4,943 Erie 1 ^ 42 8, 378 Trenton 37 8, 200 Fargo ! 12 1,600 Tucson . 6 1,000 Fort Wayne . . . 77 13,013 Vancouver . . 7 400 Galveston _ _ _ 28 4,489 Wheeling _ _ _ 10 1 , 820 Grand Rapids _ .50 11,379 Wichita _ 25 1, 911 Greenbay _ 84 1.3, 800 Wilmington 10 2, 547 Harrisburg _ _ _ _ 30 0,500 Winona _ 22 3,916 Hartford _ .59 25, 000 Brownsville _ i... 8 1,047 Helena 9 1,700 Indian Territory .... 20 3, 089 Indianapolis _ - _ 100 14,5.24 North Carolina . . 8 612 Kansas City 10 .5,;i43 Alaska Territory T .n, 77 11 145 Lead _ 4 ’720 Total . 3,978 963,683 Besides the figures above given for the parochial schools there are 37,108 Cath¬ olic children cared for and educated in the elementary branches and in manual training in 257 institutions. These are the refuges, protectories, and orphan asylums under Catholic management throughout the country. Including these the Catholic Church at the present time is educating and caring for 1,113,031 children. This is truly a splendid record of zeal and devotion in the cause of Christian education. Elsewhere in this paper it was stated that this is the “ greatest reli¬ gious fact in the United States to-day — over a million children educated in the Catholic parochial schools without any aid from the State,” and surely it is. It has been done at a tremendous sacrifice by a people for the most part poor in CATHOLIC PAROCHIAL SCHOOLS, 1091 material goods, but rich in faitli. It lias been done throngli tlie noble efforts of consecrated religious men and women, and a zealous priesthood who have gen¬ erally united with the bishops of the United States in giving to Catholic children the best secular knowledge, side by side with the higher knowledge of God and religion. PERFECTING THE PAROCHIAL SYSTEM. We now come to describe the typical parochial school as we find it at work to-day in the United States. We shall also sketch its management, its course of study, the character of its teaching and its teachers, and lastly its educational results. And first a word about the building itself. At the present time there is a won¬ derful improvement over what served as the parochial schoolhouse of twenty-five or thirty years ago. As the rude cabin of the wilderness has given way to the magnificent cathedral of the populous city, so the plain, simple structure, often¬ times the basement, as we know, of a church, has yielded place to the imiDosing parochial school building that is now to be seen in all our large towns and cities. The Catholic school authorities fully recognize the necessity and importance of properly constructed buildings, and in their construction have paid due attention to all that is required to make them lioth healthful and attractive. The average Catholic rector fully understands that children are affected by their environment and that of necessity much of their time is to be spent in the schoolroom. Hence he gives this subject much thought and attention and usually employs a compe¬ tent architect. As a consequence we find almost everywhere, especially in the cities, substantial and oftentimes imposing parochial school buildings, well designed class rooms and so arranged as to give the best results as to seating, light¬ ing, hygienic and sanitary arrangements, with the necessary halls, cloakrooms, etc. These buildings are usually of stone or brick, and compare favorably Avith the public school buildings in the same place. The class rooms are provided Avith the latest style of desk and ample blackboard space. The venti]a»lion.^beating, and lighting are found to be, in most of the schools that the writer bf" this paper has seen in the last few years, all that could be desired. Many of the parochial schools have also ami^le playgrounds. So we see nothing has been Ibft undone in a material way to make the parochial school house an inviting place for the pupil. The cost incurred is oftentimes A^ery great, running anywhere from ten thousand to one hundred and even as high as two hundred thousand dollars for a single building. But our Qatholic people are willing to meet this heaA^y outlay that their children might have an enAdronment and education equal to the best. SCHOOL MANAGEMENT. The management of the parochial school ultimately rests with the rector of the parish. He is usually aided by a local committee or school board made up of competent laymen who are interested in educational matters. The council of Baltimore suggested the appointment of such a body, and it has been found by experience that its seiudces are most helpful. The members of the school com¬ mittee visit the schools regularly, at least once a week; they inspect the building, are present at recitations, usually question the xRipils, and in many other ways contribute to the efficiency of the school. The gentlemen who are selected for this position regard it as a special mark of honor and give their time and services cheerfully. They are a great aid to the pastor in his school work. They meet, usually once a month, in conference with the rector, when the daily workings of •the school are discussed and suggestions made for remedying any defects or -for bettering conditions.' 1092 EDUCATIOIS' REPORT, 1903. Where the school attendance is large — over 300 or more pupils — there is gener¬ ally a principal appointed from the sisters in charge to supervise the daily work; to look after the discipline of the pupils, and to report to the rector the more seri¬ ous violations of rule. It is her duty to see that the work in the various grades is liroxjerly done; to aid and direct younger teachers, and she supplies the place, sometimes, of a teacher who may be temporarily absent because of illness or some other cause. The principal makes out the weekly and monthly reports which are sent to the rector and the parents of each puiDil. Herewith are appended copies of such reports which are used in the school of w^hich the writer has charge. We find the weekly report of great benefit in secur¬ ing a high percentage of attendance: WEEKLY REPORT. Room _ Enrollment: Week ending Boys - Girls _ Total _ Percentage of attendance _ 19— , Teacher. Name of pupil. Residence. Reason. Tardiness. Absence. A. M. P. M. A. M. P. M. The monthly report shows at once the parent or guardian how the child is doing at school. Here is a copy of the report generally used in our parochial schools: ’ St. . . . School. jin charge of _ _ _ _ _ _ Monthly report of _ _ Class room No. _ Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May. June. Days absent . . Attendance . . N eatness . . Deportment . Sunday school . Christian doctrine . . - . Church history . . United States liistory . Grammar . Composition . . Algebra . W ritten arithmetic Mental arithmetic Geography . Orthography . . Penmanship _ _ Reading . . Drawing . . Average . . . . N umber in class . . Rank . , Teacher. CATHOLIC PAKOCHIAL SCHOOLS. 1093 REaULATIONS. First. Regular attendance of pupils. Second. Pupils will be in class rooms promptly at 9 a. m. and 1 p. m. Third. Parents will oversee home studies. Fourth. Parents will explain in person to rector or sister in charge when their children are absent, tardy, or fail to prepare night work. Fifth. Parents will examine and sign this report each month and see that it is returned the following morning. Meaning of notes: 100 signifies Excellent. 90 signifies Very good. 80 signifies Good. 60 signifies Unsatisfactory. 50 signifies Bad. Signature of parent. September . October . November . December . January . February . March . April . May . . June . > These reports have proved of the greatest assistance in securing a high percent¬ age of attendance as well as stimulating pupils in their studies. ToUake the last year’s attendance of the parochial school with which the writer is connected, there was an enrollment of 650 children, and the average weekly attendance dur¬ ing a ten months’ session never fell below 94 per cent, and was for several weeks as high as 96 and 97. This splendid showing we attribute largely to the Weekly Report and the investigation which follows of each individual case of absence or tardiness by the clergyman in charge of the school. We have little, if any, need of the truant officer to enforce the compulsory school law of the State. COURSE OF STUDY. For the information of those who may not be familiar with the daily workings of a typical parochial school the following table is herewith printed. The school is a well-graded one, and provides a course of study covering a period of eight years. No child is admitted under 6 years. The pupils in the eighth year, or grammar grade, have been admitted with scarcely a single failure for a number of years past into the local public high school. 1094 EDUCATION KEPOET, 1903. Table fallowing course of stnch/ in a parochial school, and time devoted daily to each subject. Hour per day. Subjects. First year. Second year. Third year. Fourth year. Fifth year. Sixth year. Seventh year. Eighth A year. Christian doctrine. Practical and men¬ tal arithmetic. Language . Geography . 4.5 min . . 1 hour.. 4.5 min.. 45 min.. 1 hour.. 45 min.. 45 min . . 1 hour 30 min. 45 min . .. 40 min . . 1 hour 30 min. 45 min . . 30 min.. 40 min.. 1 hour 30 min. 45 min.. 30 min., .-..do ... 40 min . . 1 hour 31 min. 45 min . . 30 min., do 40 min.. 1 hour 30 min. 45 min . . 30 min., do 40 min. 1 hour 1 30 min. 45 min. 30 min. Do. 1 20 min. 15 min. 20 min. History . Reading _ Orthography _ Penmanship a n d drawing (alter¬ nately). 1 hour.. 20 min.. 4.5 min . . 1 hour.. 30 min . 45 min.. 45 min.. 30 min . . _ do . .. 45 min.. 30 min.. 20 min.. 20 min . . 15 min.. 20 min . . 20 min.. 15 min.. 20 min.. 20 min.. 15 min.. 20 min.. OUTLINE OE PAROCHIAL SCHOOL WORK. To show more clearly and in detail the nature and character of the teaching and what each grade is doing, I select an outline of the wmrk that is being done during the third and the last years of the course in the various branches: THIRD YEAR’S WORK. Religious instruction . Review work of preceding year: Commandments, Precepts, Sacraments. Ciiristian doctrine: First to fifteenth chapters. Explanation of principal feasts. Longuagc. Review last year’s work. Teach coiwect u.se of “shall” and “ vdll,” of “in” and “into,” of “rise” and “raise,” of “off” and “of,” of “learn” and “teach.” Oral reprodnctions of short stories. W^ritten reiYroductions of observations made or stories told by teacher. Train pupils i (,'ft distinguish common and proper nouns, singular and plural nouns, writing of possessive case. 'Continue drill for use of capitals, period, question mark, apostrophe (contrac¬ tions and singular possessive), hyphen, comma in a series, abbreviations. Teach exclamation point. Oral and written tests of misspelled words. Teach syllabication. Letter writing to begin here, letters to be copied, attention called to date, to form of salutation, to manner of closing. Capitalization and punctuation. Arithvieiic. Teach numeration and notation to fifth order. Fractions: Review and teach ^’5, 5*5. Denom¬ inate numbers: Same as in second year, also cu. in., sq. ft., sec., min, Roman notation to 100. Addition, subtraction, multiplication, and division continued. Operations in United States money. Related practical i)roblems, requiring pupils to make and solve similar ones. Multiplication tables completed. Analytical arithmetic: Fundamental irrocesses and application. Spelling. Oral: New words in all subjects. Written . In columns, words selected from reading lesson, technical terms from other .subjects of the year. Phonetic spelling, diacritical marks. Modern Speller, from page 21 to 41. Definitions of familiar words. Writing. Attention lo position and holding of i)en. Drill in stem and loop letter.s, caijitals, and figures. Train pupils to write rapidly and accurately from first. Use pen and ink. Copj’^book No. 2. CATHOLIC PAROCHIAL SCHOOLS. 1095 Drawing. Form: Study ellipsoid, cone, and pyramid, as whole and in detail; also ol)jects resembling them. Color: Recognition and naming of six standards and twelve spectrum hues. Reading. Complete Second Reader and first part of Third. Lesson I to XXX. Frequent exercises in elementary sounds for articulation. Note.— Object of reading— getting the thought— should be insisted upon. EIGHTH YEAR’S WORK. Religious insfrtiction. Prayers and approved pious practices: Christian Doctrine, Deharbe's Catechtsm; feasts of the year explained; also mass; vestments, color, names, etc. Lives of saints that have influenced the thought of the world. Bible history: History of the church. Language. Complete grammar from infinitives and review. Review in use of diacritics, syllabication. Teach spelling of words from all subjects studied. Drills and tests in selected words, oral and written. Practice paragraphing . Reproduction of poetry into prose. Composition: Writing biographies in connection with history; description of pictures, stat¬ uary, and buildings in connection with literature and art. Letter writing: Social and business forms. Selections from good authors, calculated to give general information (Irving’s Sketch Book, etc). To serve as reading for grade. AritJunetic. Complete and review, strengthening previous work. Analytical: Section VI. Algebra. Milne’s Elementary: Teach to quadratics. Spelling. Oral; Complete Modern Speller. Review. '. ^ Written: Review difficult words in .speller; dictate long paragraphs. ' Definitions: Pages 140-1G0. / Geography. \ Thorough review of previous grades. i All review should be topical. Make special study of United States and countries commercially related to it; also mathemati¬ cal geography. Use .supplementary geographies and other related reading matter. Writing. Further drills in rapidity, accuracy, etc. Practice business and social forms; composition. History. With text-book study from beginning of the national period of the United States, making pro¬ gressive maps to show growth of territory. Study the Administrations to close of civil war, connecting the even ts of each with pi'eceding. Then review the national period by topics, such as extension of territory, slavery, wars, busi¬ ness matters, internal improvements, foreign matters, Indian removals, etc. From 1865 to present time, present by topics, giving special attention to international affaii’s. Make biography prominent in all the woi’k. Drawing. Construction: Making to a given scale av or king drawings. Studying section and development. Representation: Angular perspective. Drawing groups of three or more objects, DraAAdng from nature, sprays, or plants. Free sketches. ReAdew fundamental principles of design. Color: Study harmony, and design in harmonious combinations. Observe the effects of color in natui’e. 1096 EDUCATION REPORT, 1903. What is specially aimed at in the average parochial school is the avoidance of dilettanteism and experimentation — fads and follies — and the giving of a thorough practical training in what used to be called “the three R’s.” We have no reason so far in the development of our parochial schools to deplore what President Ct. Stanley Hall recently styled “the tyranny of things” in our educational methods. “We are afflicted,” said President Hall, “in our modern pedagogy with a tyranny of things. There is our natural science, industrial education, the teach¬ ing of art, all using objects or pictures of objects. If the child, under such a sys¬ tem, can not think without visual provocation; if it is losing enthusiasm for public, social, and ethical questions; if it is being crippled for intellectual pur¬ suits, cares only in a languid way for jDrose and poetry, and responds only to com¬ mercial interests, then something must be promptly done to remedy this fourfold root of the present linguistic decadence.” It is said that the arts of speech and writing are degenerating year by year. If so, the reason may be found in the fact that pupils are taught too much “through the eye and too little through the ear.” Our parochial schools are generally free of “the fourfold root of the present linguistic decadence.” Special attention is given in the parochial schools to the study of the history of our country, and the spirit of patriotism is constantly inculcated. The great national holidays — Washington’s birthday. Memorial and Thanksgiving days — are duly observed on the afternoon of the proceeding day with 'appropriate exercises by the luipils. DIOCESAN SUPERINTENDENTS. Before leaving this part of the subject it may be well to state that the local man¬ agement of the parochial schools receives great aid and valuable direction from the diocesan superintendent. He is a priest who is well up in educational matters and is set apart by the bishop for this work. He is relieved from the usual parish work and devotes his whole time to the supervision of all the schools in the dio¬ cese. He nia-kes regular visits and holds examinations at stated times. He pub¬ lishes annually a full and detailed report of the parochial schools of the diocese, giving the stpmding of each school. I have before me as I write a number of these reports, and no one can examine them without being convinced that the diocesan superintendent has been a powerful factor in the great progress made of recent years in these schools. It would be well, as recommended in the recent parochial school convention held in Philadelphia, if every diocese had such an officer. Indeed, there can be no perfect organization of the system without him. TEACHERS OF THE PAROCHIAL SCHOOLS. The teachers in the parochial schools are for the most jiart members of the various teaching orders of men and women who have consecrated their lives to the work.« Many lay teachers are found in the German, Polish, and Slavish schools, as well as in the parish schools conducted in small towns or rural dis¬ tricts where it is not possible to maintain a religious community. The parochial school-teacher devotes his or her whole life to teaching. And thus the religious teacher has, in this respect, a decided advantage over those teachers who occupy themselves with the important duties of teaching until something more lucrative or attractive is found. The child’s future welfare is always the first and great consideration with these religious teachers. No one is, or should be, admitted to undertake the responsibilities of a teacher who is not fully qualified for the work. n Of the schools represented in the Catholic Educational Exhibit at the World’s Fair, Chicago, 1893, 97 per cent of the schools were in charge of the various religious orders. Doubtless the same percentage holds in the parochial schools of the United States to-day. CATHOLIC PAKOCHIAL SCHOOLS. 1097 Tlie “religious habit” does not make the teacher. Nor is the teacher like the poet — born, not made. The church authorities are insisting more and more every¬ where that the teachers in the parochial schools understand the art and science of education; that no teacher be employed in a parochial school who is not duly qualified. Among the resolutions passed at the second annual conference of the parochial schools, held at Philadelphia, October 28 and 29, 1903, and presided over by the Right Rev. Bishop Conaty, D. D., was the following: Realizing that the teachers make the school, we urge that every effort be made to have all our teachers secure certificates of proficiency from diocesan school boards or normal or regent examinations, so that the public may know that none but competent teachers are in our schools. At this same conference one of the strongest papers presented was that of the right reverend chairman “ On the training of teachers.” The very great impor¬ tance of this branch of school work was dwelt upon, since the efficiency of the school largely depends on the efficiency of the teacher. In most dioceses there are examining boards for the parochial school-teachers. To-day normal schools exist in all the novitiates of the religious teaching communities. The Catholic idea of the ideal teacher is one in whom moral character, intellectual training, and pro¬ fessional skill cooperate in harmonious action for the success of the class and the individual pupil, one who day by day becomes the better teacher precisely because day by day he or she becomes a more diligent student, a more successful solver of the pedagogical or psychological problems that present themselves within the realm of the class room. To secure such ideal teachers, or at least to make the combination of necessary qualities less rare, is supposedly the end aimed at in normal school training. Our religious teaching communities justly claim to have been the first to estab¬ lish normal schools for teachers, though from some of the histories of education, or from the data advanced by lecturers in schools of pedagogy, one would never be led to suspect the fact. The late Brother Azarias, in “Beginnings of normal schools,” Ed\ica.tional Essays, page 246, writes: Alain, speaking of primary education in France during the two Centuries pre¬ ceding the Revolution, says: “ In reality the first normal schools were the novitiates of the teaching orders established during the past two centuries.” (L’lnstruc- tion Primaire en France avant la Revolution, p. 129.) Shortly after Blessed de La Salle had organized the Brotherhood of the Christian Schools, the fame of the schools taught by them in Rheims spread far and wide. Several of the clergy in towns and hamlets applied for a single brother to take charge of their schools. This could not be, as the founder had established the rule that not less than two brothers teach in any school. Accordingly, he offered to open, under the title of a “Seminary for Schoolmasters,” an institution in which young men would be trained in the principles and practices of the new method of teaching. The school was opened in 1684. This was the first normal school ever established. (“ Beginnings of normal schools,” Educational Essays, pp. 250, 251.) The need of competent teachers led to the establishment (by St. John de La Salle) of the Teachers’ Seminary, the parent of the modern normal schools. (Compayre’s History of Pedagogy, p. 277.) There is wanting, however, in many of the novitiates a very important feature of the normal school, properly so called, and that is a model or practice school, wherein candidates for the office of teacher may see the most approved methods in the various grades practically demonstrated by experienced, skillful teachers; and wherein they also, at certain periods, may make their first essays in teach¬ ing, under efficient supervision. The helpfulness of such a model school can hardly be overestimated. While observing the work of the experienced teacher, novices would receive inspiration for their future life work, and in their efforts 1098 EDUCATION REPORT, 1903. to teach, under sympathetic, skillful guidance, would acquire like skill and become more confident of their own ability. That the untried teacher should, alone and unaided, begin to experiment with a class of i)upils is unjust to the children and disheartening to herself. Pedagogical ability should have been acquired before she assumes sole charge of a class. Now, with a model school to supplement by actual practice the theory taught in the novitiate we might reasonably hope to strengthen the efficiency of the teachers in the parochial schools. No doubt the teaching communities will supply this want and thus remove the evils arising from the employment sometimes of inexperienced teachers. CATHOLIC teachers’ INSTITUTES. There is one very commendable feature of parochial school work which has been adopted within the last few years and is at present followed generally throughout the country, and that is the holding of diocesan teachers’ institutes. This work was begun under the direction of an able and experienced teacher, Mrs. B. Ellen Burke. Many of the teaching orders of sisters had long desired to avail themselves of the advantages of general educational meetings, in order to unifj^ and strengthen their work; but being burdened with duties, no religieuse could be spared from the schoolroom to begin the organization of institutes, associations, and conven¬ tions. It therefore became a plain duty for the laity to aid the sisters until such time as their numbers had increased sufficiently to permit them to carry on the work themselves. The work was begun in 1895, under the auspices of the Paulist Fathers, in New York City, and has been continued for the various teaching orders ever since. It has spread into every diocese of the country. The sisters’ institutes ” are gen¬ erally held during the midsummer vacation and are conducted by men and women distinguished in their different branches of knowledge. They are specialists in the subjects assigned to them. The gen^rhl nature of the work done in these institutes is along the lines of methods of teaching the common subjects usually taught in elementary schools. Not less than two and usually four or five instructors are sent to each institute. The work has been eminently successful, and has been approved by the bishops and archbishops of the various dioceses in which it has been carried on. It has been found very beneficial to the school and helpful to the teachers. INSTITUTE PROGRAMME. Herewith is appended the programme of a week’s institute given in St. Paul, Minn., August 7 to August 12, 1899. The exercises oiiened with an address by Archbishop Ireland: PROGRAMME OE SISTERS’ INSTITUTE. Monddv. Opening address. Changes in school v^ork. Rhetoric. Arithmetic. History. Writing Tueaddii. Christian doctrine. History Writing Rhetoric. Arithmetic. History . Language. Wednend a y . Christian doctrine. Arithmetic. Rhetoric. History. Writing. Algebra. Language. Th'nrsdrn!. Christian doctrin(\ Algebra. Grammar. Rhetoric. Physical geographj’. Writing. Rhetoric. Friday, Christian doctrine. Algebra. Grammar. Rhetoric. Physical geography. Writing. Rhetoric. Saturda I/. Christian doctrine. Geometry, Writing. Rhetoric. Geometry. Writing. Physical geography. Grammar. OATPIOLIO PAROCHIAL SCHOOLS. 1099 Dr. N. C. Schaeffer, superintendent of public instruction in the State of Penn¬ sylvania, in his sixty-ninth annual report, for the school year ending June 2, 1902, referring to this subject, writes: The sisters in charge of the parochial schools of the Catholic Church spend the greater part of their vacation in some form of preparation for the year’s work. Even at the annual retreats time is given to self-examination as a lever to raise the individual to higher planes of effort. The best scholars in the Jesuit and other colleges deliver lectures to fit teachers for work in the elementary schools. What the church does for her teachers the State can afford to do for its teachers. It may be well also to note that the Catholic University of America opened an institute of pedagogy in New York City on October 1 , 1902. The instruction treats of the history of education, the principles and methods of education, psychology, American history, and literary work. SCHOOL PUBLICATIONS. The parochial school-teachers, besides the many periodicals and papers treating of educational matters, find great aid and assistance in two Catholic publications specially issued for their benefit. The first is the Reviev^ of Catholic Pedagogy, published at Chicago. The high character of the subject-matter and its general excellence have secured for it a generous welcome from our teachers. There is also published at Milwaukee an excellent monthly, the Catholic School Journal, which is found to be popular and quite helpful, EDUCATIONAL RESULTS. So we see there is to-day in the United States a thorough organization of the parochial school system; that it is well equipped to carry on its work, and that steps are being constantly taken to advance still further the work. We need Catholic high schools to complete the system, and we need unification of metliods and of the course of study. These will soon come, for they were subjects chiefly discussed at the recent parochial school convention held in Philadelphia, in which twenty-five dioceses of the country were represented. Th^. result o^ the deliberations of this body of educators were embodied in the following recom¬ mendations: First. Recognizing the importance of united effort to advance the cause of Catholic primary education, we believe that interchange of ideas and comparison of methods and results will lead to a better understanding of our needs and a surer solution of the many difficult problems that confront us. Encouraged bj'^ the splendid response to the call for a conference on the part of the promoters of Catholic parochial school interests, the conference, representing 25 dioceses, earnestly bespeaks a more extended cooperation v/itli others of this association, so that its membership may embrace representatives of every diocese in the United States. Second. We rejoice to note the growing sentiment outside of the Catholic Church in favor of the principle of the religious element in education. In order that our non-Catholic fellow-citizens, as well as those of our own faith, may realize more keenly and appreciate more justly the sacrifice that Catholics are making to pro¬ vide their children with the benefits of what we conceive to be the only true edu¬ cation, viz, religious combined with secular instruction, we suggest that the cost of equipping and maintaining our parochial schools be brought to their attention from time to time in the public press. Third, We recommend that careful study be made of the best means for the complete organization of our parish schools. Fourth. Realizing that the teachers make the school, we urge that every effort be made to have our teachers secure certificates of proficiency from diocesan school boards or normal or regent examinations, so that the public may know that none but competent teachers are in our schools. 1100 EDUCATION REPOKT, 1903. The other day the members of the Moseley educational commission from England visited a number of the Catholic parochial schools of Chicago. The Record-Herald of that city writes: The visiting educators were surprised at the number of these institutions and their large enrollment, and were favorably impressed by the fact that the text¬ books used are largely the same as those studied in the public schools. “We learn that there are 100,000 children attending the parochial schools of the city,” said Rev. A. W. Jephson, a Protestant clergyman and a member of the London school board. ” This we regard as an important phase of the educational problem. The brightness of the pupils was in some instances surprising. At St. Stanislaus School a Polish boy of 10 years was especially well informed on Ameri¬ can history. At the St. Charles Borroineo and St. James schools we found the children well advanced for their ages.” And the same favorable impression of the work done in the parochial schools of the present day is created everywhere in the minds of all fair-minded persons who visit them. Intellectually, Catholics are showing the results of the training given in their ])arochial schools and higher academic institutions. In number and efficiency these schools are bound to grow every year. In January, 1902, there were 3,835 parochial schools. In January, 1903, there were 3,978, an increase of 143. One salutary influence these schools have already exerted, and will exert still more strongly, is found in the manifest tendency of many denominations to imitate to some extent the Catholic system. For a long time Catholics were alone in their stand for denominational schools, but the logic of events has brought to their side many Lutherans, Methodists, Episcopalians, and even Baptists. The orthodox Jews are the last to get in line. At their national convention, held during the past summer in Philadelphia, the rabbis strongly advocated the establishment of schools wherein the children of their faith might learn the principles of their religion while being taught the rudiments of the three R’s. Thus is the position of the Catholic Church being daily vindicated. Recently there was incorporated in Chicago an association of educators, includ¬ ing such distinguished names as William R. Harper, president of the University of Chicago; Charles L. Hutchison, vice-president of the Corn Exchange National Bank; Prof. George A. Coe, of the Northwestern University; L. Wilbur Messer, secretary of the State Young Men’s Christian Association, and George L. Robin¬ son, of the McCormick Theological Seminary. The avowed object of this body, which represents all shades of religious belief, is to maintain a position in the field of religious education corresponding to that of the National Teachers’ Association in the field of education in general. And it is declared by this association that ‘ ‘ efforts will be made from a new view-point to obtain religious and moral education in the public schools.” President Hadley, of Yale, in an address delivered in Philadelphia within the last few days, boldly announced that “a way must be found to blend religious and secular instruction in the schools.” And he added: “I do not believe that you are going to make the right kind of a citizen by a godless education and then adding on religion afterwards. That idea is wrong. Education and religion must go hand in hand.” Within the past year President Eliot, of Harvard, in a magazine article, deplored the fact that “our educational system had not solved any one of the great problems that trouble the country at the i)resent time;” that vice and crime had increased instead of diminishing with the extension of our public school system. At the National Educational Convention held in Boston last summer several of the most prominent delegates avowed their conviction of the CATHOLIC PAROCHIAL SCHOOLS. 1101 “necessity of religions instruction in the public schools.” So \/e see there is a very decided change in public opinion on the school question, and a pronounced trend in favor of the principle that underlies the Catholic system of education. Gold win Smith, in a letter to the New York Sun, December 13, 1903, discussing this subject of religion in the schools, says of Canada that: “ There appears to be a growing disposition here on the part of those who can afford it to send their children to voluntary and religious schools.” And he adds; “ Under our purely secular system intellect is outrunning character, with bad consequences to the child and to society.” “ Whatever we wish to see introduced into the life of a nation,” says the Ger¬ man, William von Humboldt, “ must first be introduced into its schools.” Surely we want civic virtue and morality in the life of the American people. Can we get these without introducing them into the schools? And can we have a saving morality and civic virtue without religion? All bodies of Christians the world over unite in saying. No; we can not. Why not, then, introduce religion into the schools? f \ CHAPTER XXIL THE STATE NORMAL SCHOOLS OF THE UNITED STATES. By Eliphalet Oram Lyte, Principal First Pennsylvania. State Normal School, Millersville, Pa. PREFATORY NOTE. In the preparation of this article on the State normal schools of the United States, at the request of the Commissioner of Edxication, I have consulted Henry Barnard’s Journal of Edxi- cation, Horace Mann’s Reports, the Reports of the Commissioner of Ediication of the United States issued by Di-. W. T. Harris, the volumes of Proceedings of the National Educational Asso¬ ciation, and especially the report on normal schools in the volume of Proceedings of the Los Angeles meeting of that body, Nicholas Murray Butler’s Education in the United States, and numerous State reports, catalogues, etc. In particular I have made free iise (and sometimes literal use also) of Dr. J, P. Gordy’s Rise and Growth of the Normal School Idea in the United States, and Secretarj'- M. A. Newell’s Contribiitions to the History of Normal Schools in the United States. I trust that this general acknowledgment of the sources from which I have derived much of the information here presented will be accepted in lieu of quotation marks and special references, which it was difficult in many cases to insert in the revision of the typewritten copy made largely from dictation. . It is to be regretted that the necessary limitations placed upon an article of this Ihji^ prevent the full treatment that the subject demands. What is here given is intended t-cTbe typical of similar facts that could be multiplied many times. As a rule, only typical and sajlient facts were selected from the wealth of material within the reach of the careful student Nof the nor’mai school systems of the country. The public normal schools of the United States are the leading’ agencies employed in the preparation of teachers for the public schools. Their history is in a large degree the history of public education. E. O. Lyte. MrntiERSviLLE, Pa., May A, idoh. CONTENTS. I. Introductory— A normal school defined— Relation to State. H, Origin of normal schools in the United States— Article in Massachusetts Magazine— Deni¬ son Olmsted at Yale College— The movement in Pennsylvania— First city training school in Philadelphia— Prof. Samuel R. Hall, New Hampshire — Rev. James C. Carter, Massa¬ chusetts— Dr. Philip Lindsley, Tennessee— Governor Clinton, New York— Go veinior Lin¬ coln, Massachusetts— Rochester, N. Y.— Washington College, Pennsylvania— Rev. Charles Brooks, Massachusetts— Thomas M. Burrowes, Pennsylvania. HI. The first normal school— Pounded at Lexington, Mass.— Governor Edward Everett marks out courses of study— Normal schools at Barre and Bridgewater— Courses of study— Established by public and private funds— First normal school in New York — First nor¬ mal school in Pennsylvania— First normal schools in other States. IV. General object — Courses of study — Function of the normal school. V. Examinations and certificates— Difference in different States— Reciprocity. VI. Schools of practice— Different names — Observation and lu’actice— Time devoted to prac¬ tice teaching— Practice work at Worcester, Mass.— Los Angeles— Cedar Falls- Vahie of practice work. Colonel Parker. 1103 1104 EDUCATION EEPORT, 1903. VII. Typical courses of stixdy: New England normal schools— Bridgewater, Mass. Middle States normal schools— Normal College at Albany — Oswego — Millersville— New Jersey State Normal School. Middle West State normal schools— Classes of students— Dekalb, Ill.— Ypsilanti, Mich.— Colorado State Normal School. Southern States normal schools— Two classes of schools— Normal schools for white students, Alabama State Normal Col¬ lege; Peabody Normal College— Normal schools for colored students, Baltimore— Mont- gonierj'-, Ala.— Hampton Normal and Agricultural Institute — Tuskegee Normal and Industrial Institute. Pacific coast normal schools— Supply of teachers— Los Angeles, Cal. VIII. Control of State normal schools— General control— California -Colorado— Illinois — Kan¬ sas— Maryland— Massachusetts — Minnesota — Missouri — Nebraska— New Jersey — New York- Pennsylvania— Rhode Island— South Dakota— Wisconsin. IX. Maintenance of State normal schools— Free tuition— Normal-school fund of Wisconsin. X. City training schools. XI. Private uoi'mal schools. INTRODUCTORY. The iiroblem of elementary education is one of the most important problems with which a free people must deal. The most important factor in this problem is the teacher. The schools designed to prepare teachers for the elementary schools of the State xiresent questions of vital interest to all thoughtful citizens. This chapter endeavors to put into convenient form a few of the most important facts concerning the origin and xDresent condition of the schools designated by the laws of the dilferent States of the Union to prepare teachers for the public schools. A normal school is a school established for the academic and professional prep¬ aration of teachers. It is a technical school, differing from academies and col¬ leges in its objects and methods of work. The objects of the academy and college are general culture and the acquisition of knowdedge; the object of the normal school is to impart culture, discipline, skill, and learning to its students for a specific and technical purpose, viz, that of fitting them to teach others. The academy and college aim to teach their students the various branches of knowl¬ edge; the normal school aims to teach its students not only the branches of knowl¬ edge, bift^grifeo the processes by which the learning mind acquires knowledge and the resultant of these j^rocesses. These objects and aims distinguish normal schools from other institutions of learning and determine the courses of study in them and the methods by which the studies must be taught. The relation of the normal school to the State is close. The State must educate the children within its borders. It must therefore establish and maintain a sys¬ tem of public education. The most important factor of this system is the teacher. The teacher must be educated in institutions provided by the State and under State control, if his work is to be properly done. It is consequently both a duty and a necessity for the State to found and support State normal schools. These views, which are accepted almost universally throughout the civilized world, show that the function of the normal school is peculiar, and that its responsibili¬ ties are greater than those of other educational institutions. ORIGIN OF NORMAL SCHOOLS IN THE UNITED STATES. An American educator, probably Elisha Ticknor, recommended in an article in the Massachusetts Magazine for June, 1789, that a system of schools should be established to train teachers. The writer said; There should be a public grammar school established in each county of the State, in which should be taught English grammar, Latin, Greek, rhetoric, geog¬ raphy, mathematics, etc., in order to fit young gentlemen for college and school keejoing. At Ihe head of this county school I would place an able preceptor, who should superintend the whole instruction of the youth committed to his care, and STATE NOEMAL SCHOOLS. 1105 who, together with aboard of overseers, should annually examine young gentlemen designed for schoolmasters in reading, Vv^riting. arithmetic, and English grammar, and if they are found qualified for the office of school keeping and able to teach these branches with ease and propriety to recommend them for this purpose. No man ought to be suffered to superintend ever so small a school except he has been first examined by a body of men of this character and authorized for this purpose. And I am sure it is no vanity in me to think that were our petty grammar schools annihilated and one established in each county as a substitute, instead of our common schools, kept by a set of ignoramuses, who obtrude them¬ selves upon the people a few months at a time, without the requisite abilities or qualifications, we should have a worthy class of teachers, regularly introduced and examined, and should soon see the happy effects resulting from this noble plan. In 1816 Denison Olmsted delivered an oration at the commencement exercises at Yale College, in the course of which he said: I was hence led to the idea of a “ seminary for schoolmasters,” to be established at the expense of the State, where the instruction, at least, should be gratuitous. It wriS to be under the direction of a principal and an assistant, the principal to be a man of liberal education, of a high order of talent, and an experienced and successful teacher. The assistant was to be well versed in the English branches of education at least. The course of study was to occupy from one to two years, and candidates were to be admitted only after an approved examination. The pupils were to study and recite whatever they were themselves afterwards to teach, partly for the purpose of acquiring a more perfect knowledge of these sub¬ jects, and partly of learning from the methods adopted by the principal, the best modes of teaching. It was supposed that but a small portion of time would be required to be spent upon the simple rudiments, but that the greater part might be devoted to English grammar, geography, arithmetic, algebra, geometry, and such works as Blair’s Rhetoric, studies adapted to improve the taste and make correct and accomplished writers. Ample instructions also were to be given by the principal on the organization and government of a school. But forty years before the article above quoted was published in the Massa¬ chusetts Magazine a school was established in Philadelphia, one of whose objects was the education of young men to be teachers. Pennsylvania is believed to have been the first of the States of the Union to inaugurate the worW o^pveparing teachers. The University of Pennsylvania, which began as an acadhmy in 1749, was designed partly as a school for teachers. Benjamin Franlllin, the qhief among its founders, in addressing the common council of the city oPPhiladelphia for aid in its behalf, states that as the country is suffering greatly for want of competent schoolmasters, the proposed academy will be able to furnish a supply of such as are ‘ ‘ of good morals and known character ’ ’ and can ‘ ‘ teach children reading, writing, arithmetic, and the grammar of their mother tongue.” The "Westtown Boarding School, established by the Society of Friends in 1799, made a report in 1824, announcing that “ among the many advantages which it was con¬ templated would accrue from an institution of this description, several of both sexes have so profited by the course of studies and the mode of instruction thus derived as to be qualified for teachers of schools in many parts of the country.” The Moravian School, established in 1807 at Nazareth Hall, Bethlehem, Pa., had ‘‘a special department for the preparation of teachers, in which young men received such instruction as qualified them either to teach in schools established at home or to open and conduct schools in the missionary field.” Dr. Benjamin Rush, in an address to the legislature of Pennsylvania in 1786, favored the establishment of a system of free schools, of one university at Phila¬ delphia, and of three colleges— one at Carlisle, one at Lancaster, and one at Pitts¬ burg — and added, “ The university will in time furnish masters for the colleges, and the colleges will furnish masters for the free schools.” In all these there seems to be an intention to make scholars who might or might not afterwards become teachers; but there is no intimation that more than scholarship was needed. ED 1903- ■70 110(> EDUCATION REPOET, 1908. In 1888 the trustees of Lafayette College erected a building for a model school, placed a distinguished Scotch educator at the head of it, and established a teachers’ course. But the people were not as yet educated up to this point, and the project failed. The city of Philadelphia has the credit of establishing the first city train¬ ing school in this country. In 1818 a school for the education of teachers, tech¬ nically known as a model school, was established in Philadelphia in accordance with an act of the State legislature. This institution was a kind of State normal school, for 1)y legislative enactment the board of control was authorized to estab¬ lish a school ‘ ' to qualify teachers for the sectional schools and for schools in other parts of the State.” The name “model” was imported from England, where it was used to designate a school in which young persons could observe and jjractice the art of teaching. The Philadelphia model school was a necessary adjunct of the Lancasterian system vdiich prevailed in that city until 1836, and in a modified form until 1848. Prof. Samuel R. Hall, of New Hampshire, minister, writer, and teacher, took charge of a church at Concord, N. H., and in 1823 opened what he called a teach¬ ers’ school. This private school was opened chiefly for persons preparing to teach. A number of children, however, were received and these children became members of a model and practice school. While conducting this school, Mr. Hall delivered a series of addresses, which some of his friends urged him to pub¬ lish. He complied with their wishes, and a book entitled “Lectures on School Keeping ” appeared in 1829. Two editions of the work were soon exhausted, and the superintendent of common schools in the State of New York ordered an edi¬ tion of 10,00 copies for distribution to all the school districts of that State. About the same time the committee on education in the State of Kentucky recommended that every teacher in the State be supplied with a copy of this work at the public expense. Probably the Rev. James C. Carter, of Massachusetts, did more than any other one man toward the starting of permanent normal schools. He has befen called the “father of normal schools.” The Rev. Mr. Carter was a graduate of Harvard College. To him “ more than to anj^ other one person belongs the credit of hav¬ ing first directed the attention of the leading minds of Massachusetts to the neces¬ sity of the immediate and thorough improvement in the system of free or public schools and of having clearly pointed out the most direct and thorough mode of lu’ocuring this improvement by i)roviding for the training of competent teachers for these schools.” In 1824 he published “ Essays on Popular Education,” and later presented an elaborate plan for the education of teachers. Mr. Carter was a member of the IMassachusetts ’’egislature and was for some time the chairman of the education committee. While a member of the legislature he prepared a bill i)roviding for the State board of education, and to him more than to any other man is probably due the passage of the Massachusetts normal school act of 1838. But much had also been done by others to prepare the way for this action. In 1825 Rev. Thomas H. Gallaudet published a series of essays on “A Plan of a Semi¬ nary for the Education of the Instructors of our Youth,” which attracted con¬ siderable attention throughout New England. In the same j^ear a school principal of Germantown, Pa., by the name of Walter R. Johnson, published a pamphlet entitled “Observations on the Improvement of Seminaries of Learning in the United States; with Suggestions for its Accomplishment,” The i^rincipal sugges¬ tion made by him for the improvement of schools was the establishment of schools for teachers. In the same year Dr. Philij) Lindsley, in an address which he delivered on assuming the presidency of Cumberland College, Nashville, Tenn., advocated a teachers’ seminary, urging that a teacher needs training for his work as imperatively as the lawyer and physician. The next year he pleaded for semi¬ naries for teachers before the legislature of Tennessee. In the same year,* also, the STATE NORMAL SCHOOLS. 1107 acting president of Princeton College, New Jersey, advocated the establishment of teachers’ seminaries. In 1826 Grovernor DeWitt Clinton, in his message to the legislature of the State of New York, recommended the establishment of a seminary for teachers, and the same year Hon. John C. Spencer made an able report on the same subject in the senate of that State. In 1826, and again in 1827, Governor Lincoln, of Massachusetts, in his annual message, urged upon the legislature the importance of making provision for the training of teachers. In 1827 the American Institute of Instruction memorialized the legislature of Massachusetts, x)raying that i^roAUsion be made for the better preparation of the teachers of the schools of the Commonwealth. The citizens of Rochester, in 1830, petitioned the legislature of the State of New York to establish a State seminary for the training of teachers. In 1830 the trustees of Washington College in Pennsylvania established “ a pro¬ fessorship of English literature with the special view of qualifying young men for taking charge of common schools,” and the following year an appropriation of $500 a year was made by the State on condition ‘ ‘ that the trustees shall cause that there be instructed annually, gratis, twenty students in the elementary branches in a manner best calculated to qualify them to teach common English schools.” Numerous other appropriations fora similar purpose were made by the legislature of Pennsylvania, one of the most significant being an appropriation of $2,000 annually for five years to Jefferson College for the education of teachers of the English language. In 1834 Dr. George Junkin, president of Lafayette College, wrote a letter to Mr. Samuel Breck, chairman of the joint committee of the legislature on education, recommending the providing in existing colleges of a course for teachers, a com¬ mon school contiguous to the college to serve as a school of daily observation and practice. Rev. Chauncey Colton, president of Bristol College, recommended sub¬ stantially the same i)lan in a letter about the same time to the same CQiXMnittee. The Rev. Charles Brooks, of Massachusetts, visited Europe in 18M', and learned while there of the Prussian system of education and especially of^the system of training teachers followed in that country. When Mr. Brooks retu'i'iied the fol¬ lowing year he urged the establishment of normal schools throughout the New England States and in New York and Pennsylvania. The president of Girard College, Prof. A. D. Bache, went to Europe in 1836 and inspected the schools of England, Germany, and several other countries. On his return he published a volume of several hundred pages on European educational institutions, one chap¬ ter of which was devoted “to the education of teachers for primary schools.” "Horace Mann, Henry Barnard, and others later added to these contributions upon the education of teachers, and a public sentiment in favor of schools devoted especially to the fitting of teachers of children developed rapidly throughout many of the States of the Union. The next year Samuel Breck urged upon the legislature of Pennsylvania the engrafting of a “ teachers’ course ” in existing colleges and academies, and the establishment of “model schools ” in connection with them. In October, 1836, a public meeting in Philadelphia, called to consider the con¬ dition and improvement of institutions of public instruction in Pennsylvania, recommended a ‘ ‘ plan for a teachers’ seminary and for a board of public instruc¬ tion.” The plan was based on the teachers’ seminaries of Prussia and France and Mr. Hall’s seminary at Andover. It proposed an independent institution, a three years’ course of study, with opportunities for practice in a model school. The same year Thomas M. Burro wes, secretary of state and ex officio superin¬ tendent of common schools of Pennsylvania, in his report to the legislature, urged 1108 EDUCATION REPOET, 1903. that body to appropriate $10,000 for the establishment of two institutions, one in each end of the State, under the care of two of the colleges, for the preparation of common school teachers. The next year he repeated his recommendation for providing for the training of teachers, but suggested that the institutions should not be attached to any college, and that they should devote themselves exclusively to the preparation of teachers. In his next report his suggestion took the form of an emphatic recommendation; and he recommended also that these schools be composed of the brightest x)upils, admitted free from all parts of the State. This brief outline of the movement throughout the country for the training of teachers shows that the demand for the professional education of instructors of youth was not feeble or sporadic, confined to a single State or section of the coun¬ try, but that it was widespread and strong. In other States also the idea was growing that schools were needed for the special preparation of teachers. THE FIRST NORMAL SCHOOLS. The first normal school that has existed from its organization to the present time was founded at Lexington, Mass., in 1839. Its establishment was due to Mr. Edmund Dwight, who offered to contribute for himself and other leading citizens a sum of $10,000 toward the establishment of teachers’ seminaries, pro¬ vided the State would give the same sum. Horace Mann, who was secretary of the Massachusetts board of education, lost no time in communicating this offer to the legislature then in session, and an additional sum of $10,000 was appropriated for the purpose of ‘ ‘ qualifying teachers for the common schools of Massachusetts. ” The Lexington school began in 1839, with Rev. Cyrus Peirce as its principal. On its first day it had an enrollment of three pupils, only women being admitted. The studies for the first term were the common branches, algebra, natural x)hi- losophy, physiology, mental philosophy, bookkeeping, moral philosophy, and geometry. In an address delivered about this time by Edward Everett, governor of the CoTfivV?sbn wealth and chairman of the board of education, he marked out very clearly the lines on which normal instruction should be built and the objects it should seek to accomplish. These are: (1) Instruction, especially in the common branches. (2) The art of teaching. (3) The science of school government, and theory applied to practice in the model school. The school at Lexington rapidly increased in size, and later in the same year another normal school was established at Barre and in the following year one at Bridgewater. The Lexington school was subsequently removed to Framingham^ and the Barre school to Westfield, where they are still in existence. The normal schools of Massachusetts in their youth were not popular institutions. Carter and Brooks and Horace Mann believed in them from the first. Daniel Webster and John Quincy Adams and men of their rank, who had broad views of the present and future educational needs of the country, supported these schools, but conservatism, localism, and vested interests were against them. But in spite of opposition, and partly because of opposition, the normal schools of Massachusetts continued to grow and prosper. These schools were the natural outgrowth of the interest in public education which had been growing in this country for years, especially since 1820, when the influence of the German system of schools began to be felt in America. The first normal schools established in Massachusetts were not greatly dissimilar to the normal schools of the present day. As a requirement for admission — Candidates must declare it to be their intention to qualify themselves to become school teachers. If males they must have attained the age of 17 years, and of 16 STATE NORMAL SCHOOLS. 1109 if females, and must be free from any disease or infirmity which would unfit them for the office of teachers. They must undergo an examination * * * in orthography, geography, and arithmetic. They must furnish satisfactory evi¬ dence of good intellectual capacity and of high moral character and x)i’inciples. Examinations for admission w ill take place at the commencement of each academic year, and oftener at the discretion and convenience of the visitors and the principal. The minimum of the term of study was fixed at one year, but a student wishing to remain longer in order to prepare himself for teaching in the common schools might do so, having first obtained the consent of the principal. The following was the course of study: (1) Orthography, reading, grammar, composition and rhetoric, logic. (2) Writing, drawing. (3) Arithmetic (mental and written), algebra, geometry, bookkeeping, naviga¬ tion, surveying. (4) Geography (ancient and modern), with chronology, statistics, and general history. (5) Physiology. (6) Mental philosophy. (7) Music. (8) Constitution and history of Massachusetts and of the United States. .(9) Natural philosophy and astronomy. (10) Natural history. (11) The principles of piety and morality common to all sects of Christians. l^2) The science and art of teaching, with reference to all the above-named studies. From this course a selection was to be made for those who were to remain but one year, according to the kind of school they were preparing to teach. It was further determined that, normal schools should be under the inspection of visitors, to be chosen in all cases from the board, except that the secretary of the board might be competent to serve in that capacity. It was decided also that each normal school should have an experimental or model school. It is interesting to remember that the first normal schools were ,esjl?Jmished by a combination of public and private donations. They were regard^ by the legis¬ lature of Massachusetts as an experiment. The legislature at first declined to commit itself to their maintenance for a period of more than three years, but by that time they had so intrenched themselves in public favor that they soon became regularly incorporated into the State system of public education. The opening of the first normal school in Massachusetts quickened the move¬ ment in other States. In 1839 Governor William H. Seward, of New York, recommended that “normal school instruction be ingrafted on our public school system,” and in 1844 the first normal school was opened at Albany under the leadership of David P. Page, a man remarkably endowed for the varied and diffi¬ cult duties of the position of principal. As elsewhere stated, in 1838 Supt. Thomas H. Burro weSj of Pennsylvania, advocated the establishment of schools in that State for the education of teachers, in which should be given “a full course of theoretic and practical instruction in the art of teaching.” In 1855 the State normal school at Millersville, Pa., began as a teachers’ institute, under the leader¬ ship of James P. Wickersham, then county superintendent of schools, and has con¬ tinued without a break as a normal school ever since. In 1857 the legislature of Pennsylvania passed a law which was somewhat similar to that passed by Rhode Island a few years before, and which permitted the citizens of the State to put their private money into normal school property. As a resvdt the normal schools of Pennsylvania have been built partly by private funds, although they are State institutions. Ohio about the same time began the agitation for State normal schools. In 1841 the secretary of state of Ohio urged the legislature to establish normal schools similar to those of Massachusetts. The agitation then begun has 1110 EDUCATION EEPOET, 1903. kept lip intermittentlj' ever since, and thus far has resulted in the establishment of a number of purely private institutions whose main purpose is the education of teachers. In addition, two normal schools connected with universities have been established within the past two years bj’- the State of Ohio. In most States the normal school system is an integral part of the common school system. The Eastern and Western States early adopted normal schools, and South Carolina in 1860 had one school of this kind. It was located at Charles¬ ton and called the “ Girls’ High and Normal School.” Each Congressional dis¬ trict was authorized to send 15 students to the normal department, so that it v>^as a State normal school. This excellent institution did not survive the civil war, but since the war normal schools have been generallj^ introduced in the Southern States as a part of the public school system. The dates and places of the estab¬ lishment of the first normal school in each of the States mentioned are as follows: Lexington, Mass., 1839; Albany, N. Y., 1844; New Britain, Conn., 1850; Ypsi- laiiti, Mich., 1852; Millersville, Pa., 1855-1859; « Normal, Ill., 1857; Emporia, Kans., 1864; Farmington, Me., 1864; Winona, Minn., 1864; Plattville, Wis., 1866; Chicago (Cook County) , Ill. , 1867 ; Terre Haute, Ind. , 1870; Nashville, Tenn. , 1875; Cedar Falls, Iowa, 1876. GENERAL OBJECT. - The normal schools of the United States have one general aim, the preparation of teachers for the public schools of the State in which they are located. Their patronage comes mainly from their own State, though they receive students from other States also, and one State, Delaware, has selected the schools of two other States to educate her students who are preparing to teach, instead of going to the expense of erecting and maintaining a State normal school. The courses of study follow the same general lines, though there is considerable variation in both the extent of the courses and the thoroughness with which they are pursuedr. - Tlie courses in many States are affected by legal enactments, and the certificates issued are usually under State control. The standards of scholarship and of professional training of different normal schools differ widely even in the same State. Nearly every normal school fits its students academically, as well as professionally, for the vocation of teaching, and the universal practice confirms the view, even though some theorists seem to oppose it, that the true normal school must educate its students not only professionally but also academically. It may be added that the academic work of normal schools is professional in its character, and in this respect it differs essentially from the work of high schools, academies, and colleges. From the catalogue of the State normal school of Colorado for 1903 the follow¬ ing extracts are taken: The function of the normal school is to make teachers. To do this it must keep abi’east of the times. It must lead in public education. It must project the future. The modern conception of education embraces all of human life This wide and deep and rich notion enlarges the function of an institution that aims to Xu-epare teachers. This function embraces in its relations the faculty, the child, those preparing to teach, the home, the state, society, and the course of study. The faculty is the school. Its power and influence consist in its faculty. The teachers should be picked men and women. They should be persons who have especially fitted themselves. Normal school work is unique. To Le a teacher of teachers requires very special qualifications and preparation. Character stands paramount in the equipment of a teacher. Nothing can take its place. « Millersville began as a county normal school. Its success in a large measure determined the character of the State normal school law which was adopted by Pennsylvania in 1857. STATE NORMAL SCHOOLS. 1111 Ability to teach ranks next in the hierarchy of qualifications. This is ability to adapt self and subject to the pupil. It is ability to inspire to action. It means one whose nature blends with those being taught. It is a natural gift specially trained. Scholarship is the reserve power of every strong teacher. It commands respect. The scholarship of a normal school teacher should first be liberal, then special. Culture is essential. It gives tone to the entire personality. It is the develop¬ ment of the finer nature. It means good manners, good taste, refined thoughts, elegant expression, pure spirit. Professional ethics and spirit bind the faculty into one harmonioiis whole, with¬ out which there is a great lack of efficiency. A due recognition of the above should characterize all the members of the faculty. Due regard for each other in speech and manner should always exist. In the preparation of teachers the end in view is the education of the children of the state. The child is the supreme concern. The function of the normal school is to give such an interpretation of the child and its development in all directions as will best x)repai;e it to enter fully, readily, and righteously into its environment. An individual who enters to take a course in the State normal school should have maturity of mind. This is absolutely necessary inasmuch as the student who is studying subjects in their relation to the education of children has a more complex problem than the person who is studying the subject for the subject’s sake. The individual who enters should have reasonably good health. The work of the normal school demands that the student should have good health. The work of the teacher requires it. One who is contemplating becoming a teacher should have a natural fitness to teach. The student can usually feel this; but when the authorities discover a lack of natural ability in a student to make a good teacher the student should be informed. Common sense is a very superior qualification for the teacher. Clean character is fundamental. Clean thoughts, pure motives, high ideals, are essential. Intellectual ability is presupposed in the preparation of the teacher. A very close relation exists between the teacher and the home. The teacher and the parents should be acquainted. The teacher should be intimate enough to talk candidly and freely about the interests of the child. The functioii of the normal school toward the home is so to prepare the people who tev^^er that they may intelligently study the nature and wants of the child in co:0imon with the parent. \ t Since the child must become an organic part of society, the teacher should have an intelligent view of the relation of a child’s education to the needs of society. The needs of the child and society are reciprocal. The aim is to individualize and socialize the child. The function of the normal school to the State is apparent. The State is inter¬ ested in the education and general intelligence of all its people. To this end she founds schools and maintains a public school system. The normal school becomes the very heart of this system. It prepares those who go out to have charge of the youth of the Commonwealth. The responsibility of no institution of learning is so great as that of a normal school. It has a great function. It exerts its influence on the mountain and on the plain; the mining district, the stock-growing region, and the agricultural sec¬ tions all feel its influence. It reaches profoundly into the lives and activities of the people. It is the people’s school. EXAMINATIONS AND CERTIFICATES. There is a wide difference in the practice of different States with respect to the examination of normal school students and the issuing of certificates to them. (1) In some States the diploma of the school is authority to teach in the State in which it is issued. (2) In some States a board of examiners, outside of the author¬ ity in control of the management of the normal schools, has the power of deciding who can graduate from these schools and who can hold State certificates. In 1112 EDUCATION REPORT, 1903. Pennsylvania a committee consisting of the State superintendent of public instruc¬ tion, or one of his deputies, two State normal school principals, one of whom is the principal of the school at which the examination is held, and six superin¬ tendents of schools, examines all candidates for graduation. All diplomas are signed by this committee and the faculty. The diploma issued upon grad¬ uation authorizes the holder to teach in the public schools two years without examination. After two years’ successful teaching, certified to by the board of school directors and the superintendent under whom the applicant has taught, the same authorities grant a second diploma, which is a life certificate to teach in the public schools of the State. (3) In some States the diploma of the nor¬ mal school is not conferred until the person who has completed the course has taught successfully two or more years after graduation, and when issued it is a life certificate to teach in the public schools of the State. (4) In some States the graduates are examined by the school official directed to issue the local certificates authorized by law, and there are no State certificates. (5) In some States the State superintendent has the authority to countersign such State normal school diplomas as he is satisfied are held by competent and successful teachers, and thus to make them State certificates. (6) In some States the students graduate from the normal schools on the authority of the management of the schools; but the right to a State certificate is decided by a board not connected with the school, which may grant the graduates certificates according to law, if it seems desir¬ able to do so and at the same time is demanded by public interests. (7) Between some States reciprocity as to indorsing State normal school diplomas has been established by law. (8) Some State authorities accept diplomas of the normal schools of other States if the schools have a certain recognized standing. SCHOOLS OF PRACTICE. There is*'S>5e;iiie difference of opinion with respect to the province of a well- organized school of children as a part of the normal school. In name these schools also differ. They are called training schools, practice schools, model schools, model schools and schools of practice, according as the interest and purpose of these schools differ. Some normal schools regard this part of their instruction and training as the most prominent part of their work, and employ the training not only to give practice in actual teaching, but also to impart instruction in special methods by this agency. A very few do not regard the practice of teach¬ ing as either a positive help or a safe and certain means for the training of a teacher. They consider that the candidate thus trained is so hampered by theory and by close, critical supervision that he is deprived of spontaneity and essential freedom. Some regard observation as a great lielp to training, while others do not consider it as a factor of sufficient importance to justify the large expenditure of time generally given to it. As regards the length of time considered necessary to devote to practice teach¬ ing, the variation is great. Some normal schools require daily practice for two years, some for one or two terms of twelve or fourteen weeks each, and some do not think that a definite length of time is so important as that the student-teacher reaches a certain degree of proficiency in his work. Normal school presidents differ also in their opinions as to the business control of the model school. Some prefer to use one or more of the public schools of a city or town for a model school. Others are convinced that freedom of action on the part of the normal school faculty is impossible if a public school board con¬ trols the school either wholly or partly, and that a practice school will accomplish STATE NOEMAL SCHOOLS. 1113 more for the student-teachers as well as the children if it is under the entire control of expert teachers, with no interference from officials not connected with the normal school. It is believed by many that a public school when used for this purpose becomes a school of observation rather than a school of practice. The method of conducting the practice work at the State normal school at Worcester, Mass., is described in full in the catalogue of the school for 1903, as follows; The students in this school have an opportunity of serving an apprenticeship in teaching in the excellent public schools of the city of Worcester. This practice teaching may occupy six months, or it may occupy an entire year, as the student elects. The time taken for it comes after a year and a half spent in the normal school, and just before the final term of the course. This lengthens the normal course for those who elect the longer apprenticeship to three full years, thus securing increased maturity of body and mind in the graduates. The practice teaching is done under the joint supervision of the faculty of the normal school and the teachers under v/hom the apprentices serve; and the students, with few exceptions, eagerly avail themselves of its opportunities. Individual pupils who find it impossible or impracticable to undertake this special preparation enjoy all the advantages of the school with this single exception, though it should be said that no person receives the diploma of the school without having given in the schoolroom clear evidence of ability to teach. In preparation for the apprenticeship, students in the first term of their second year make a systematic round of weekly visits to on-going public schools, taking the various grades in their order, where they observe details of instruction and management, and afterwards present oral or written reports of the same, which are discussed in class. By the courtesy of the public school authorities it is so arranged that the schools visited shall exhibit such lessons and other exercises as the visiting students most need to see and can best understand and profit by. The main object of the apprenticeship is to give the student practical acquaint¬ ance with the teaching of children through daily observation and practice under supervision, direction, and criticism. The apprentice acts as assistant to the teacher of the city school; takes part in the instruction, management, and general care of the pupils, under the direction of the teacher, and is sometimes intrusted with the sole charge of the school dur¬ ing the teacher’s absence for an hour, a half day, or a day. One student oply at a time is assigned to any teacher, but each apprentice serves in a^A'cast three grades of schools. But the apprentices spend one day of each week (Saturday) at the rl^rmal school, where they consult with the teachers and with one another, and kiake use of books. They also make informal statements to the school of such facts of their experi¬ ence as it may profit the other pupils to know, concerning ways of teaching, cases of discipline and the like, keeping in mind always the private character of the daily life of the schoolroom, and under special warning against revelations that might seem objectionable. The Los Angeles State Normal School regards the practice school as the place where its work centers: All the members of the faculty are in close touch with the work of the training department. It is the duty of some one teacher of each subject to visit the grades as often as possible, and then, in consultation with his or her associates, to shape the work of the normal department, so as to give the greatest help to student teachers. Thus all become teachers of pedagogy, and thevwhole of the work of the institu¬ tion centers in the training department. That this end may be furthered and that all may become interested in all of the departments of the school, and especially in the pedagogical side of every subject, weekly seminar meetings are held for the discussion of questions that will directly aid the faculty in an understanding of the needs of the public schools. This knowledge is then made use of in the more thorough and practical preparation of the students for their responsible work. A late catalogue of the Iowa State Normal School at Cedar Falls refers to the model school as follows: The training in actual teaching is one of the more important features of this course. Large opportunities are given to observe, many class lessons in criticism 1114 EDUCATION EEPOKT, 1903c are given each term by the expert supervisor in charge, much individual help is given in x>ersonal suggestions and criticism weekly, and no pains are siDared to make the candidate for comi^leting the course as thorough, skillful, and'efRcient as possible. The candidate will be advised as truly and as candidly as possible regarding her special i)roinise as to grade and other chances for success, but it is essential that one have the individual fitness necessary, as the successful training of a primary teacher is dependent upon these characteristics. It is not possible to make i^rimary teachers out of any i^erson who might conclude that she would like such work. The school can not, therefore, be held responsible for mistakes made by teachers who- elect to enter this course. Of the importance of a j^ractice school for teachers. Colonel Parker said this in 1888 in his report to the State sux^erintendent of xmblic instruction of Illinois: A professional training school for teachers is an iinx^ossibility without the essen¬ tial means for training teachers, to wit, a x^i’actice school consisting of all the common grades. A school of chemistry Muthout a laboratory, a medical school without a dissecting room, a manual training school without tools or materials, are just as xu’acticable as a normal school minus a school for x>i’actice. Knowl¬ edge and mental x^ower are of the first imxjortance; theory is indisxDensable to any X^rofessional v/ork, but after all the great art of teaching can only be acquired by teaching. TYPICAL COURSES OF STUDY. New England Normal Schools. The courses of study of the normal schools throughout the United States are affected liy the x)eculiarities of the x^rihlic school x^i’ohlem in the States in which they are located. In New England as a rule only those students are admitted to the normal schools who intend to teach in the x^nhUc schools. The courses of study are arranged for graduates of high sehools having a four j^ears’ course. Academic courses do not extend much if any beyond the high-school course, but the instruction given ux^on the subjects kee})s in view the fact that the teachef-^^ knowledge of a subject is different from that of the mere student. The pedagogical work consists of the theory and x:>ractice of teaching, the leading subjects of the pedagogical course being the usual ones: Psychology, pedagogy, school management, and the history of education. The following “regular courses of study ’’are taken from the catalogue of the Bridgewater, Mass., State Normal School, for 1902-3: Regular courses of study at the Bridgewater (Mass.) Normal School. THE ELEMENTARA" COURSE. I. The study of the xu’incixdes, the method of teaching, and educational value of the following subjects: (1) Mathematics. — Arithmetic and bookkeex^ing, algebra, xhane geoinetr5\ (2) English. — Reading, oral and written comx^osition, grammar, rhetoric, Eng¬ lish and American literature. (3) Sciences. — The elements of xfiiysics, chemistry, mineralogy, botany, zoology, geograxfiiy, xdiysiology, and hygiene. (4) H> story. — History and civil x^olity of the United States and of Massachu¬ setts. (5) Drawing, vocal music, xhiysical training, manual training. II. The study of man, body and mind, for the XR'mciples of education; the study of the ax3plications of these x^rincixiles in the art of teaching school organization and school government; the history of education; the school laws of Massachu¬ setts. Observation and xu'actice in the model school. The time required for the comxfietion of this course dex^enls upon the ability of the student. It may be comx^leted in two j^ears by an able student, but it should have three years for x^roperly xierforming the work. In many cases more than STATE FORMAL SCHOOLS. 1115 two years are insisted upon. A diploma is given when the course is satisfactorily completed. The graduates of this course are in quick demand for teaching in primary and grammar grades. THE THREE YEARS’ COURSE. This course includes the subjects of the elementary course, with electives from the advance studies of the four years’ course. It meets the wants of those who desire elective studies, also gives opportunity for more extended practice in the model school. A diploma is given upon the satisfactory completion of this course. This broader preparation better fits the graduates from this course for positions in primary and grammar grades and for departmental teaching in these grades. THE FOUR YEARS’ COURSE. This course, which is a distinct course from the begimiing, includes the maxi¬ mum v/ork in the subjects of the elementary course and the following subjects for the same ends: Mathematics. — Algebra, geometiy, analytical geometry, and trigonometry. Science. — Physics, chemistry and mineralogy, botany, zoology, geology, and astronomy. Langiiage. — Reading, drawing, English literature, Latin, and French required; Greek and German, as the principal and visitors of the school shall decide. History. — General history, history of education, child study. A diploma is given when this course is satisfactorily completed. This course fits the graduates from it to teach in grammar schools, to be prin¬ cipals of grammar schools and of some high schools, principals’ assistants, and assistants in high schools, and not a few, after successful experience in teaching, have become superintendents of schools and teachers in normal schools. In addition to the foregoing courses the Bridgewater catalogue announces a “kindergarten course,” “ courses' for college graduates,” and “special courses for teachers.” Other Massachusetts normal schools offer practically the same courses. Middle States Normal Schools. / f The normal schools of the Middle States differ widely. New .York has ten State normal schools and one normal college. “ The normal colle|^:e is chartpred as a college and empowered to confer degrees in pedagogy, but no opportunities are atiorded to pursue courses of study similar to those pursued in ordinary liter¬ ary colleges. Those only who design to prepare themselves for teaching will find the instruction suited to their wants and adapted to their needs.” From the cata¬ logue of the college we also learn that “the normal college endeavors to found all methods of teaching upon correct philosophical and pedagogical principles, and, more than that, it requires the students in training to display commendable skill in the method of presenting subjects before they receive their diplomas.” There are seven courses of study open to the students of the college, as follows: English course, classical course, collegiate course, supervisor’s course, kinder¬ garten course, special course, supplementary course. Three courses of study are here given. Courses of study. New York State Normal College. ENGLISH COURSE. This course, covering a period of two years, is open to all students who have passed satisfactory examinations upon the following subjects: Arithmetic, alge¬ bra through quadratics, plane geometry, grammar, rhetoric, English literature, political and physical geography, American history, general history, botany, physi¬ ology, zoology, elementary and advanced physics, chemistry, astronomy, geology, bookkeeping, civil government, and elementary drawing. The arrangement of studies, comprising not more than 20 nor less than 15 reci- 1116 EDUCATION EEPORT, 1903. tation periods per week, distributes the prescribed and elective work according to the following schedule: First Year. FIRST QUARTER. Psychology . . 5 History of pedagogy _ 5 Philosophy of education . . . 3 Elective . . 5 SECOND QUARTER. Psychology . 5 Elective... . . . 15 THIRD QUARTER. Drawing . 5 School economy . . 3 Elective . 10 FOURTH QUARTER. Drawing _ 5 Kindergarten principles _ _ 5 Elective . 10 Second Year. FIRST QUARTER. Teaching . 5 Elective . 15 SECOND QUARTER. Teaching.. . . . 5 Elective . . 15 THIRD QUARTER. Teaching . 5 Child study _ _ _ 5 Elective . 10 FOURTH QUARTER. Teaching. . . 5 Child study . . 5 Applied psychology . 5 Elective . 5 Graduates from this course will receive a diploma that will be a license to teach for life in the public schools of the State. CLASSICAL COURSE. This course, covering also a period of two years, is open to those students who have passed satisfactory examinations upon all the subjects required for entrance to the English course, and in addition thereto upon solid geometry, plane trigo¬ nometry, Csesar (three books), Cicero (six orations), Virgil’s ^neid (six books), Latin prose composition, Xenophon's Anabasis (three books) , Homer’s Iliad (three books), and Greek prose composition. Instead of the requirements in Greek the candidates may offer a two years’ course in French or German. The prescribed and elective work is arranged as follows: First Year. FIRST QUARTER. Psychology . . . 5 History of "pe^^agogy . . . 5 Philosophy of education . . 3 Elective . . 5 SECOND QUARTER. Psychology . 5 Elective..'. . . 15 FIRST QUARTER. Teaching . 5 Greek . . ] French . . > 5 German . j Elective . 10 SECOND QUARTER. Teaching . , . . . . 5 Greek - - 1 French . 1 5 German . . J Elective . 10 Graduates of this course will receive in the public schools of the State, and will be conferred upon them. THIRD QUARTER. Latin . . . 5 Drawing . 5 School economy _ 3 Elective . . 5 FOURTH QUARTER. La, tin _ _ 5 Drawing _ _ 5 Elective _ _ 10 Year. THIRD QUARTER. Teaching _ _ 5 Child study _ 5 Elective _ _ 10 FOURTH QUARTER. Teaching . . . 5 Child study _ 5 Applied psychology _ 5 Elective . 5 diploma licensing them to teach for life Iso the degree of bachelor of pedagogy STATE NOEMAL SCHOOLS. HIT SUPPLEMENTARY COURSE. This course, covering a period of one year, is open to those only who have com¬ pleted either the English or the classical course. It comprises a thorough and exhaustive study of the following pedagogical works: FIRST ] Carpenter : Mental physiology. Spencer: Education. Hickolc; Moral science. Campayre: Elements of psychology. Proebel: The education of man. Stanley: Life of Doctor Arnold. Mahafly: Old Greek education. Bain: Mental science. SSCOND De Guimps: Life of Pestalozzi. Payne: Contributions to educational science. Rosenkranz: Philosophy of education De Garmo: Essentials of method. Hill: True order of studies. Parsons: Systems of education. Klemm: European schools. Bowne: Introduction to psychological theory. Brown: Pine arts. [ALP YEAR. Bain: Education as a science. Rousseau: Emile. Radestock: Habit of education. McArthur: Education in relation to manual industry. Fitch: Lectures on teaching. Discussion of current educational themes. HALF YEAR. Jevons: Principles of science. Harris; Psychologic foundations of education. Quick: Educational reformers. Browning: History of educational theories. Rosmini; Method m education. School supervision. Schools for professional training. Discussion of current educational themes. A thesis. Graduates from the English course will receive the degree of bachelor of peda¬ gogy upon their completing the supplementary course, and graduates from the classical course will receive the degree of master of pedagogy. Of the ten State normal schools in New York probably the one most v/idely knov/n is the one founded by Dr. E. A. Sheldon at Oswego, and made famous by that distinguished educator. The following courses of instruction, taken from the catalogue of the Oswego State normal school for 1903-4, are practically the same for all the normal schools of the State. Courses of instruction, Osivego {N. Y.) State normal school. ENGLISH COURSE. Biology I. Botany. Algebra I. Reading. Physical culture. Drawing I. Geometry I. FRESHMAN YEAR. ^ ' Yocal music. - Vertical penmanship. j,' Biology II (zoology and physK-ulogy). Rhetoric I. Chemistry. History I. Music i. Literary work connected with societies. Physics I. Physical culture. Rhetoric II. History 11. Algebra II. Vertical penmanship. SOPHOMORE YEAR. Physics II. Literature I. Music II. Vocal music. Geometry II. Trigometry. Literary work connected with societies. Much writing and illustrative work in drawing is required in connection with all the subjects throughout the entire course. This necessitates the constant use of pen and ink, and each pupil is required to provide himself with paper, a foun¬ tain pen, and a portfolio for this purpose. The portfolios in use at the school are preferable and can be obtained in Oswego. JUNIOR YEAR. Literature II. Manual training. Civics. General method. Psychology. Reading. Vertical penmanship. Advanced American history. History and science of education. School economy and school law. Drawing II. Music methods. Vocal music. Geography methods I (physical and mathe- Physical culture. matical). Shop work (elective). Literary work connected with societies. 1118 EDUCATION REPORT, 1903. SENIOR YEAR. Arithmetic methods. Vertical penmanship. Geography methods II. Language and story methods. Metuods in di-awing and form. Number methods. Astronomy. Methods in science, nature, and manual train¬ ing. Literary work connected with societies. Vocal music. Physical culture. Grammar methods. Teaching in training school. ELECTIVE COURSES. MANUAE TRAINING, ADVANCED DRAWING, AND ADVANCED MUSIC. Ill response to a steadily increasing demand for teachers capable of teaching drawing or music in addition to the regular class-room work, as well as for teachers of drawing or manual training or music, advanced classes in these sub¬ jects have been organized in order that students may prepare themselves for such positions. Only those students who show unusual ability in these lines of work are invited to enter the advanced classes. Students who join these classes are expected to com¬ plete the regular English course and to spend sufficient time in addition, which time is to be devoted to the study of the subjects in which they intend to specialize. To enter classes in advanced drawing, students should have completed draw¬ ing I and II. CLASSICAL COURSE. Any students who finish the studies of the English course, and in addition thereto three years of Latin and two years of Greek, or, instead of two years of Greek, two years of German, two years of French, or two years of Spanish, will receive a classical diploma. There will be three classes in Latin, two in Greek, two in French, two in Ger¬ man, and two in Spanish, each class covering a course of one year. New classes will be organized only in September of each year. The Latin classes will be named Latin I, II, III, IV, V, VI; the others I, 11, III, IV in each language. But one language, if new to the learner, should be commenced by the same person at the same time. As Latin extends over three years, it should be pursued first. Some of the aims kept in view in this department are: A knowledge of forms and constructions, facility of translation into good idiomatic English, power to think accurately, and ability to appreciate good literature. Special emphasis is laid upon the f.act that all right study of foreign languages is a means of drill in the use of Eiig,Ash. FRESHMAN YEAR, Biology I. Botany. Latin I. Readiiig Physical culture. Drawing I. Geometry 1. Literary work Algebra II. Vertical penmanship. Biology II (zoology and physiology). Latin II. Chemistry History I. Music 1. connected with societies. SOPHOMORE YEAR. Physics I. Spanish I. Latin III. Rhetoric H. Greek I. German I. Vocal music. Physical culture. f Vertical penmanship. I French I. Physics II. Literature I. Latin IV. Spanish II. Greek II. German II French II. Shop work (elective). Manual training. Literary work connected with societies. ' Spanish III. Civics. Psychology. Latin V. I' History and .science of education, t, Drawing II. Greek III. I German III. Geometry II. Trigonohietry. . French III. ' Spanish IV. Literary JUNIOR YEAR. General method. Reading method. Advanced American history. Latin VI. School economy and school law. Music methods. Vocal music. Greek IV. German IV. Geography methods I (physical and mathe¬ matical). French IV. :’k connected with .societies. STATE NOEMAL SCHOOLS. 1119 SENIOR YEAR. Geography methods II. Arithmetic methods. Language and stoi’y me thods. Grammar methods. Methods in drawing and form. Physical culture. Number methods. Upright penmanship. Astronomy. Teaching in training school. Methods in science, nature, and manual training. KINDERGARTEN AND PRIMARY COURSE. CONDITIONS FOR ADMISSION. The conditions for admission to this course are the same as those for admission to other courses in the normal school. FRESHMAN YEAR. The course will be for the £rst year the same as for the English course, except algebra, geometry, and chemistry, which subjects are omitted from the course. Advanced rhetoric II. Literatui’e I. Physics I. Advanced drawing I and II. JUNIOR YEAR. Physical culture. Vocal music. Vertical penmanship. Methods in geography (twenty weeks). Literary work with societies. All of the methods, including psychology, kindergarten method, science of edu¬ cation, history of education, and school economy, as per published xirograrnme. SENIOR YEAR. Kindergarten methods and kindergarten prac- Practice in primary grades (one term). tice (one term), N OTE. — Diplomas granted at the completion of this course are designated kindergarten-primary diplomas. They are life certificates, and entitle the holder to teach in any public kindergarten, or in the primary grades of any public school in the State of N ew Y ork, without any examination. The oldest State normal school in Pennsylvania is the Millersville Normal School. It was established in 1855 as a teachers’ institute, with James P, Wicker- sham, afterwards State suiierintendent of public instruction, as principal, and con¬ tinued as a county normal school. In 1859 it became the first State A^-mal school in Pennsylvania. Its influence throughout the country has prdbably equaled that of theOsv/ego Normal School, of New York, in a number of wpys, though it differs from that institution in many respects. The following courses of study are taken from the Millersville catalogue of 1903. The regular and supplementary courses are iiractically the same in all the Pennsylvania normal schools. Courses of study, Millersville ( Pa. ) State Normal School. NORMAL DEPARTMENT— REGULAR COURSE, The studies of the regular course, as here arranged, are so graded as to accom¬ plish two objects: (1) To enable students to pursue and complete the different branches in the proper order, and (2) to fit students as soon as possible for the work of teaching. All branches of the regular course may be “ passed ” on “ special ” examina¬ tions. Our object is to give students full credit for what they know when they enter school, and to classify them where they can make the most rapid advance¬ ment in their studies consistent with thoroughness. THE REGULAR COURSE. ARRANGED BY TERMS. C. Preparatory Classes. 1. Fall term. — Required studies: Reading and orthography, grammar and com¬ position, written arithmetic, physiology or political geography, iienmanship, phys¬ ical culture, two studies selected from group of elective studies. « a Elective studies for C classes: Latin, United States liistory. mental arithmetic, political geography, drawing, vocal music, German, French, methods. 1120 EDUCATION REPOET, 1903. 2. Winter term. — Required studies: Continuation of fall term studies. « 3. Spring term. — Required studies: Continuation of winter term studies. « B. Preparatory Classes. 1. Fall term. — Required studies: Reading, grammar and composition, written arithmetic or mental arithmetic, political geography or physiology, penmanship or drawing, physical culture, two studies selected from group of B elective studies. & 2. Winter term. — Required studies: Reading or elements of literature, gram¬ mar and composition, written arithmetic or mental arithmetic, political geog¬ raphy or physiology, penmanship or drawing, physical culture, two studies selected from group of B elective studies. ^ 3. Spring term. — Required studies: Reading or elements of literature, gram¬ mar and composition, written arithmetic or mental arithmetic, political geog¬ raphy or physiology or physical geography, penmanship or drawing, physical culture, two studies selected from group of B elective studies, A. Preparatory Classes. The A classes may be considered “ conditional ” junior classes. 1. Fall term. — Required studies: ^ Reading or elements of literature, grammar, written arithmetic, algebra or mental arithmetic, political geography or physi¬ ology, United States history, drawing or penmanship, physical culture. 2. Winter term. — Required studies: Reading or elements of literatiire, gram¬ mar, written arithmetic, algebra or mental arithmetic, political geography or physiology or iDhysical geography. United States history, drawing or penmanship, physical culture. 3. Spring term. — Required studies: ^ Reading or elements of literature, gram¬ mar, w^ritten arithmetic, algebra or mental arithmetic, political geography or physiology or physical geography. United States history, drawing or penmanship, physical culture. SUBJUNIOR STUDIES. The following studies must be completed before a student is admitted uncondi¬ tionally to the junior class: Reading, orthography, political geography, physiology, penmanship. A fair knowledge of the ‘ ‘ required ’ ’ preparatory branches will also be demanded for admission to the junior class. — JUNIOR YEAR. \ 1. First terni.d — Required studies:^ Methods, English grammar, Latin, algebra, mental arithmetic. United States history, drawing, vocal music, physical culture. 2. Second term.d — Required studies:'^ Methods, elements of literature, Latin, written arithmetic, algebra, physical geography, United States history, drawing, physical culture. 3. Third term.d — Required studies:^ School management, English grammar, Latin to Caesar, written arithmetic, algebra, botany, civics, single-entry book¬ keeping, physical culture. Elective studies for junior classes: Manual training, German, French, middle- year studies. MIDDLE YEAR. 1. Fcdl term. — Required studies: Psychology, methods, rhetoric and composi¬ tion, Caesar, plane geometry, elements of chemistry, general history, manual train¬ ing, physical culture. 2. Winter term. — Required studies: Psychology, methods, rhetoric and compo¬ sition, Caesar, plane geometry, elements of chemistry, general history, manual training, physical culture. a Elective studies for C classes: Latin, United States history, mental arithmetic, political geography, drawing, vocal music, German, French, methods. i* Elective studies for B classes: Latin, algebra. United States history, mental arithmetic, physi¬ ology, physical geography (3 B), German, French, drawing, vocal music, bookkeeping (3 B), methods. c Elective studies for A classes: Latin, algebra, physical geography, physiology, mental arith¬ metic, drawing, elements of literature and composition, vocal music, bookkeeping, methods, German, French. d Classes in the “first term” studies of the junior year will be formed in the fall and spring terms; “second term ” studies in the winter and spring terms; “third term” studies in the spring term. eFor every study completed of the “required studies ” one of the “elective studies” should be substituted. STATE NORMAL SCHOOLS. 1121 3. Spring term. — Required studies: Methods and observation in model school, rhetoric and composition, Caesar, plane geometry, elements of geology, elements of zoology, manual training, physical culture. Substitutions: Additional chemistry (three terms) and descriptive astronomy (one term) for Latin; Greek, German, or French (three terms) for chemistry. Elective studies for middle year: Greek, German, French, senior studies. Classes in the studies of the fall and winter terms of the middle year are not formed in the spring term as a rule. Students will find it exceedingly beneficial, if not absolutely necessary, to attend school during the entire middle year. SENIOR YEAR. 1. Fall term. — Required studies: History of education, methods, practice in model school, English classics, Cicero, solid geometry, physics, physical culture. 2. Winter term. — Required studies: Methods, practice in model school, Amer¬ ican literature, Cicero and Virgil, trigonometry and surveying, physics, review United States history, physical culture. 3. Spring term. — Required studies: Methods, practice in model school, English literature, Virgil, surveying and review arithmetic, review geography, review Eng¬ lish grammar, physical culture. Substitutions: English history (one term), ethics (one term), and logic (one term) for Latin; Greek (three terms), German (four terms), or French (four terms) for solid geometry, trigonometry, and surveying. Elective studies for senior year: Greek, French, German, advanced work in Latin, history, mathematics. Attendance during the entire senior year is required. The township high school law requires the regular course without any substitu¬ tions. FOR GRADUATES IN ELEMENTARY COURSE. Regular course completed in one year. 1. Fall ferm.— Advanced psychology (or methods and practice), Caesar, ethics for Cicero, zoology, solid geometry. 2. Winter term. — Advanced psychology (or methods and practice) , Caesar, logic for Cicero and Virgil, chemistry, American literature, plane trigonometry. 3. Spring term. — Philosophy of education (or methods and practice), Caesar, English history for Virgil, chemistry, English literature, surveying. Substitutions: Additional chemistry (three terms) and descriptiv^rlisiDionomy (one term) for Caesar; Greek, German, or French (three terms) |br chemistry; Greek (three terms), German (four terms), or French (four terms) for solid geometry, trigonometry, and surveying. Students who have completed Caesar may study Cicero and Virgil instead of ethics, logic, and English history if they so desire. Classes in the foregoing branches will be organized so that graduates in the elementary course will have the opportunity of completing the regular course in two spring terms. Consultation with the various heads of departments with respect to the studies to be pursued in absentia is strongly urged. SUPPLEMENTARY COURSE. (In addition to the regular course.) Leading to the degree of B. Pd. — Philosophy of education; advanced psychology; discussion of educational questions — school supervision, including school law; devices for teaching; educational theories, etc. ; school apparatus and appliances — description, use, preparation. Leading to the degree of M. Pd. — Two years teaching after graduation in the regular course; professional reading, with abstracts — history of education in the United States, European schools, systems of education; sanitary science, school architecture, etc.; thesis. SCIENTIFIC COURSE. (In addition to the foregoing courses.) Required. — Ethics, Shakespeare, four plays, Latin or Greek or French or Ger¬ man, higher algebra, spherical geometry, chemistry, higher physics, Greek his- ED 1903 - 71 1122 EDUCATION REPORT, 1903. X tory, the essay — Lamb, Macaulay, Emerson, analytical geometry or natural - science, Roman history, philosophy of education, poetry — Tennyson, Browning, ^ differential and integral calculus or natural science, descriptiA^e and mathematical astronomy, chemical and electrical apparatus, English history and logic, " Ji COLLEGE PREPARATORY COURSE. Students will liaA^e an opportunity of pursuing college preparatory studies in * connection Avith their regular AA’-ork. j BUSINESS COURSE — PREPARATORY STUDIES. * ( Designed to prepare teachers of bookkeeping. ) To be completed. — Penmanship, reading, orthography, and political geography. ’ A fair knoAAdedge of written arithmetic, mental arithmetic, grammar andconi- Xiosition, and single-entry bookkeeping. BUSINESS COURSE, COMPLETED. Required. — Business penmanship, United State.^ history, tweh^e sets double¬ entry bookkeeping (three periods) , grammar and composition, written arithmetic, commercial geography, civics, commercial law, and physical culture. Optional. — Shorthand and typeAvriting. TYPEAYRITING. A course in typeAAU’itiiig may be taken in connection with the foregoing business course or independently of it. Students usually acquire a good rate of speed in three months with one hour’s daily practice. SHORTHAND— PREPARATORY AND ADA’^ANCED. The shorthand course may be taken AAuth either of the foregoing courses or inde¬ pendently of them. It usually requires about six months to complete the prepara¬ tory course in shorthand, though students may acquire a sufficient knowledge of the subject in a shorter time to enable them "to continue the practice without a teacher. KINDERGARTEN COURSE. Complete junior year as outlined. Substitutions for middle year. — Special kindergarten work (three periods) Latin, geometry, and general history. PEDAGOGICAL COURSE FOR COLLEGE GRADUATES. Advanced psychology, ethics, logic, history of education, philosophy of educa¬ tion, methods of teaching, school economy, practice of teaching, course of pro¬ fessional reading, reAuew of common branches. A'OCAL AND INSTRUMENTAL MUSIC. (Designed to prepare teachers of music.) (The folloAAung courses are so arranged that students may study music while l)ursuing branches of other courses. ) A^OCAL COURSE. First grade. — Breathing gymnastics, tone formation, proper placing of the voice; A'owel studies and i)honetics, Amcalises, selected from Concone, Delle Sedie, Donaldi Vaccai, etc.; study of English ballad as a form, easy songs. Second grade. — Studies in x)hrasing, colorative exercises, vocalises by Concone, Panofka, Bordogni. etc,, Italian pronunciation, study of the German “ Lied,” songs from the English, Italian, and French schools. Tliird grade. — Studies in rapid execution and musical form; easier arias from opera and oratorio, special study of the different schools. Fourth grade. — Selections from the standard operas and oratorios, including the Avorks of Bach, Handel, Haydn, Weber, Wagner, Gounod, St. Saens, etc.; songs by Franz, Brahms, Gluck, etc. STATE NORMAL SCHOOLS. 1123 I PIANO COURSE. First grade. — Kohler’s Very First Lessons, Mathew’s Graded Studies, grade I; Schmidt’s Five-Finger Exercises; major scales, selections from Gurlitt, Spindler, Lielmr, etc. Second grade. — Mathew’s Graded Studies, grade II; Mathew’s Introduction to > Phrasing, Schmidt’s Five-finger Exercises, major and minor scales, dementi "t: sonatines, selections from modern and classic composers. Third grade. — Mathew’s Studies in Phrasing, book I; Mathew’s Graded Stud- / ies, books III and IV; Czernj’-’s Etudes de Velocite, books 1 and 2; Arpeggio’s, r: Mason’s Touch and Technic, book II; Mozart sonatas, selections from modern and classic composers. ■0 Fourth grade. — Cramer’s Etudes, Bach’s Preludes and Fugues, Mason’s Touch and Technic, books III and IV ; Beethoven’s Sonatas, selections from Liszt, Chopin, -I Mendelssohn, Schumann, Grieg. A comprehensive course in harmony, theory, history of music, and analysis is ' £ offered to any student who may desire these branches. » Opportunity to complete any of the foregoing courses as early as possible will A be afforded. It must be remembered, however, that studies are taught in this % institution from the point of view of the teacher, and that consequently they are %■ differently (and more thoroughly) taught than in academies and high schools. j;. The New Jersey State Normal School. V. The New Jersey State normal school, located at Trenton, receives students only from the State of New Jersey: 'ij' There are two classes of applicants for admission to the normal school, whose I claims, under the present educational conditions of the State, are respected: First. Persons who come from the large territory where there are no ‘ ‘ approved ’ ’ high schools, but who have done a large amount of high school work, either in county courses or in partially developed high schools. ^ For this class of persons a longer course is pro voided, consisting of a brief and ^ comprehensive arrangement of academic matter presented from the teaching ^ point of view, which, supplemented by the strictly professional subjects, enables them to reach a standard practically equivalent to that reached by high school I graduates at the end of their shorter course. _ Second. Persons who are graduates of “approved ” high schools.^ Two courses are arranged for this class: The one designed for those who wish to preparp to teach anywhere in the grades, and consisting of a number of required units and a number of elective units, which may be so chosen as to strengthen the student in particular branches, or to give an equivalent amount of training in each of the branches; the other designed for those who wish to equip themselves especially r for kindergarten or beginning work. Advanced elective work is provided for those who wish to teach high school subjects. Middle West Normal Schools. The Middle West and Upper Mississippi Valley normal schools had their origin ■ principally through legislative action, in the same way as universities and agri¬ cultural colleges, except that in most cases they had no advantages of land grants -or permanent endowments, as the higher educational institutions had. These normal schools are, however, a, part of the educational system of the States in which they are located and are not dependent on any special locality for sup¬ port, financial aid, or control. Their students are of three classes: (1) Graduates of good high schools; (2) practical teachers holding county teachers’ certificates and with some experience as teachers in public schools; (3) such persons as can pass an entrance examination and are of prescribed age. In many of these normal schools none but professional students are received. These schools are generally recognized by the State universities as preparatory schools, with the right to have * their graduates admitted to advanced standing, the usual custom being to grant junior class standing to normal school graduates of the standard four-year course commonly offered. This has had the effect of benefiting both the normal schools 1124 EDUCATION BEPGRT, 1903. and the universities, and of placing in the public schools as superintendents and high school teachers a large number of competent educators who are graduates of both the normal school and the university. The tendency in this region is to have one large and strong normal school of a high grade, approximating a college for teachers, and a number of schools of a lower grade to prepare teachers for the more elementary grades of public schools. In most of the States this tendency has not yet assumed actual form, but there is gradually growing a sentiment in favor of an organization of this kind. The majority of these schools rightly believe that to secure academic instruction of the extent and character that their students need, the normal school, while jirofessional in the main, will always con¬ tinue to give so-called academic instruction, despite the theory, less frequently advanced than formerly, that this academic work should be relegated to other educational agencies. It should be borne in mind that the academic instruction here mentioned is given from the teacher’s point of view, which renders it a different kind of work from that given in other schools than normal schools. Typical courses of study of these schools are here given. The following courses are copied from the catalogue of the State normal school located at Dekalb, Ill.: Courses of study, State Normal School at Dekalb, III. THE TWO-YEAR COURSE. [The figxires indicate the nnmber of recitations each week.] FIRST TERM. Geography . 4 Biology - 4 History . . 4 English grammar _ 4 Psychology and pedagogy. 4 Drawing . 2 FIRST ”?ERMj^ Teaching . Halfday Physics _ - _ _ 5 Elective ... . 4 School management . 1 ELECTIVES. Latin _ 5 German _ 5 Literature . . . 5 Sociology _ 5 Ethics _ 5 Oratory _ 5 Drawing . 5 History of education . . 5 Philosophy . 5 Logic . . ... ..1. 5 An educational thesis of candidate for graduation, whole course. FIRST TERM. Reading or Latin . 4 Arithmetic _ 4 Geography _ 4 Elementary physics.... _ - 4 Pedagogy - 4 Drawing _ 3 First Year. SECOND TERM. Reading . 4 Arithmetic _ 4 History _ 4 Biology _ 4 Psychology and pedagogy . 4 Drawing . 2 Second Year. SECOND TERM. Teaching _ Half day Geometry _ 5 Elective _ _ 4 School management . . 1 ELECTIVES. Latin _ _ ... 5 German _ 5 Literature _ _ _ 5 Sociology _ 5 Ethics _ 5 Astronomy _ .5 Drawing _ _ 5 Civics _ 4 History of education _ 5 Rhetoric _ 4 THIRD TERM. Algebra . . 4 Literature . . 4 Music . . . . '^4 Psychology and pedagogy. 4 Drawing . 2 THIRD TERM. Teaching ......_ . Half day Philosophy of education. . . 4 School management _ 1 Elective _ 5 ELECTIVES. Latin . 5 German _ 5 Literature _ .5 Sociology _ 5 Psychology _ _ 5 Oratory _ 5 Drawing _ 5 Physiography _ 4 Political economy . . 5 Chemistry _ 5 Geology - 5 not less than fifteen hundred words is required of each Weekly exercises in composition extend through the THE THREE-YEAR COURSE. First Year. SECOND TERM. Grammar or Latin.. . 4 Arithmetic . 4 Geography _ 4 Elementary physics _ 4 Reading _ 4 Drawing _ _ _ 2 THIRD TERM. Algebra or Latin _ 4 History _ _ 4 Grammar _ 4 Biology _ 4 Music _ 4 Drawing. . . . 1. 2 STATE NORMAL SCHOOLS 1125 riRST TERM. Algebra . . . . — Psychology and pedagogy. History . . Biology... . . Rhetoric or Latin . . Drawing . EIRST TERM. Teaching _ Half Physics . . . _ _ _ _ _ _ Elective _ _ _ School management . Second Year. SECOND TERM. 4 Literature . . . 4 4 Geometry _ _ 4 4 Civics or Latin . . 4 4 Biology . . 4 4 Psychology and pedagogy. 4 2 Drawing . 2 Third Year. SECOND TERM. ly Teaching _ Half day 5 Physics... . . 5 4 Elective _ 4 1 School management _ 1 THIRD TERM. Literature . 4 Geometry or Latin _ 4 Physical geography _ 4 Biology . . 4 Psychology and pedagogy . 4 Drawing . 2 THIRD TERM. Teaching . . . Half day Philosophy of education. . . 4 School management _ 1 Elective _ _ 5 The electives are the same as in the two-year course. Weekly exercises in composition continue through the whole course. A thesis on some educational subject, and to contain not less than fifteen hundred words, is required of every candidate for graduation. EIRST TERM. Latin grammar and reader . 5 Geography _ 4 Elementary physics . . . 4 Pedagogy - 4 Arithmetic . 4 EIRST TERM. Caesar and composition _ 5 Algebra.. . 4 Biology _ 4 Rhetoric _ 4 Drawing . . . 2 FIRST TERM. Cicero and composition _ 5 History _ 4 German or Greek _ _ 5 Psychology and pedagogy. 4 Drawing . 2 FIRST TERM. Virgil or physics . 5 German or Greek _ 5 Teaching _ Half day School management _ 1 THE POUR- YEAR COURSE. First Year. SECOND TERM. Latin grammar and easy rePiding . . 5 English grammar _ 4 Arithmetic . . 4 Elementary physics . 4 Reading . 4 ‘ Second Year. SECOND TERM. Csesar . . 5 Biology _ 4 Geometry _ _ _ ... 4 Literature . 4 Drawing . . 2 Third Year, SECOND TERM. Ovid . 5 German or Greek.. . 5 Psychology and pedagogy . 4 Civics or political economy 4 Drawing . 2 Fourth Year. SECOND TERM. Livy or physics . . . 5 German or Greek ... _ 5 Teaching.. . . Halfday School management . 1 third term. Caesar and composition .... 5 History _ 4 Algobra _ _ 4 Reading . 4 Biology . : _ 4 THIRD TERItf. Cicero and composition _ 5 Literature _ _ _ 4 Biology . 4 Geometry _ .. _ , . 4 Drawing . 2 third term. Virgil . 5 German or Greek . 5 Psychology and pedagogy . 4 Literature or physical ge¬ ography _ 4 Drawing . 2 third term. Philosophy of education ... 5 German or Greek or chem¬ istry; _ _ 5 Teaching _ Half day School management . 1 If entitled to take elective.s instead of teaching, choice may be made from the list in the two-year course. Weekly exercises in composition will be required throughout the course. An educational thesis is required for graduation as in the preceding courses. The State normal school at Ypsilanti, Mich., “has for a number of years been doing work of collegiate grade, and the legislature of 1897, in recognition of this fact, authorized the State board of education to designate the school, in the courses leading to life certificates and degrees, by the name of the Michigan State Normal College.” 112(3 EDUCATION RJOPOBT, 1903. The normal college offers a number of courses, two of which are here given: Courses of study, Michigan State Normal College. COURSE A (general). For graduates of approved high schools, required, two years. Fiust College Yeak. FIRST QUARTER. Weeks. 1. Psychology . . . . Vi 2. Elementary drawing, 1 _ _ _ 12 3. Physical training, 1. _ _ 4. Elective _ 24 Total _ 48 SECOND QUARTER. Weeks. 1. Psychology, 2 . . . 12 2. Teachers’ course _ 12 3. Elementary drawing, 2 _ 12 4. Physical training . . . 5. Elective . . - . 12 Total _ _ - _ _ 48 THIRD QUARTER. Weeks. 1. Pedagogs'- _ 12 2. Teachers’ courses _ 24 3. Physical training _ 4. Elective . . . . 12 Leading to a life certificate. Time Second College Year. FIRST QUARTER. Weeks. 1. Teachers’ course _ 12 2. History of education _ _ 12 3. Teaching or elective _ 24 4. Physical training _ _ Total _ 48 second quarter. Weeks. 1. Teachers’ courses _ 24 2. Elective or teaching _ 24 Total _ 48 third quarter. Weeks. 1. Teachers’ courses _ 24 2. Teaching or elective _ 24 Total . . 48 Total _ 48 This course is best adapted to those graduates of approved high schools who wish to prepare for grade positions, schools of mixed grades, or for principalships and superintendencies. COURSE C (DEGREE COURSE). For graduatf-i from courses A and B. Leading to the degree of bachelor of pedagogics (B. Pd.) and a life certificate entitling the holder to teach in any of the public schools of the State of Michigan. Time required: Two years. Third College Year. FIRST quarter. Weeks. 1. Sociology _ 12 2. Professional work . 12 3. Elective _ 24 second quarter. Weeks. 1. Philosophy _ _ 12 2. Professional work _ 12 3. Elective . . 24 THIRD QUARTER. Weeks. 1. Science of education . . 12 2. Profes.sional work . 12 3. Elective . 24 Fourth College Year. FIRST QUARTER. Weeks. 1. Advanced psychologj’- _ 12 2. Professional work _ 12 3. Elective _ 24 SECOND QUARTER. Weeks. 1. Teaching _ 12 2. Professional work _ _ 12 3. Elective _ _ 24 third quarter. Weeks. 1. Teaching _ 12 2. Professional work . . 12 3. Elective . . 24 STATE NORMAL SCHOOLS. 1127 The Colorado State Normal School announces the following courses of study: Outline of work, Colorado State Normal School. Weeks. Periods. Term hours. SOPHOMORE. (Requisites, 4t term liour.s.) 36 5 10 Geometry . . . . . . . . 36 5 10 English " _ _ _ - . 36 4 8 Reading and gymnastics. _ _ _ _ .. ... 36 3 6 36 5 10 Mrisic . r.' . . - _ _ _ _ - . . . 36 3 6 JUNIOR. (Requisites, 49 term hours.) Training school: I. Observation . . . . . . . 3) 1 2 2. Seminar . . . . . . . 36 3 3. Arithmetic . . . . . 36 n 3 4. Reading and physical culture - . . . . 35 2 4 5. Public school art . . . . . 36 3 6 Psvcholos:v _ _ _ . _ _ _ 36 3 6 English and literature _ _ _ 36 4 8 Sloyd, domestic economy _ _ _ _ _ _ _ _ ... 36 8 4 Biology . - . . . . - . . 36 2 4 Music . - - . . . 36 2 4 SENIOR. Requisites, 40 term hours.) 1. Practice in teaching . . . . . 36 5 10 2. Seminar.. . . . . . . . . 36 1 2 3. Geography . . . . . . 36 U 3 4. History and literature . . . . . . . . . 36 2 4 5. Music . . . -- _ . . . - . -- - . 36 2 4 Philosophy and history of education. . _ _ _ _ _ 36 5 10 English and literature . . . . . . 36 3 6 Reading and physical culture . . . . . . . 36 U 3 V. ELECTIVES. Junior, 10 term hours; senior, 10 term hours.) Electives may be selected from the following subjects or groups. The first numbers following the groups designate the number of recitations per week in each subject; the second designate the term hours. Group I; Latin, German, French, Spanish, English, and literature Group II: Anthropology, sociology, histoiy, government _ _ Group III: Physiology, psychology, pedagogy - Group IV: Physics, chemistry, physiography, biology _ _ Group V: Trigonometry, analytical geometry _ _ Group VI: Art _ _ _ _ _ _ Group VII: Sloyd, cooking and sewing, library handici'aft _ _ _ Group VIII: Reading and physical culture _ _ _ Group IX: Kindergarten..'. _ _ _ _ _ 5 5 5 5 5 5 5 5 5 10 10 10 10 10 10 10 10 10 Southern Normal Schools for White Students. There are twm classes of southern normal schools; One that is intended for white students, and is modeled, as far as possible, on the best plans, scholastic and pro¬ fessional; and one that is intended for colored students, and in wdiicli elementary, academic, and professional training is combined with special industrial instruction. In schools of the first class the problems are much like the problems of the normal schools of other parts of the Union. In the second class the problems are dis¬ tinctly special and local, and have in mind many more interests and economic needs than simply the preparation of teachers for the ordinary school, as it is the theory that these industrially trained colored normal school graduates have a larger and more important mission than simply the scholastic instruction com¬ monly considered as the province of the elementary school. They are to give a 1128 EDUCATION EEPORT, 1903. special trend to the industrial activities of the people among whom they labor, and are to become leaders in all progress, intellectual and economic. The Alabama State Normal College was established as a State normal school in 1873, with a four years’ course of study. The course in pedagogics proper covers a period of three years. The work of the second year is largely practice work. In the third and fourth years practice and theory are combined. In the second year the aim is to teach pupils to prepare and give lessons as regards mat¬ ter, method, and manner. The lessons are written, submitted to the teacher for correction, and given to classmates, who endeavor to act the part of the pupils for whom the lesson is intended, and who afterwards present criticisms to be reviewed by the teacher. In the third year the philosophy of methods is discussed. There are two courses, the advanced and the professional. The advanced, or regular course, occupies four years. The professional course requires but one year, and is intended for teachers of experience and graduates of high schools and colleges who do not wish to take the regular course. The course of study of the Louisiana State normal school covers three years of eight months each, as follows: First year. — Arithmetic, English grammar and composition, geography, history of United States, physiology and hygiene, penmanship and bookkeeping. Second year. — Advanced arithmetic, algebra, rhetoric, English literature, zool¬ ogy, botany, general history, psychology, civil government, and history of edu¬ cation. Third Geometry, English literature, physics, chemistry, psychology, ethics, pedagogy, methods of teaching, school management, and practice teaching in the practice school. In the practice school, consisting of four primary grades, the usual branches of such grades, including drawing, vocal music, and calisthenics, are taught by the most approved modern methods. These grades are in charge of trained normal graduates and form as indispensable an adjunct to a normal school as is the work¬ shop to a school of practical mechanics or the hospital to a medical college. For an hour , each* i’ice of board, including washing, lights, fuel, etc., is $8 x^sr month. Students are given an ox)portunity to earn $2 or $3 a month, so that with a good outfit of clothing the sum of $50 is sufficient to carrj’- an indus¬ trious student through the school year of nine months. The apxn’ox)riation of $2,000 annually made by the State legislature at first v/as increased in 1883 to $3,000 annually. The vdiole State appropriation is used to i>ay tuition; for all other exx^enses the school looks to its friends. North and South. This school under the leadership of Booker T. Washington is doing a remarkable work for the colored X)eoxde of the South. It is a fact that has an important bearing upon the work of the institute that all its officers, teachers, and emxdoyees belong to the negro race and that the numerous buildings belonging to the institute- have been erected in large x^art by the students. Paciflc Coast Normal Schools. The normal schools of the Pacific coast do not need to furnish all the teachers required in th^ir elementary schools, since many reasons have led a large num¬ ber of teachers), well educated and x)i’ofessionally trained, to go to the coast from other States V- ''This fact has ena’ led the normal schools of this section, in even the younger States, to require a higher standard for entrance than has been possible in other States of the Union. The general oxhnion, therefore, XR’evails here that a high school education should be the minimum standard of entrance. In addi¬ tion, many of these schools do not undertake to x^i’^X^are teachers for any work beyond x>Timar5^ and grammar grades, as the limits xdaced ux)on the certificates issued to their graduates forbid their teaching in higher grades, an additional col¬ lege standard examination being required to enable one to teach in high school grades. This has the effect of keeihng the course of study within limits, and also enables more attention to be given to sx^ecial lines and to training in the XR'actice school than is common in many normal schools in other States of the Union. It has been customary for the school authorities on the Pacific coast to accept the dix)lomas of graduates of rex)utabie normal schools from other States, and thus they have obtained an excellent coiq^s of teachers. Within a short time the rules with resx^ect to certificates from other x^arts of the Union have been made some¬ what more rigid. The course of study of the Los Angeles normal school is as follows: Course of study, Los Angeles (Cal.) NormaJ School. The regular course of study occuxnes four years. Any student who shall accomx:)lish the work prescribed in the course of study shall be graduated on the recommendation of the faculty, x^Tovided that one entire year must be passed in the school. STATE NOEMAL SCHOOLS. 1181 FIRST, OR JUNIOR, YEAR. [The first number refers to the number of weeks; the second to the hours per week.] Junior B. Junior A. English . . G-rammar — 20 — 4. English— 20— 4. Science . Chemistry — 20 — 3. ( Botany— 20— 5. \ Geography- 20— 4.. Mathematics . . . Algebra— 20 — 4. Algebra— 20— 4. Art and manual training . Sloyd— 20-2. / Drawing — 20—2. 1 Sloyd— 20-2. Miscellaneous . . ( History— 20— 4. 1 Reading— 20— 3. 1 Physical training — 20 — 3. [ Music— 20— 2. 1 Physical training— 20— 3. I Music— 20— 1. SECOND YEAR. Middle D. Middle C. Professional -- -- _ English . English— 20— 4. Word work— 20— 4. Science . . . . . Zoology— 20— 5. / Domestic science — 20 — 2. t Physiology— 20— 5. Mathematics . Geometry — 20—5. y; Art and manual training . / Drawing— 20— 2. \ Sloyd-20-2. Dra,w/"ing— 20— 2. Sloiyd— 20— 1. Miscellaneous . f History — 20 — 4. \ Physical training— 20— 3. f Readin'g'--20— 3. 1 History— 20— 5. 1 Music — 20—2. [ Physical training— 20— 2. THIRD YEAR. Middle B. Middle A. Professional . . . Psychology— 20 — 4. Psychology— 20— 4. English . . . . . English— 20— 5. Literatui-e— 20— 5. Science . . . j Chemistry— 20— 3. \ Physics— 20 — 4. Domestic science— 20— 3. Physics— 20— 5. Mathematics . . Geometry— 20— 4. Art and manual training . f Method in manual training— \ 20-2. [ • Drawing— 20— 2. 1 Drawing— 20— 2. Miscellaneous . / Physical training— 20 — 3. \ Mnsic— 20— 2. J- Physical training — 20—2. 1182 EDUCATION EEPOET, 1903. FOURTH, OR SENIOR, YEAR. Senior B, Senior A. Professional _ _ _ ( History and philosophy of < education— 20— 3. [ General pedagogy— 20 — 4. School law— 20— 1. School economy— 10— 3. Teaching — 20 — 12^ . Englisli . . . Pedagogy of grammar— 20— 3. 1 Literature in the grades— 20— 2. t Method in language— 20— 1. Science . . . . Pedagogy of geography— 20— 3. ( Method in biology — 20—1. \ Method in geography — 20—1. Mathematics . . . Pedagogy of arithmetic— 20— 5. Method in arithmetic — 20 — 1. Ai't and manual training. _ Pedagogy of drawing— 20— 2. Method in drawing— 20— 1. Miscellaneous . . . . [ Pedagogy of reading— 20— 3. 1 Pedagogy of music— 20— 1. ] Pedagogy of physical culture— [ 20-2. [ Method in history— 20— 1. Method in reading— 20— 1. < Method in music— 20— 1. Method in physical culture — i 20-1. The work of senior B has been arranged with the gniding principle of direct preparation for teaching, and each subject is presented also from the “method” point of view. The work of senior A carries forward the same idea with super¬ vision of training school practice and discussions of principles applied in the teaching of various studies. These “ method ” talks are by the special teachers of the respective subjects. The foregoing courses of study are selected from a large number of courses equally good and equally typical. As a rule all the normal schools of a State have the same general course of study, and there is no great variation among the States of a division of the Union. There is more difference in the standards applied by the faculties of different institutions than in the courses of study. One normal school niay ^emphasize scholarship, another practice work, another observation, another some phase of academic work, as mathematics or language, and so on. Here as elsewhere the trite truth applies, “As is the faculty, so is the school.” The reputatiferh of an institution of learning depends wholly upon its jiresident and faculty. Generally normal school faculties have in them men and women of recognized scholarship and pronounced professional skill who have a clear concep¬ tion of the problems before them. Many of the leading text-books used in the public schools of the United States have been written by teachers in State normal schools. Specialists in educational doctrine and its applications find the State normal school a fruitful field for their labors, and each year there seems to be an advance made along the lines of a fuller understanding of child growth and devel¬ opment and a deeper conviction of the great importance of the work of the educators of the educators of the future men and Avomen of the nation; and normal school courses of study are constantly undergoing modifications in the light of the prog¬ ress made by careful scientific experiments in the education of the young. CONTROL OF STATE NORMAL SCHOOLS. As a rule the external affairs of State normal schools are managed by a board of trustees, usually appointed by the governor of the State and confirmed by the senate. While the power of electing teachers rests with the board of trustees, the president or principal usually nominates the other members of the faculty, and this nomination is wisely regarded as equivalent to an election. Those schools are most successful that vest the power of management and government in the head of the faculty, with no unnecessary interference from local boards. STATE NORMAL SCHOOLS. 1138 The following detailed statement concerning the management of normal schools in different States is taken in part from the report on normal schools published in the volume of Proceedings of the Los Angeles meeting of the National Educa¬ tional Association: In California each State normal school has a local board of five members, appointed by the governor. There is also a joint board, composed of the presidents of the several normal schools, the presidents of the boards, and two elective mem¬ bers from each board. This joint board formulates the general courses of study. The local board directs the expenditure of money for its school. Appropriations are made for each normal school separately. The State Normal School of Colorado is controlled by aboard of seven trustees, six of whom are appointed by the governor and confirmed by the senate. Two members are appointed every two years. The State sux)erintendent of public instruction is a member of the board ex officio. These trustees have entire con¬ trol of the school under the law. Each normal school in Illinois has its own board of trustees, consisting of seven members, of whom the State superintendent of public instruction is one ex officio. All authority in the management of these institutions is put into the hands of their boards. Each institution receives an appropriation biennially from the general assembly. The members of the board of regents of the State normal school at Emporia, Kans. , are appointed by the governor, subject to the approval of the State senate. They hold office for four years, one-half of the board being appointed every two years. They formulate courses of study, elect teachers, and fix their salaries. Some time ago the legislature undertook to determine the salaries of teachers, but it was found that the plan was not feasible. The Maryland State Normal School is governed and controlled by the State board of education, whose members are ex officio the trustees of the school. This board formulates the courses of study (usually upon the recommendation of the principal, who is a member of the board). The board appoints all the teachers and directs how the annual revenues are to be expended. The p’AxibTpal of the normal school is the secretary and treasurer of the board. { In Massachusetts ‘ ‘ the general management of the several Staip normal sohools shall be vested in the board of education, and moneys appropriated for their main¬ tenance may be expended under its direction.” (Chap. 41, p. 12, Public Statutes.) “The boarding houses of the State normal schools shall be under the general management of the State board of education.” (Ibid., chap. 384, 1891.) The board has entire control of the State normal schools. The normal schools of Minnesota are governed and controlled by a special board of nine members, of which the secretary is the State superintendent of public instruction. This board formulates the course of study, appoints the teachers, and directs how the annual revenues are to be expended. Four members of this board reside in the several cities where the normal schools are located, and these resident directors, together with the presidents of the schools, manage the several schools, subject to the general directions of the normal school board. The nomi¬ nation of teachers is in the hands of the presidents of the schools. The normal schools of the State of Missouri are governed by boards of regents, appointed by the governor and approved by the senate, and holding office for six years. There are three State normal schools, and each has its board of regents. The course of study, appointment of teachers, and direction of the annual revenue are wholly in the hands of these respective boards of regents. The duties of the State board of education in respect to normal schools are merely nominal. The State superintendent of education is a member ex officio of each of these boards, with power to vote. 1134 EDUCATION REPORT, 1903. The law creating the State normal school of Nebraska created a board of educa¬ tion for its control and nianageinent. This board of education is composed of seven persons, two of them members ex officio and the other five appointed bj' the governor. The tAVO ex officio members are the State superintendent of public instruction and the State treasurer. The five appointed by the governor each hold office for five years, one being appointed each year. The president and faculty formulate the courses of study, Avhich are submitted to the board of education. The board of education appoints the teachers. The manner in Avhich the appropriations are spent is left A^ery largely to the president of the normal school under the general direction of the board. The governor of NeAV Jersey appoints the State board of education, which con¬ sists of 20 inembers, 2 from each Congressional district, representing different political parties. This board of education governs the State normal school through a committee of fiA^e members of the board: The normal schools of New York State are governed and controlled by local boards of trustees, Avho are appointed by the State commissioner of education, and hold their positions for life, unless they resign or are remoA^ed for cause by the joint action of the commissioner and the chancellor of the uniA^ersity. These boards have local supervision of the normal schools, subject to the direc¬ tion and approAml of the State commissioner of education. They select and nominate teachers and determine their salaries, subject to his approval. The revenues, which are appropriations from State funds by the legislature and receipts from tuition in certain departments of the schools, are expended by the local boards, subject to the apxn'oval of the commissioner of education. The normal school policy of Pennsylvania is in many respects unique. By law a school must liaA^e a faculty of 6 professors, accommodations for 300 boarders, and a chai^el seating a thousand adults before it can be recognized as a State nor¬ mal school. On applying for recognition the school is inspected by a committee appointed by the State sui)erintendent of j)ublic instruction; and if the require¬ ments of the laAv have been fulfilled, the school is officially recognized. The laAV places the" business management in the hands of a board of trustees of 18 mem¬ bers, G of Avhoni are appointed by the State suiierintendent of public instruction for a jjeriod of three years (2 each year) and 12 are elected by the contributors or stockholders for a term of three years (4 each year). The courses of study are determined by the board of normal school principals, and are subject to ai)proval by the State superintendent. In order to graduate the students must pass a final examination before a board appointed for each school by the State superintendent, and consisting of himself or deputy, 2 nor¬ mal school i)rincipals, of Avhom the principal of the school Avhose students are to be examined shall be one, and not less than 2 nor more than 6 county, city, borough, or townshi]) suj)erintendents of schools. The law provides that the l)rinciijal “ shall be charged Muth the whole discipline and interior government of the school, in conformity AAuth such regulations as shall from time to time be adoi)ted by the trustees and ai3i)roved by the State superintendent of j^ublic instruction.” There is but one normal school in Rhode Island. It is governed by a board of trustees. The functions of this board are sei)arate from those of the board of education, althougli the membership of the tAvo boards is nearly identical. The course of study is recommended by the princqjal and indorsed by the board. The committee on qualifications and the board of trustees ai)x>oiwt tlie x^^'i^^cix^al and teachers. In practice the x)rincipal is consulted in the selection of teachers. The revenues are exx)ended through the board, the auditor appro Aung the accounts. Practically, hoAvever, there is much freedom of action giAmn to the princii3al in this department -also. STATE I^ORMAL SCHOOLS. 1135 All the State educational institutions in South Dakota are governed and con¬ trolled by a board of regents of education, created and empowered by the State constitution. They have all the usual powers of such boards in any State. They have the same control over the normal schools that thej^ have over the State uni¬ versity, the agricultural college, and the school of mines. The seven normal schools of Wisconsin are controlled by a board of ten regents. The board of regents is supposed to formulate the course of study and api)oint the teachers, although these two functions of the board are administered by the presi¬ dents of the schools as a matter of fact. The board, however, determines how the annual revenues are to lie expended. MAINTENANCE OF STATE NORMAL SCHOOLS. The necessity of State normal schools as an integral part of the public school system is so commonly recognized that State legislatures as a rule have been liberal in making appropriations for maintenance and improvements. In all the State norrnar schools tuition is free to students preparing to teach in the public schools. Most of the States cover the cost of tuition, etc. , by the direct appropriation of a certain sum. Pennsylvania pays the tuition of all students over 17 who pledge themselves to teach in the public schools of the State. The amount paid by the State is $1.50 a week. In addition the legislature for some time past has appropriated $10,000 a year to each of its 13 schools for maintenance and imi^rovements. Nearly all States have made special approi)riations for the erection of buildings, etc. The “normal school fund” of Wisconsin amounts to nearly $2,000,000, which 'was derived from the sale of public lands originally granted to the State. This fund yields an annual income of about $100,000. This sum has been added to from time to time by the legislature for maintenance and imj)rovements. CITY TRAINING SCHOOLS. ( ' Every important city in the Union supports a normal school (^r training school for teachers. These schools are devoted to the preparation ofVteachers for the primary and grammar grades of the public schools of the cities in tv hich they are located. A city normal or training school usually receives as students only grad¬ uates of the high school of the city. The course is usually a two years’ course and is limited almost wholly to the study of psychology, methods of child develop¬ ment and of teaching the various branches, and school management, with practice work in a model school connected with the training school or in the primary grades of a public school. As a rule, expert teachers are placed at the head of the departments of the training school. Tlie city normal school occupies a field of its own, preparing its students to become part of the educational machinery known as the x)ublic school system and to fit into this machinery with as little friction as possible, and its influence is not directly felt to any considerable extent beyond the borders of the city. It x^erforms a necessary v.mrk and often aids in saving the schools of the city from becoming a mere machine, with but little evidences of real life and burdened with ironclad courses of study and records of examinations. The normal schools of New York and Philadelphia are typical city training schools. The New York City training school, under the management of Prof. Augustus S. Downing, has devoted itself whoLy to the fitting of teachers for the elementary grades of the city schools and has accomxfiished much for the x^nblic schools of the Emxnre City. Probably the most widely known normal school of this kind was the Cook County (Ill.) Normal School under the leadership of Francis W. Parker. This 1136 EDUCATION REPORT, 1903. school was intended to pre})are teachers for the public schools of Gook County out¬ side of the corporate limits of the city of Chicago (before its latest increase in ter¬ ritory ) and did not receive any direct appropriation from the city proper. The city l)aid the tuition of the pux)ils in the in-actice school, which was virtually a public school. The Cook County Normal School extended its influence beyond the borders of its territory by receiving students from all parts of the country, who carried the methods and enthusiasm of its x)rincipal and faculty into many schools throughout the land. In 1890 it was transferred by the Cook County authorities to Chicago and became the Chicago Normal School. Attendance since that time has been restricted to residents of Chicago desiring to teach in the public schools of the city. PRIVATE NORMAL SCHOOLS. In many of the States in which imblic normal schools have not fully occupied the field private normal schools may be found. In the Middle West some of these schools have drawn together large bodies of students, and have been of much service ter the public schools. They necessarily differ* from the public normal schools in that they are not a part of the public school system, and their ultimate object is not the same as that of the i:)ublic normal schools. But many good teachers have been jn-epared in these institutions. The careful student of the growth of our Republic discovers that the State nor¬ mal schools have been potent factors in the upbuilding of the nation. The advance¬ ment of a x)eople depends upon the morality and intelligence of the masses. Good l)ublic schools are necessary to foster the morality and promote the intelligence of the rising generation. The first requirement of a good school is a good teacher. The schools that prepare j^ersons to become good teachers directly influence the State through the public schools. It may further be said that the masses are reached quickly through the public schools. The three R’s have long held the leading xflace in the public school curriculum. But other studies have been intro¬ duced th;?6ugh the teachers. Nature study, temperance instruction, manual training, lessons, in government, these and other subjects have reached the public schools through the teachers prepared at the normal schools. Through the influ¬ ence of the graduates of State normal schools that have taken charge of the public schools throughout a county or State, entire communities have been elevated, life has been made pleasanter, property has increased in value, and all the agencies that tend to improve mankind have been strengthened in their labors. Many of the leading school superintendents in the LTnited States are graduates of State normal schools. It may be added that hosts of young men have had the oppor¬ tunity of obtaining a better education than the i^ublic school affords by being able to attend a normal school, where they could continue their studies from the point reached by them in the x:)ublic school. These young men found that the State normal school was the only door to a higher intellectual life open to them. Many a one whose life has been and is an inspiration and a blessing to his community and his State owes a lasting debt of gratitude to the normal school that he was able to attend. It is natural, therefore, that these schools should be intrenched with the imblic schools in the hearts o/ the people. It is impossible in this monograph even to mention the names that illuminate the pages of the histories of the many great normal schools of the country as their official heads. Baldwin. Colburn, Gilchrist, Greenough, Hart, Hasbrouck, Newell, Page, Parker, Peirce, Rounds, Sheldon, Welch, Wickersham, and hosts of others who now “ rest from their labors,’’ not to refer to those who are still living, have all added luster not only to the carise of professional education, but also to the cause of education in general. They exemplified in their lives the highest type of educated citizenship, “ and their works do follow them.” CHAPTER XXIII. EXHIBIT OF THE BUREAU OF EDUCATIOX AT THE LOUISIANA PURCHASE EXPOSITION. TO BE HELD AT ST. LOUIS, MO., MAY 1 TO DECEMBER 1, 190-1. The following items compose the exhibit of the Bureau at the Louisiana Pur¬ chase Exposition: 1. Seventy wing-frame charts 2G by 22 inches (Nos. 1 to 70). 2. Sixteen wall charts (Nos. 71 to 86) showing certain facts in connection with education in the United States. 3. Sixteen maps of different sizes. 4. A full collection of all the reports, bulletins, circulars, special reports, and monographs issued by the Bureau of Education since its organization. 5. A specimen series of the different blanks, forms, etc., currently used liy the Bureau in the collection of educational statistics and the preparation of its various publications. w— - G. A full set of the latest educational reports of the fifty largest cities in the United States. ^ 7. A full set of the latest educational reports of the States and Territories of the United States. 8. A special collection for the land-grant college exhibit of charts, books, exami¬ nation papers, catalogues, registers, and iihotographs. 9. Monographs on various phases of educational life and growth prepared for free distribution by well-known Experts under the direction and with the assist¬ ance of the Bureau of Education. Descriptions of these charts, maps, etc., as well as the figures employed, are given below. In some cases short analyses of the facts conveyed by the charts are given in connection with the figures. ED 1903- ■72 1137 1138 EDUCATION REPORT, 1903. WING-FRAME CHARTS. UNIVERSITIES AND COLLEGES AND THEIR RELIGIOUS CONTROL. (1) Number of existing universities and colleges founded during certain periods. Period of foundation. Universi¬ ties and colleges for men and for both sexes. Colleges for women. Period of foundation. Universi¬ ties and colleges for men and for both sexes. Colleges for women. Seventeenth centur v _ 2 1831-1840 - . . . 34 6 1701-1750 _ _ _ 3 1 1841-1850 . . 46 18 1751-1790 _ _ 9 m51-1860 80 43 1791-1800 _ 10 1861-1870 _ 86 16 1801-1810 . - - . _ 8 1 1871-1880 . . 04 17 1811-1820 . _ --- 6 1881-1890 _ 86 15 182] -1830 _ 22 1 i 1891-1900 _ _ 53 12 Harvard University holds the honor of being the oldest of American universi¬ ties, having been founded in 1638. William and Mary ranks next in age, the date of its founding 1)eing 1693. Yale began with the first year of the eighteenth cen¬ tury, the University of Pennsylvania in 1740, and Princeton six years later. These institutions bear witness to the estimate i)ut upon education by the hardy pioneers, who laid wide and deep the foundation of American Commonwealths. The latter half of that century saw 19 more institutions added to the list. The chart exhibits l)y decades from 1790 the growth in the number of institutions of higher learning. (2) I'er cent of thC' total number of colleges and universities under the control of the d ifferent religio ns denominations — 1902. Denomination. Institu¬ tions con¬ trolled. ' Denomination. Institu¬ tions con¬ trolled. Cumljerland Presbyterian _ United Prethreii- _ Per cent. 1.1 1.1 1.2 1.2 1.5 2.8 3.6 4.4 Methodist Episcopal South . . Methodist Eptscoi^al _ _ Per cerJ. 6.7 9.4 10.1 10.5 10.8 4.7 15.3 15.6 Prot6.stant Epi,scoi)ai _ _ Friends . . . . . . Roman Catholic _ Presbyterian _ _ _ Ref nr Tried Ra.ptist Christian _ Clongregational . . _ _ Lutheran _ _ Other religious denominations _ Nonsectarian under public control N onsectarian under private control The figures show about 70 per cent of all the higher institutions in the country (638 all told) to be under the control of religious denominations, while the remain¬ ing 30 per cent are nonsectarian and al)out equally divided between those under public, and those under private control. Many of the sectarian colleges for men were designed primarily to prepare young men for the ministry, but beyond this they now differ little from other colleges of corresponding grade except as to the matter of maintenance. Sectarian colleges are usually supported by some unit of church administration, but in many of the stronger denominational institutions, large endov/ments place them beyond the necessity of regular appeal to such sources. THE B LIRE A it’s EXHIBIT AT ST. LOUIS. 1139 HIGHEE EDTUCATION-^JMSTITUTIOHS AND STUDENTS. (3) ■ Nimiber of unweTsitiefi, colleges, and schools of teclDwlogi/ offering certain tech¬ nical courses of study in 1900. Coiu’.se offered. N umher of insti¬ tutions. Course offered. Number of insti¬ tutions. Civil engineering . . . . 100 Horticnitnre- . . 8 Mechanical engineering . 87 Railway engineering _ 8 Electrical engineering . . . 83 Forestry c, Agriculture _ _ - . - . .57 Na-val architecture . . 0 Milling engineering . 44 Ma,rine engineeidng Chemical engineering . . . . 33 Ceramics . . 4 Architecture . . . 20 Textile engineering . 4 Metallurgical engineering _ _ 3 Irrigation . 2 Sanitarv engineering . . . 8 In view of the fact that the establishment of certain departments of study reflects the x)0'pular demand for instruction in these ])articular })ranches, an idea may be gained from the table of the relative demand for each technical course of study named by the number of institutions that have adopted it. Civil engineering was one of the first of the departures from the old classical general culture course, and this vjas followed by the establishment of other technical courses keeping pace with the development of the country. The endovfment by the Federal Gov¬ ernment of the land-grant colleges, 65 in number at present, had a far-reaching effect upon the growth of technical schools. (4) Universities and colleges — Proportion of institutions, st^idents, etc., in the several geographical divisions in 1902. _ . . Total number. North Atlantic 1 division. South Atlantic division. Southv CentraP division. North Central division. Western division. Institutions . . . . . 520 Per cent. 20 Per cent. 16 Per cent. 15.8 Per cent. 38.8 Per cent. 9.4 Preparatory instructors . . College professors . . 3,598 14. 4 11.2 14.2 49.1 11.1 10,830 82.7 11.4 9 37.5 9.4 Preparatory students _ _ .50, 542 1.5.1 10. 5 19.2 44.2 11 College students . — _ _ 101,694 33.8 10.4 10. 1 38.2 8.5 Graduate students _ _ _ 6,490 39.8 8.7 5.2 :39 7.3 V olumes in library . - . . 9,501,155 45.8 10.9 6.8 30. 8 5. 9 Value of grounds, liuildings and apparatus . . J _ $207,987,437 43.4 12.1 7.2 30.6 6.7 Productive funds . . $184,896,2.53 48.9 5.6 5.2 26.2 14.1 1140 EDUCATIOjS- report, 1903, (5) Xunihcr of students under higher instruction of all hinds to each 1,000 f 00 of the populcdion in 1002. In univer¬ sities, col¬ leges, and schools of technol¬ ogy. In schools of law, medicine, and theol¬ ogy. In normal schools. Total un¬ der higher instruc¬ tion. United States . . . . 1,367 612 964 2,943 Xorth Atlantic Division . . 1,636 1,041 714 643 950 3,229 2,290 1,814 3, .500 3,492 South Atlantic Division . . . 621 628 South Central Division ... 423 677 1,2.52 1,0.52 North Central Division . . . 1,525 723 W estern Division _ _ _ _ 2,053 387 Statistics for 1872 showed only 590 college students to the million, or 1 college student to every 1,694 i^eople, while there were for the year 1902, as shown by this chart, 1,367, or 1 student to 731 people. The total number of students receiv¬ ing higher education in all the classes of schools included in the chart amount to 1 to every 337 people. The Western States have the largest relative enrollment in universities and colleges and the smallest in the professional schools, while they rank second in normal school enrollment. Class B of women's colleges is omitted in the in*eceding and included in the following table. Xinnber of students in higher education to each 1,000 of population in 1002. State or Territory. Number students in higheredu- cation to each 1,000 inhabit¬ ants. State or Territory. 1 Number [students in pigher edu¬ cation to each 1,0(10 inhabit- 1 ants. United States . . North Atlantic Division . . 3. 13 3. 36 Southcentral Division— Contimied. Mississippi . Louisiana . . 1.88 1.83 South Atlantic Division . 2.77 Texas . 1.49 South Central Division . 2.03 Arkansas . 1.16 North Central Division . . 3. 63 Oklahoma . 2.30 Western Division. . 3. 55 Indian Territory . . . 05 North Atlantic Division: Maine . 2.91 North Central Division: Ohio _ _ Indiana _ _ 3.06 4.81 New Hampshire _ _ 2. .52 Illinois . - . - . 3. 99 Vermont . 2.86 Michigan 3.52 Massachusetts . . 5. 25 Wisconsin _ _ _ _ 3. 27 Rhode Island. .. . _ 2.67 Minnesota . 2.98 Connecticut 4.19 Iowa . . 4.37 New York . 3.28 Missouri . . 3.48 New Jersey . 1.67 North Dakota . . 1..59 Pennsylvania . . 3.21 South Dakota . . . 2.63 South Atlantic Division: Delaware . . 77 Nebraska . . Kansas . . 3. 42 3. 65 Maryland _ _ _ _ _ District of Columbia . 4. 65 11.45 Western Division: Montana . 1.22 Virginia _ 2. 70 Wyoming . 1.36 AVest Virginia, 1.76 Colorado . . . 3. 62 North Carolina 2.34 New Mexico . 1.30 South Carolina 2.40 Arizona . . . . . .97 rrporgia, 2.38 Utah . 2.39 ' Florida . .95 Nevada . . . . 4. 79 South Central Division: Kentucky 2. 31 Idaho . . . . AVashington - . . . 2.24 2. 81 Tennessee _ _ 3.92 Oi’egon. - _ _ 3.77 Alabama _ _ 1.85 California . . . . 5.17 THE bureau’s exhibit AT ST. LOUIS. 1141 HIGHEE EDUCATION— SEX OF STUDENTS, INCOME, ETC. (6) Number of students in universities, colleges, and schools of technology x)er 1,000,000 of the population at various dates. Year. Number. Year. Number. Year. Number. 1872 . 590 760 720 790 780 740 1884. .. 750 770 770 880 1,020 1,140 1896 1,280 1,260 1,320 1,367 1874 . 1886.. . 1898 1876 . . . 1888 . . 1900 1878. . . . 1890 . 1902.. 1880 . 1892. 1882 . . . . . 1894 . The increase in the proportion of college students to poi^ulation during the last thirty years leaves no doubt as to the fact that a greater number of peoi^le are getting a college education than ever before in the history of the country. (7). Female university and college students to each 1,000,000 of pop>ulcdion in 1902, In colleges for women only. In coedu¬ cational in¬ stitutions. Total. United States . . . . 215 304 519 North Atlantic States . . . 257 148 405 South Atlantic States . . . 496 105 601 South Central States. . . . . . . . 302 178 480 North Central States . . . . 56 503 559 Western States . . 12 761 773 Oberlin College, Ohio, inaugurated the policy of coeducation ii/ 1833, and in the seventy years elapsed since that time about 72 per cent of the (Alleges and ’uni¬ versities of the country have adopted the plan of admitting the two sexes on an equal footing. The foregoing table will show how firm a place coeducation has secured in the newer portions of the country. (8) Proportion of male and of femcde students in colleges and universities in 1902, Public institu¬ tions. Private institu¬ tions. Male students. Female students. Male students. Female students. Percent. Per cent. Percent. Per cent. United States . . . 79.4 20.6 60. 5 39.5 North Atlantic Division . . 96.9 3.1 72.4 27.6 South Atlantic Division . . . . . 95. 6 4.4 44.0 56.0 South Central Division . . . . . . 84.4 15. 6 43.0 57.0 North Central Division . . . 70.4 29.6 60.2 39. 8 W estern Division . . . . . . . . . 60.8 39.2 65. 7 34.3 The several classes of public institutions for higher education with few excep¬ tions uniformly admit both sexes. Nearly all institutions exclusively for males or exclusively for females are private. 1142 EDUCATION REPORT, 1903. (9) Per cent of xindsr graduate students in certain courses in American universities, colleges, and schools of technology in 1902. Courjso. Per cent. Cour.se. Per cent. Textile and .sanitary engineering . 0.1 Civil engineering .. 4.6 Architecture _ _ _ _ .3 Mechanical engineering 6 2 Chemical engineering . . .8 General scientific courses 7.2 Mining engineering. _ _ _ _ 1.8 Other general culture conr.ses 14.0 Electrical engineering . . . 3.1 Classical cour.ses 49 0 Agriculture ... ... 3.4 1 In classified 9.4 The fact that the student taking a technical course has already chosen his career differentiates somewhat that class of students from those pursuing “gen¬ eral scientific courses,” “ other general culture courses,” and “ classical courses.” The various professions are recruited from students in the courses last named, as a rule, the student pursuing a i:>rofessional course varying from one to four years after graduation from college. (10) Sources of ineonie of the different classes of higher educational institutions in 1902 compared. Cla.ss of institutions. Tuition fees. Endow¬ ment funds. Munici¬ pal or State govern¬ ments. Federal Govern¬ ment. Other sources. Per cen t. Per cent. Per cent. Per cent. Per cent. All institutions . Universities a.ud colleges (for men and for both 38.7 24.3 19.0 8.7 9.-3 sexes) . . . . . Higher institutions for women . . . 37. 1 72.0 29.1 17.2 20.3 4.0 9. .5 10.8 Minor colleges and .seminaries for women . . . 86. 1 1.9 3.1 8.9 .Schools of technology . . . . 12.8 12.3 26.4 40.8 7.7 The figures given here deal with the sources of income of the various classes of higher institutions of learning in the United States. The universities and col¬ leges for men and for both sexes and schools of technology include all institutions which have been beneficiaries of the .several land-grant acts of the Federal Con¬ gress. State appropriations form a large part of the income of those institutions known as State universities. The institutions for the education of women exclu¬ sively are, with few exceptions, under irrivate control. Nearly all the institutions under’ public control admit both .sexes. The exceptions include such technical schools as fit for vocations and professions calling ireculiarly for the services of ( i I i men. THE bureau’s exhibit AT ST. LOUIS. 1143 HIGHER ERUCATIOH— ENDOWMENTS. (11) Number of universities and colleges having certain endounnents, J90t?. Amount of endowment. Number. Amount of endowment. Number. No endowment funds . . 147 $400,000 to $500,000 . IK Less than $io,0(X) . . . 29 $500,000 to $1,000,000 . . . 29 From S10,(X)0 to $25,000 . . . 36 $1,000,000 to $1,500,000 . 15 From $25,000 to §50,000 _ _ 30 $1,500,000 to §3,000,(X)0 . . . 10 $50,000 to $100,000 . . . 53 §3,000,000 to $5,000, (M)0 . 4 §100,000 to $200,000 _ _ 61 §5,000,000 to $3,500,000 . . . 4 §200,000 to §800,000 . . . . 44 Over $12,500,000 . 3 $300,000 to $400,000 . 20 1 This table exhibits the status of American institutions for higher education as to endowment funds. Of 356 institutions having endowments varying from $500 to more than $12,500,000, 78 receive aid from national, municipal, or State gov¬ ernments. The income from these endowments is applied in most cases to the direct maintenance and operation of the respective schools, but in some various amounts are used for the support of scholarships, and in others for research. The aggregate endowment of all institutions, public and private, reaches the consider able amount of $185,944,668. (12) Benefactions to universities, colleges, and schools of technology in ten years. Year. Amount. Year. Amount. 1893 $6,532,157 9,025,240 5,998,227 8,342,728 8,390,938 1898 . _ . $8,204,281 21,925,671 11,995,463 18.040,413 IL 039, 967 1894 . . 1899., . . -- 1895 . . . . . 1900 . . / . 1896 . 1901 . . . . t . 1897 . 1902 . i _ 1 This table is interesting as it shows an increase of nearly tlireefold in the amount given by individuals to the cause of higher education in the ten years ending with 1902. These remarkable evidences of private munificence attest the great prosperity of the times as well as a growing interest in the financial welfare of American colleges on the part of holders of great wealth. The .steady increase from the first year of the decade named, one of great financial deirression through¬ out the country, may be considered as an indication of returning xu'osperity. (13) Benefactions to higher education in ten years, 1893-1902. North Atlantic Division $45,495,190 North Central Division $40,456,887 South Atlantic Division 5,577,199 Western Division _ 19,779,848 South Central Division _ 4, 188, 012 The aggregate sum of $115,500,000 is shown by this table to have been given ])y individuals in aid of higher education in the last ten years in the United States. About 39 i)er cent of this total was given to institutions in the North Atlantic States, against 35 per cent in the North Central States, and 17 j^er cent in the Western, the remainder going to the two southern group.s. 1144 EDUCATION EEPOET, 1903. (14) Benefactions to different classes of institutions daring the year 1902. Class of institutions. Amount. Class of institutions. Amount. Universities and colleges for men and for both sexes .... 814,840,629 1,466,680 Schools of law . Schools of medicine 52,859 161,573 150, 420 550,916 Colleges for women . Public normal schools . 31iuoi’ colleges and seminaries for Private normal schools . women . . . 305, 845 426, 783 1,269,4:33 Public high schools _ _ 142,936 980, 6a5 Schools of technology . Private high schools . Schools of theology . Thii table shows the various amounts given to the several classes of schools. “Universities and colleges for men and for both sexes “ received nearly three times as much as all other classes of institutions combined. Colleges for women stood next in magnitude of benefactions received. Benefactions to 2iniversities and colleges for men and for both sexes, 1902. State or Territory. Benefac¬ tions. State or Territory. Benefac¬ tions. United States. . . . §14,840,629 North Atlantic Division South Atlantic Division. South Central Division. North Central Division . Western Division . 6, 886, 315 737,210 542,009 6,787,354 387,741 North _4tlantic Division: Maine . . . New Hampshire . Vermont . . . Massachusetts . . RhodeJ.sJa.nd . . 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 . 114,495 50, 246 52,500 1,308,683 395, 307 696, 355 2,023,628 79,447 1 , 665, 654 40,500 57,037 168,000 15,250 198,226 25,717 161,602 70,878 137, 777 76,862 15,000 South Central Division— Continued: 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 . 55,000 36, 650 152,120 56,700 0 11,900 1,237,276 354,450 3,238,098 90,332 411,628 83, 491 720,604 404, 177 14.500 39,000 88,369 105,429 250 0 43,717 200 0 594 0 150 71.500 37,804 233,526 THE HUEEAU S EXHIBIT AT ST. LOUIS. 1145 DEVELOPMENT OF AMERICAN COLLEGE COURSES— SUBJECTS OFFERED AT PERIODS NAMED.— I. (15) Date. Greek. Latin. Semitic. Seventeenth century. Translating; prose com¬ position; grammar; Tes¬ tament. Used as medium of com¬ munication. Hebrew — Translating, prose composition, grammar; Chaldee, ele¬ mentary; Syriac, ele¬ mentary. Eighteenth centui’y. Translating; prose com¬ position; grammar; Tes¬ tament; Greek cate¬ chism. Translating; composition and grammar. Hebrew — Translating, prose composition, grammar. 18*^5 . Translating; prose com¬ position; grammar; Tes¬ tament. Translating; composition and grammar. Hebrew, elementary. 18.j0 . 1 1 Translating; prose com¬ position; grammar; his¬ tory of literature. Translating; comiiositioii and grammar. Hebrew, elementary. 1875 . Translating; prose com¬ position ; g r a ni mar; legal antiquities; sight reading; ecclesiastical Greek. Translating; composition; antiquities. Hebrew, elementary. 1900 . Translating; prose com¬ position; gramma r; original essays; antiqui¬ ties; arclneology; read¬ ing at sight; reading at hearing; history of lit¬ erature; Nev.r Testa¬ ment; Hellenist! c_ Greek; modern Greek. Translating; composition; Roman life and litei’a- ture; later Latin. Hebrew — Elementary course, history of the lit¬ erature, history of the religion, institihions; Syriac, elementary; Ara¬ bic, elementary; As¬ syrian, elementary; Semitic philosophy; Semitic religions. 1146 EDUCATION REPORT, 1903. (16) DeveUrpment of Avici'ican college courses — Subjects offered at periods named. ])ato. Mathematics. Germanic languages. Geology. Seveuteeuth century. Arithmetic; geometry. Eigliteenth century. Arithmetic; geometry. 18;i5 . Arithmetic (reviewed); geometry; trigonome¬ try — p lane, spherical ; logarithms, mensura¬ tion, surveying, navi¬ gation; algebra (ad¬ vanced); analytical ge- ^ometry; calculus. German, elementary . Elementary (lectures), mineralogy (lectures). ia50 . Geometry; trigonome¬ try— plane, spherical; logarithms, mensura¬ tion, surveying, naviga¬ tion; algebra (ad¬ vanced); analytical ge¬ ometry; calculus. German, elementary; Gothic, elementary. Elementary (lectures), mineralogy (lectures). 1875 . G e o m e t r y ; trigonome- try — plane, .spherical; logarithms, mensura- 1 tion, surveying, navi¬ gation; algebra (ad¬ vanced); analytical ge¬ ometry; calculus; mod¬ ern geometry; descrip¬ tive geometry; quater¬ nions; conic sections; analytic mechanics. G e r m a n— g r a m m a r , prose composition, his¬ torical pro.se, classical extracts; Gothic. Elementary, structural; paleontology, mineral- ogy. I 1900 . Geometry; trigonome¬ try-plane, spherical; logarithms, mensura¬ tion, surveying, naviga¬ tion; advanced algebra; analytical geometry; calculus; modern geom¬ etry; descriptive geom¬ etry; quaternions; conic sections; theory ot eqa- cions; infinite series and products; theory of nu m bers; history of mathematics. G e r m a n— g r a m m a r , pi’ose composition, oral practice, sight reading, historical pro.se, scien¬ tific prose, classical writers, drama, history of literature (outline cour.se and by periods), modern novels, history of language; course m German; Scandinavi¬ an languages— Danish, Swedish, Icelandic; Dutch language; Goth¬ ic; Germanic philology. Elementary; elementary field and laboratory; ad¬ vanced field work; ex¬ perimental and dynam¬ ic; physical, economic, historical; paleontology; m i n e r a 1 o g y— descrip tive, chemical, physical, crystallography; petrog¬ raphy; mining— plant for general operations, prospecting, exploiting metal and coal; metal¬ lurgy — ore treatment, chenaistry of, assaying. THE BUREAU S EXHIBIT AT ST. LOUIS. 1147 DEVELOPMENT OF AMERICAN COLLEGE COURSES -SUBJECTS OFFERED AT PERIODS NAMED.— II. (17) Date. Seventeeutli century. History History. Philosophy. English. Logic; ethics Rhetoric; composition ; ora¬ tory (disxmtes); gram¬ mar. Eighteenth century. History Logic; ethics; metaphysics Rhetoric; compo.sition; ora¬ tory (disputes); gram¬ mar. 1825. 1850. 1875, 1900. Universal history General outlines; ancient; classical; modern; Eng- li.sh constitutional. General outlines; ancient; classical; European civi¬ lization; medieval; modem; English— polit¬ ical, constitutional; co¬ lonial America; diplo¬ matic. General outlines; ancient oriental monarchies; classical— Greece, Rome; general medieval; Mo¬ hammedanism and cru¬ sades; renaissance and reformation; church history — early, medie¬ val, modern; general history of Europe; French Revolution; Na- poleanic era; modern European history; Northeastern Europe; Eastern Asiatic qiies- tion of to-day; English- early political, middle, modern, constitutional, colonial possessions; United States— colonial, national political, con¬ stitutional, reconstruc¬ tion period, pi-esent period, diijlomatic, ter- ritorial exjiansion, opening of the West, Pacific slope; Spanish American. Logic; ethics; philosophy (intellectual philoso- piiy)- Logic; ethics; philosophy (intellectual philoso¬ phy); history of philos¬ ophy. Logic— elementary, ad¬ vanced; ethics, elemen¬ tary, history; philos¬ ophy (intellectual phi¬ losophy); history of phi¬ losophy; outline course, ancient; Descartes and Kant; modern; “psy¬ chology” (really philos¬ ophy). Logic— elementary, ad¬ vanced; ethics— elemen¬ tary, history, present problemsof ; philosophy, introductory course, history of philosophy, outline course, ancient, Plato and Aristotle, medieval, early mod¬ ern, Kant and succes¬ sors, English, Ameri¬ can, recent; psychol¬ ogy-elementary, ad¬ vanced, experimental; philosophical problems; theism;' aesthetics; the¬ ory of knowledge; evolo- lution; ifiiilosophy of re¬ ligion; philosophy of of history. Rhetoric; comijosition; ora¬ tory (.speaking) gram¬ mar. Rhetoric; composition; ora¬ tory ; Anglo-Saxon ; gram¬ mar; modern literature (lectures); outline his¬ tory of the language. Rhetoric; composition; ora¬ tory; Anglo-Saxon; early English; grammar— his¬ torical, modern; history of the language; Litera¬ ture— Chaucer, Shakes¬ peare, Bacon, Milton, Dry den. Rhetoric— narration, des¬ cription, exposition, ar¬ gumentation, original composition, poetics; ora¬ tory-declamation, for¬ mal addresses, debates, extempore speaking; philology— Anglo-Saxon, early English, middle English, grammar, his- toricaL.,-yLiud(il:-n, history of thre language, phonet¬ ics; I literature — general couiVse, history of, l^iy pe¬ riods, Chaucer, Spencer, Shakespeare, Bacon, Milton, nineteenth cen¬ tury x')oets, the novel, tho c.ssay.the drama, the let¬ ter writer, the short story, contemporary poets, American litera¬ ture, literary criticism. 1148 EDUCATION REPORT, 1903. (18) Development of American college courses — Subjects offered at periods named. Date. Political economy. Seventeenth century. Eighteenth century. iS2r). . . Elementary course. Elementary course. ISio . I Principles; European 1 history of; elements of I tinance. 19(K), Principles; economic the¬ ory; economic history — ancient, mediaeval, mod¬ ern European, United States; tinance— money, ■banking, public debts, taxation. United States history of; commu¬ nism; socialism; trans¬ portation; statistics; ac¬ counting; business law; international pay¬ ments; commerce— his¬ tory, geography; his¬ tory of political econ¬ omy. I Elementary (lectures) _ Elementary (lectures) _ Elementary course; or¬ ganic; qualitative analy¬ sis; quantitative analy¬ sis; laboratory work. Oreneral course; organic; inorganic; qualitative analysis; quantitative analysis; advanced quantitative analysis; gas analysis; assaying; advanced organic; the¬ ory of chemistry; his¬ tory of chemistry; tox¬ icology; physical chem¬ istry; industrial chem¬ istry; physiological chemistry; laboratory work. Politics (with ethics). Politics (with ethics). Political philosophy (with ethics); law of nations. Political philosophy (with law of nations); "law of nations; Constitution of the United States i^with economics). j Political philosophy; inter- i national law (elements); I constitutional law of the United States; Roman law. Introductory course; inter¬ national law (elements); constitutional law of the United States; constitu¬ tional law, general course; Roman law; ju¬ risprudence; compara¬ tive politics; constitu¬ tional government; local government; municipal government; adminis¬ tration; colonial govern¬ ment. -.7 THE bureau’s exhibit AT ST. LOUIS. 1149 DEVELOPMENT OF AMERICAN COLLEGE COURSES— SUBJECTS OFFERED AT PERIODS NAMED.- III. (19) Date. Comparative literature. Physics. Bible. Physics (germsof subject of to-day). New Testament; theology; Old Testament. century. Eighteenth century. Elements (asterm^piiys- ics ” is understood now¬ adays). New Testament (in Greek); theology; Old Testament (exijounded). 1825 . Elementary course or iiat- New Testament (in Greek); natural theolo¬ gy; Christian evidences. tural philosophy. 1850 . Ancient literature (lec¬ Elementary course.. . ! Biblical interpretation; natural theology; Chris¬ tian evidences. tures); modern litera¬ ture (lectures). 1875 Ancient literature (lec¬ tures); modern litera¬ ture (lectures). Elementary course; elec¬ tricity and magnetism; light and heat; dynam¬ ics; optics; laboratory course; mathematical physics. Biblical interpretation; natural theology; Chris¬ tian evidences. 1900 Sacred history; classical 1 i t e r a t u r e — Ct r e e k , Latin; mediaeval Euro¬ pean; modern romanti¬ cism; criticism. Elementary; general de¬ scription; electricity and magnetism; light and heat; thermody¬ namics; optics; labora¬ tory course: microscope, use of; photography; history of physics. New Testament— general course, Acts and Epistles; Christian evidences; Old Testam e n t — p o e t i c a 1 books, prophetic books; Biblical history; literary study of the Bible. (20) Development of American college courses— Subjects offered at periods named. Date. Romantve languages. Date. Romance languages. Seventeenth century. Eighteenth century. 1825 . 1850 . 1875 . French, elementary. French, elementary; Italian, ele¬ mentary; Spanish, elementary. French, elementary; Italian, ele¬ mentary; Spanish, elementary. French, elementary coui'se, lead¬ ing authors, old French, gram¬ mar (historical, modern); Ital¬ ian — gi’ammar, composition, modern authors, early litera¬ ture; Spanish— grammar, com¬ position, classic authors; ro¬ mance iihilology. 1900. French— Elementary course, his¬ torical prose, scientific prose, lyric poetry, drama, Moliere, Voltaire and contemporaries, Victor Hugo and romanticists, history of literature (outline), medieval literature, literature of sixteenth, seventeenth, eighteenth, and nineteenth cen¬ turies, recent novelists, living writers, courses in the French language, rhetoric, grammar (historical and modern); history of the language, literary criti¬ cism; provengal; Italian— grammar, composition, litera¬ ture of the fifteenth and six¬ teenth centuries, Dante, sight reading; Spanish — grammar and composition, modern liter¬ ature; Portuguese, elementary; Rumanian; romance philology. 1150 EDUCATION REPORT, 1903. (21) Dci'clojyment of American college courses — Subjects ojfered at periods na.medU Date. Oeography. A.stronomj’^. .Seventeenth century. Eighteenth century. 1825 _ _ Astronomy Descriptive . A.sti'onomy . . . . De.scriptive . . . Asti'onomy 1850 . . 1875 _ _ 1000 . Meteorology (lectures) ... Physical; meteorology _ Physiography— general, of the lands, of the United States, of Eu¬ rope; meteorology; oceanography; clima¬ tology— general, spe¬ cial; Pacific Ocean— cur¬ rents, climatology. Astronomy . . Astronomy . Descriptive, practical, theoretical, astronomy. Botany. “ Nature of plants.” Elements. Elements. Elements. Elementary; advanced. Elementary; morphology of plants; flowering plants; cryptogamic bot¬ any; practical course; economic; experimental courses. (22) Dcveloptuent of American college courses — Sid)jeets ojfered at periods named. Date. Zoology. Music. The arts. Seventeenth century. Eighteenth century. 1825... . Description of animals. 18.50 _ Elements (lectures). Eloiiieiitary course; ver¬ tebrates; radiates and articulates; mollusks. 1875.....^^ _ ... Harmony; counterpoint; canon; fugue; history. Principles of fine arts; painting: sculpture; architecture; history of art— oriental (early), Greek, Roman, mediae¬ val. 1000... . Oeneral cour.se; inverte¬ brates; vertebrates; fos¬ sil invertebrates; mor¬ phology; embryology; neurology; histology; entomology; ichthyol¬ ogy; physiology; labora¬ tory course: anatomy (])rief course). Harmony; counterpoint; canon;' fugue; htstory; composition ; t h e o r y ; chorus: instrumenta¬ tion; practice— piano, organ, violin. Drawing; painting; sculp¬ ture: modeling; archi¬ tecture; landscape de¬ signing; history of art- oriental, (early), Greek, Roman, mediaeval, re¬ naissance; industrial arts— wood carving, fur¬ niture, interior decora¬ tions, ceramics. THE BUREAU S EXHIBIT AT ST. LOUIS. 1151 COLLEGES OF AGEICULTURE AND THE MECHANIC ARTS - I Nine charts, illustrative of the growth and develoi^ment of land-grant colleges since the act of Congress of 1862 providing for their endowment, are presented both in connection with the regular Bureau exhibit and also in the land-grant college exhibit in the building of the Palace of Education. These colleges have won a very distinct place in American educational life, and doubtless have had much to do with the phenomenal industrial development of the past forty years. The institutions knovm as ‘ ' land-grant colleges ’ ’ form the only class receiving- aid directly from the National Government, except the Military and Naval academies. The first aid was given in the form of public lands; but the funds arising from their sale being insufficient to meet the growing needs of these insti¬ tutions they were supplemented in 1890 by provision for an annual grant, begin¬ ning with $15,000 to each and gradually increasing until in 1900 it reached the maximum of $25,000, at which it remains. These institutions at present number sixty-five. Separate institutions for white and for colored students are maintained in each one of the South Atlantic and South Central States, thus causing a divi¬ sion of the fund to which the State is entitled between two institutions. The income derived from Federal sources being restricted to maintenance, it was necessary for each State to make x^ro vision for buildings, ax^paratus, sites, etc., and this has been generously done in each and every instance. The indi¬ vidual States may be said to have shared with the National Government equally in the upbuilding of these useful institutions. The Rex)ort of the Commissioner of Education for 1903 shows that 47.6 -per cent of all moneys received by land- grant colleges was derived from the States and Territories. The Federal grants did not in all cases result in the creation of new institutions, but in many of the States new dex^artments to meet the requirements of the act of 1862 were engrafted ux>on some institution already established. (23) 'b--- Colleges of agriculture and the mechanic arts endowed by natiSndl land, grants — hicrease in institutions, j)^"ofessors, and sUideyns'. ^ Y eav 1 Institu¬ tions. Pro- fe.ssors. CollegiatQ and graduate students. Year. Institu¬ tions. Pro- fe.s.sors. Collegiate and graduate stiidents. 1865 . . . 8 20 226 1890.. . 45 947 12,517 1870 . 21 144 2,049 1895 . . 51 1 , 334 13,896 1875 . . 39 415 3,703 1900... . 65 2,221 18,066 1880 . . 41 492 6,039 1903. . 65 2, ,237 19,106 1885 . 43 6, 765 1 (24) Colleges of agriculture auid the mechanic arts endoived by national land, grants — Recent growth in number of students {including students in preparatory depart¬ ment). Year. White students. Colored students. Total. 1891 . . . . 10,398 14,833 15,747 21,006 23,090 1,957 2,4.54 3, 908 4,648 5,051 12. 3.55 17,287 19.6.55 25,654 28,141 1894 . . . . . . . 1897 . . . 1900 _ _ _ _ _ _ _ 1903 . . . . . . 1152 EDUCATION REPORT, 1903. (25) Colleges of agrieultuye and the mechanic arts endowed by national land grants — Attendance in 1S90 compared with that of (dl other institutions for higher educatio)! . Year. Land-grant colleges. All other institutions. 1890 . 12,517 13,896 18,066 19,106 46,121 67,675 83,218 89,655 1895 . . . . A RKX) . . . . . . 1903 . . . - . (26) Colleges of agriculture and the mechanic arts endowed by national land grants — Regular technical students pursuing degree courses in 1903. Course. Railway and sanitary en¬ gineering . . Forestry . . . Horticultviro . . . Textile engineering _ Chemical engineering . Architecture . - . . General engineering . . Chemistry . Householcl economy . X ixmber in each course. Total enroll¬ ment. 1 Course. X umber in each course. Total enroll¬ ment. 20 Percent. 0.2 1 Mining engineering . 954 Percent. 6.1 66 .4 ! General science . . . 1,310 8.4 68 .4 Electrical engineering . 2,314 15 119 .8 Agriculture . . . 2,337 15.1 154 1 Civil engineering _ 2,371 15.2 194 1.2 Mechanical engineering _ 3,869 25 534 570 3.4 3.7 Total . . . 100 637 4.1 (27) Colleges of agf Lculture and the mechanic arts endowed by natioticd land grants — Annual ineoni.z compared icith that of all other institutions of higher edu¬ cation. Year. Land-grant colleges. All other institutions. 1885 . - . $1,076,032 1,687,518 4,841,378 7,111,749 10,236,951 $7,118,698 10,801,918 16,783,638 20,836,488 25,112,169 1890 . - . 1895 . 1900 . 1903 . (28) Colleges of agriculture and the mechanic arts endowed by national land grants — Value of p)^'operty owned, 1903. Amount. Funds fi’om sale of lands (grant of 1862) . $11,314,391 2,063,375 15,819,651 4,504,486 5,560,762 21,9a5, 455 Other land-grant fum's _ Other permanent funds . Unsold lands (gi'ant of 1862) . Faiuns and grounds . Buildings . Amount. Apparatus . $1,743,316 Machinery . 1,651,091 Libraries . . . . 2,194,804 Live stock . 252,491 Miscellaneous equipment . 3,985,772 Total . . 70,925,594 THE bureau’s exhibit AT ST. I.OUES. 1153 COLLEGES OF AGRICULTURE AND THE MECHANIC ARTS.- II. (29) Colleges of agriculture and the mechanic arts endowed by national land grants — Increase in the value of buildings, grounds, and. apparatus. Year. Value. 1870 . . . $8,020,648 5,017,964 9,473,481 22,001,728 37,323,671 188(1 . . . . . . . 1890 . . . . . . . . . . . 1900 . . . . . 1908 . . . . (30) Colleges of agriculture and the mechanic arts endowed by national land grants — Value of buildings, grounds, and apparatus of land-grant colleges compared, ivith that of all other institutions of higher education. Year. Land-grant college^). All other institutions. 1880 _ _ _ .....^ . 1890 . . $•5,017,964 9,473,481 22,001,723 37,323,671 $39,623,424 71,894,729 151,473,052 171,798,822 1900 _ _ _ 1903 . . (31) Colleges of agriculture and the mechanic arts endowed by national land grants — Growth of libraries compared ivith that of all other institutions of higher education. Year. Land.-gz‘ant colleges. All other institutions. 1875 _ . . . . Volumes. 43,427 143,555 446,681 1,153,380 1,340,168 Volumes. 1,806,173 3, 157, 163 6,092,673 7,876,073 8,784,807 1885 . . 1897 . . . . 1900 . . . . . . :. . 1902 . . . . ED 1003 - 73 1154 EDUCATION KEPOET, 1903. PROFESSIONAL EDUCATION IN THE UNITED STATES. (32) of students in j^rofessional and allied schools^ 1902, Class of .schools. Male. Female. Number. Per cent. Number. Per cent. Theology . - . . . . 7,235 13,747 25,644 23,558 1,330 8,258 4,209 576 98.5 108 1.5 Law . . . . ... 98.7 ia5 1.3 Medicine (all classes) . .. . . . 95.6 1,177 889 4 4 Medicine, regular . . . 96.3 3.7 Medicine, homeopathic . 85.7 221 14.3 Dentistry . . . . . 98.1 162 1.9 Pharmacy . . . . . . . . 97.1 218 2.9 Veterinary medicine . . . 100.0 N urse training . . 1,376 11.2 11,879 88.8 (33) Professional educalion in the United States — Growth in twenty-two years, 1880- 1902. Niimber of students. 1880. 1890. 1902. Theologs'^ . . . . . . . . 5,242 3,134 11,929 9,876 1,220 730 1,347 7,013 4,518 15,484 13,521 1,164 2, 696 2,871 463 1,552 7,343 13,912 26,821 24,447 1,551 8,420 4,427 576 13,252 Law . . . . . . . . Medicine: All classes . . . Regulai’ . _ - . . . Homeopathic . Dentistry . . . . . Pliarmacj'^ . . . . . . V eterinary . . . . . . . . . Nurse training . .....j... . . 323 THE bureau’s exhibit AT ST. LOUIS. 1155 EDUCATION OF TEACHERS IN THE UNITED STATES. (34) Enrollment of normal students in the several classes of institutions in 1902, In normal schools. In high schools. In univer¬ sities and colleges. North Atlantic Division . 18,510 5,641 7,538 39,392 3,987 8,253 2,059 3,902 3,626 535 2,207 1,076 2,432 4,315 660 South Atlantic Division . . . . . . . . . South Central Division . - . . . - - North Central Division _ _ _ _ _ _ Western Division . . . . . . In addition to the professional training given in regular normal schools of vari¬ ous grades to those preparing to teach, many cities and almost all the liberal-arts colleges have established teachers’ training departments or courses. This chart presents the numbers attending normal schools, high schools, and universities and colleges for the year 1902, by geographical divisions, and shows for the United States approximately 72, 18, and 10 per cent in attendance in the three classes of schools, respectively. It is interesting to note in this connection the fact that the North Atlantic States show the largest attendance in high schools, while the North Central exceed in normal school attendance. \ (35) Public appropriations to normal schools, 1890-1902. Year. For main¬ tenance. For build¬ ings. Year. For main¬ tenance. For build¬ ings. 1890 . $1,312,418 1,285,700 1,567,082 1,462,914 1,996,271 1,917,375 2,187,875 $900,533 409,916 394,635 816,826 1,583,399 1,003,933 1,124,834 1897 . . $2, 426, 185 2,566,132 2,9-10j934_ 2rW), 003 Ji, 068, 485 ^,228,090 743,333 417,866 560, 896 718,507 709,217 906,801 1891.. . - . . 1898 - . 1892 . 1899 . . - . 1893 . . . . 1900 . . . 1894 . . . 1901 . . . 1895 . 1902 . 1896 . The realization on the part of the public as to the needs of normal training for teachers in the public service is shown Ijy the yearly increase in public appropria¬ tions during the last thirteen years. This increase in the sums for maintenance, although subject to slight fluctuations from year to year, is very marked, and registers a true growth in popular appreciation of this branch of professional training. The amount appropriated for buildings, from the nature of the case, is subject to greater variations from year to year. 1156 EDUCATION REPORT, 1903. (36) Students pursuing certain studies in public normal schools in 1902, Subject. Number pursu¬ ing it. Per cent of total enroll¬ ment. History of education . . . 10, 9.53 22. ir Theory of education . . . . 1:2,925 :26 18 School organization and supervision . . . . . . . 13,443 15,505 13,655 14,5:38 4,816 8,692 14,468 27. 19 School management and discipline . . . . . 31.38 School hygiene . . . . 27 64 Psychology and child study . 29. 43 Ethics . - . - . - . 9. 75 School laws . . . 17.. 59 Practical pedagogy . . . . I 29. 29 It must be nnclerstoocl that the list of studies presented here does not cover all the branches taught in normal schools, or normal courses, but those named have more to do with the theoretical side of pedagogic preparation, while the more practical features may be said to be studied all the time by all classes during the course. It is necessary, too, to consider the relative length of the periods devoted to each study, some requiring a full session and others being completed in a single term, after which other of the shorter studies are taken up in their place. THE BUEEAU S EXHIBIT AT ST. LOUIS. 1157 SECONDARY EDUCATION IN THE UNITED STATES. (37) Number of secondary students imr 1,000,000 of the popidation in j)ublic and in private institutions, 1S91-190S. Year. Public. Private. Year. Public. Private. 1891 . 3.500 3,800 3,900 4.500 5,300 5,600 2,300 2,400 2,300 2,600 2,600 2,300 1897 5,900 6,300 6,600 7,000 7.200 7.200 2,300 2,300 2,300 2,300 2,300 2,200 1892 . . . : . 1893 . . 1898 . . . . . 1899 1894 . . . . 1900. . 1895 . . 1901 _ 1898 . 1902 i During the twelve years noted in this chart the attendance in i3uhlic secondary schools per 1,000,000 people in the United States has more than doubled, the aver¬ age increase being nearly 9 per cent each year. The proportion of the x)opulation in attendance in private schools has been nearly stationary. Public high schools show a strong tendency toward growth in all sections of the country, the mainte¬ nance of secondary schools at public expense having obtained a fixed place in educational policies. (38) Number of students to each 1,000,000 of school population in 1902. Public. Private. United States . . . 7,200 2,200 North Atlantic States ... . . 8,476 2,893 2.913 ’-^10,012 8,566 2,443 2,393 2,077 1,813 2,350 South Atlantic States . . . . . . . South Central States ... . . N orth Central States . . . . . W estern States . . . . . The rise of the public secondary schools is one of the most striking features of American educational progress, and a consideration of the relative numbers attend¬ ing private and public schools in the different geographical groups of States shows to a large extent the status of public secondary education in each particular group. 1158 EDUCATION REPORT, 1903. (39) Number of pupils in private high schools and academies controlled by the several religious denominations, 1902. Controlled by — Number of pupils. Controlled by— Number of pupils. Ijutheran . . 2,077 2,710 2,787 3, 146 4,076 4,747 Various other denominations . 4,892 5,856 7,039 16,786 50,574 Methodist Episcopal South . Methodist . Congregational . . . Baptist . . Friends . . . . . Roman Catholic . . Presbyterifi.Ti N onsectarian Episcopal . . . . . . The attendance in private high schools and academies is shown by the table to be nearly equally divided between nonsectarian institutions and those under con¬ trol of religious denominations. COMMERCIAL EDUCATION IN THE UNITED STATES. (40) Students pursuing commercial studies in several classes of institutions, 189 Jf. and 1902. Cla.ss of institution. 1894. 1902. Universities and colleges . . . . 7,300 7,771 4,446 15,220 115,748 9,207 0 7,099 16,384 76,194 137,247 Normal schools . . . Private high schools and academies . . . . . Public high schools . . . . . . . . . Commercial and business schools. . n 1901. Nearly all classes of schools above the elementary grade have made provision for instruction in bookkeeping, stenograxihy, and allied branches. The period of nine years just jjassed has witnessed the establishment of many business depart¬ ments as well as complete business high schools in the various cities of the coun¬ try. The xmpils taking business courses in the xmblic high schools have increased fivefold, while in private institutions of the same grade the increase has been nearly fourfold. THE bureau’s exhibit AT ST. LOUIS. 1159 SECONDARY STUDIES— RELATIVE NUMBER OE PUPILS PURSUING EACH BRANCH. (41) Percentage of studentfs m p^iblie and in private high schools pursuing eerdain studies in 1902. Study. Latin . Greek. . . French . . German . Algebra . . Geometry - Trigonometry. Physics - Chemistry _ Public. Private. Study. Public. Private. Per cent. Per cent. Per cent. Per cent. 50. 07 46.64 Physical geography _ 22. 57 20.04 2.50 7.89 Geology . . 3.11 5.42 8. 61 24.39 Physiology - - 24.90 24. 46 16. 25 20.33 Rhetoric . . 42. 87 36.80 56. 15 50.63 English literature . . 47.07 37. 89 27.92 1.90 25.64 5.13 History (of the United States). 39. 30 36.85 17.48 7.37 17.01 9.12 Civics _ _ _ 20.15 18.41 This table indicates the main variations between the private high schools and public institutions of the same grade in the matter of their curricula. The figures show that a larger proportion of public high school students study Latin, algebra, geometry, physics, physical geography, physiology, rhetoric, English literature, history (of the United States), and civics than pursue these same studies in the private high schools. On the other hand, in the case of Greek, French, German, trigonometry, chemistry, geology, the reverse is true. No explanation of this fact entirely satisfactory could be given without combining the relative numbers in the two classes of schools preparing for college. The Report of the Commis¬ sioner of Education for 1902 shows that 10.68 per cent of the students in public and 24 per cent in private high schools are preparing for college. It will lee seen that the class of studies in which private students outnumber public embraces those which either lead to or justify the expectance of further study in higher institutions, while the group in which the number of public exeegiis the private students may be regarded more as finishing studies. For ii^'sfance, it may be safely said that none take Greek without the expectation of \ a college cpurse, while Latin is universally accepted as the language to be first begun and longest studied. N. B. — The person examining this table should bear in mind that many of the branches of study mentioned are only pursued during one or two years, and that even though all pupils might pursue a given branch at some time during their course, only a limited percentage would be occupied with it in any one year. For instance, in the programme of studies recommended by the committee of ten, Greek is prescribed only during the third and fourth years of the classical course. Now, if all the pupils in all the courses were obliged to take Greek in those years, only 31 per cent would be studying it at any given time, on the basis of the com¬ mittee’s programme (31 per cent of all the students being in the third and fourth years) ; hence if 2.5 i)er cent are studying Greek in a given year out of a possible 31 per cent, as is the case in the public high schools, it follows that 2.5 thirty-firsts, or 8.1 per cent, of the pupils of those schools study Greek during their course. Physics furnishes another illustration. This study is prescribed in the second year of each course; 26 per cent of the high school pupils are in the second year; therefore that is the greatest possible per cent of pupils studying it at one time. In the public high schools in 1902 there were 17.48 per cent studying physics, indi¬ cating, on the same basis as before, that 67 x^er cent of all pupils of those schools study physics at some time. 11(30 EDUCATION REPORT, 1903. The following table and programme of studies furnish data for further compu¬ tations of this character. Number secondary students in public and private high schools, 1901-2 _ 655,301 43 i)er cent in first year _ _ _ 281, 780 26 per cent in second year _ _ 170, 378 18 per cent in third year _ 117,954 13 per cent in fourth year _ ' _ 85, 189 Secondary school studies reconuneuded by the committee of ten, 1893, showing time devoted to each study. The four courses of study. 1 1 Classical course. Latin-scientific | course. Modern lan¬ guages course. English course. Years . . . . 1 2 1 3 4 1 2 3 4 C ! 3 i 4 1 1 2 i " 1 4 Latin . 1 1 1 1 1 1 1 1 ! ! ! 1 ; C 1 i 1 Greek . . 1 1 1 i French . . ' («) I 1 1 («) 1 («) 1 C) («. 1 1 1 1 1 1 (b)\ (-.) ?) ’i' (i')i *; <5- 0*1 German _ _ _ _ (... 1 1 1 Algebra . . . J Geometry . . 1 .. i i i "l "l i X i .... X I i Trigonometry _ ' 1 J i i Astronomy _ _ _ 1 i Physics . . 1 1 1 1 1 Chemistry . . i ■ 1 1 1 1 Physical geograxDhy . . 1 1 1 1 Physiograijhy . . |.... {<^) (^•) i i Geology . . i;... Meteorology X X i Botany . ... 1 1 1 Zoology . 1 -- (^0 (d) W Physiology . ! i 3 i ] History . . 1 1 («) 1 1 1 1 1 («) 1 1 1 1 English 1 1 j-T 1 .... 1 1 .... 1 1 1 1 n German or French. & Latin, German, or French, c Geology or physiography. Botany or zoology. e Trigonometry and higher algebra or history. 1161 THE bureau’s exhibit AT ST. LOUIS. PUBLIC SCHOOL TEACHERS. (42) Sex of sdiool teachers, 1871-1903. 1871 1872 1878 1874 1875 1876 1877 1878 1879 1880 1881 1882 1883 1884 1885 1886 Male. Female. Total. Year. Male. Female. Total. 90, 293 129,932 220,225 1887 . 127,093 212,367 :3.39,460 94,992 134,929 229,921 1888 . . . 126,240 220,894 :347,1.34 97,790 139, 723 237,513 1889 . . 124, 467 :323,110 a56,.577 103,465 144,982 248, 447 1890 . . 125, .525 238, 397 363,922 108, 791 149,074 257,865 1891. . 123, .360 245,028 368, 388 109, 780 149, 878 259,6.58 1892 . 121,573 2.52,653 374,226 114,312 152, 738 267, 0.50 1893. . 122,472 260,278 382,750 119, 404 157,743 277,147 1894 . 125, 402 26:3, .547 388,949 121,490 1.58, 840 280, 3:30 1895 . . . 129,706 268,3:36 398,042 122,795 163, 798 286,593 1896.... . . i:30,366 269,959 400, 325 122,511 171,349 293,860 1897 . 131, 221 273, 737 404,9.58 118,892 180,187 299,079 1898 . 1.32,2.57 278, .556 410,813 116,388 188, 001 304,389 1899 . 131,793 283,867 415,660 118,905 195,110 314,01.5 1900 . . 127, .529 293, 759 421,288 121 , 762 204, 154 325,916 1901 . . . . 123,941 .306,063 430,004 123,792 207,601 331,393 1902 _ _ _ 122, .392 317,204 439, .596 The proportion of male and female teachers remained practically unchanged for ten years from the first marginal date, the numbers standing approximately in the ratio of two to three, respectively. To-day places of all grades are filled by women from that of State superintendent and city superintendent down, and the ratio of numbers has increased to the extent that nearly three-fourths of the pub¬ lic school teachers are women. (43) l7icrease in the average monthly sCilary of male and female imhlie school teachers during fifteen years, 1888-1902. Year. Male. Female. Year. Male. Female. 1888 . . $42. 47 42. 43 44.68 44. 89 45.48 46. 39 44.76 46.82 $33.95 :34. 27 36. 23 36. 65 37.. 56 .38. 46 :37. 48 39.41 1896 . . . V - 1 $47.37 1 44. 62 ^ 45.16 45. 25 46.53 47.55 49.05 $40. 24 ?8.38 38.74 38. 14 38. 93 39. 17 39.77 1889 _ _ _ 1890 . 1897 . . . ‘ 1898 . . . . 1891. _ _ _ 1899 . . . . 1892 . 1900 . . . . 1893. _ _ 1901 . 189J- 1902 . 1895 . . . (44) Increase in average monthly sakuHes of public school teachers, 1888 emd 1903. Male. Female. 1888. 1902. 1888. 1902. United States _ _ _ _ _ $42. 47 $49.05 $33.95 $39. 77 North Atlantic division . 48.40 59.01 31.97 40. 17 South Atlantic division _ .. . . . . 27.27 30.50 26.90 28. 60 South Centra^ division . . . . . . 39.14 44. 28 33.30 36. 88 North Central division . . . 43. 89 50. 85 33.89 39. 60 Western division . 63. 27 65.90 55.40 53. 73 1102 EDUCATION REPOET, 1903. RELATIVE SCHOOL ENROLLMENT IN VARIOUS COUNTRIES. (45) Proportion of the total jwpulation enrolled in the elementary schools in certain countries. I. — AMERICA, ASIA, AND AFRICA. Country. Ontario . United States . Victoria (Australia) _ . Prince Edward Island Quebec _ Japan _ Cuba . . Cape of Good Hope _ Argentina . Porto Rico . . Year re¬ ported. Population enrolled. Country. Year re¬ ported. Population enrolled. Per cent. Per cent. 1901 21.00 Uruguay . . . . 1901 5.80 1902 20.98 Co.sta Rica _ _ 1902 5.70 1900 20.29 Mexico . . 1899 5.10 1902 2a. 14 Honduras _ _ _ _ 1902 4.80 1902 12. 30 Chile . . . . 1901 3.90 1901 10. 70 Nicaragua . . . 1900 3.60 1902 10.38 Bombay . 1901 3.06 1900 9.69 Egypt . . 1900 2.20 1900 1902 9. 40 G. 50 Burma . 1902 1.21 II.— EUROPE. Year re- l)orted. Popula¬ tion en- ^ rolled. Year re¬ ported. Popula¬ tion en- I'olled. w i a.n d 1901 1902 1902 1901 1901 1901 1899 1901 1900 1900 1900 Per cent. 20.00 20. 98 18. 08 17.16 16. 91 16.50 15.00 14.30 14.10 14.00 13. 70 Denmark . Per cent. 12.50 11.86 9.2 7.7 7.3 6.8 5.7 4.4 4.0 3.3 United States of America. England and Wales . Scotland . Belgium . . . . Bulgaria . . . Italy . . . . . 1900 1899 1900 1895 1900 1900 1900 1899 1899 Ireland . . Spain . . . German Empire . Norway _ _ _ _ Netherlands _ _ Prance _ Greece . . . Roumania . . . Portugal . . . Serv ia . . . Austvia-Hungary . . Sweden _ _ - 1 Russia . . The two tables here presented, showing the proportion of the total population enrolled in the various classes of schools, public and private, in the 39 countries named, are instructive in the highest degree. The term “ elementary,” as here used, embraces all grades of instruction below colleges and universities. The fig¬ ures for all foreign countries are gathered from various authoritative sources, such as school yearbooks, annual reports, etc., but are not the results of inquiries of the Bureau beyond these sources. It will be noted that the statistics are vari¬ ously for the four years ending with 1902, but an examination of the figures for any short term of years iireceding a particular date will show that the changes are not so variable as to seriously impair the value of the comparison as here indicated. THE BUREAU S EXHIBIT AT ST. LOUIS 1163 PUBLIC SCHOOLS OF THE UNITED STATES— ENROLLMENT, AVERAGE ATTENDANCE, AND LENGTH OF TERM. (46) Percentage of the pox)ulation between 5 and 18 years of age enrolled, in the jnihlie schools. Year. United States. North Atlantic division. South Atlantic division. Soiith Central division. North Central division. Western division. 1870-71 . . . 61.45 77.95 30. 51 34.17 76.87 54.77 1871-73 _ . _ _ _ 63.30 77.33 33.37 37.94 77.04 54. 43 1872 73 . . . . 63.36 76.79 a5. 86 38. 67 75.97 57.53 1873-74 . . . . . - . . 64.40 77.77 43.10 40. 83 76.98 61.04 1874-75 . - _ _ 65. 54 78.59 44.61 43. 47 77. 54 64.39 1875-76 _ _ _ _ _ 64.70 78.55 46.73 37.36 77.05 60.37 1876-77- . - . - . . 63. 93 76.83 47.03 38.51 75. 60 66.13 1877-78 _ _ - . . 65.75 77.09 48. 85 43.50 77. 38 66. 36 1878-79 . . . . 64. 64 76.18 46.73 44.71 75. 38 65.63 1879-80 . . 65.50 75. 17 50. 74 46.43 75. 84 64.96 1880-81 . . . . 65.03 74.38 51.49 47.03 74.59 64.83 1881-83 . . . . . 65. 03 74.56 51.90 47.03 74.15 &5.93 1883 83 66.39 74. 15 54.30 50. 68 75.13 67.05 1883-84 . - . - . . . . 66.96 73. 83 56.35 53.59 75.06 68.01 1884-85 . . . . 67.96 73.33 57.17 56.57 75. 46 68.53 1885-86 . . 68.14 73. 63 57.68 56. 83 76.08 68.03 1886-87 . . . 67.98 73.33 58.98 56.31 75.77 67.97 1887-88 _ _ _ _ 68.33 71.60 58.08 58.67 75.96 68.53 1888-89 . . 68. 30 70. GO 58.40 58.38 76. 63 69.39 1889-90 68.61 70.45 59. 33 60. 14 76.46 70. 01 1890-91 . . 69.40 70.04 60. 15 03.01 76.35 75. 49 1891-93 _ _ _ 69. 51 69. 78 59. 59 63.73 76.30 77.98 1893-93 . 69.70 68.99 61.94 63. 93 76.33 77. 16 1893-94 . . . . . 71.33 70.45 63.08 66.00 78.04 77.45 1894-95 . - . 71.54 71.53 63.31 65.83 78. 17 79.33 1895-96 _ _ _ 71.80 71.57 63.46 66.75 78.16 79. 73 1896-97 . 73.36 73. 13 64.49 67.75 78.06 78.37 1897-98 _ _ _ _ ‘ 73.68 71.78 66.35 67.36 78.66 78. 00 1898-99 . - _ _ 71.96 71.09 64.93 66.54 77.75 77.85 1899-1900 . . . . . 73.43 70.86 65.73 67.38 78.65 79.51 1900-1901 . - 71.36 70. 55 66.14 64.55 77.10 78. 99 1901-3 . 71.54 70.05 67.03 65. 37 77.35 80. 38. (47) Pe7'centage of e^ii'olled x>7ipils Oi daily attendance. Year. Percent¬ age of enrolled in aver¬ age at¬ tend¬ ance. Year. Percent¬ age of enrolled in aver¬ age at¬ tend¬ ance. Year. 1870 . 59. 3 . 63.3 64.1 1897. .. 07.8 68.6 68.1 1900 1880..>.... . 1898 . 1901 . 1890 . 1899 . 1903 Percent¬ age of enrolled in aver¬ age at¬ tend¬ ance. 68. 6 68. 5 69.1 1164 EDUCATION REPORT, 1903, (48) Average length of public school term (number of days) for each of the last tliirty- tico years (1S70-1902) . Year. The United States. North Atlantic division . South Atlantic division. South Central division.' North Central division. Western division. 1870-71 . . . 132. 1 152. 0 97.4 91.6 1:33. 9 119.2 1871-753 _ _ _ _ 133.4 151.9 103. 4 97.7 136. 1 121.8 187:3-78 . . 129.1 154. 6 97.4 89.1 129. 6 118.3 1873-74. _ _ _ 128.8 154. 8 95.6 81.1 1532. 6 119.0 1874-75 . . - . - . 130. 4 158. 7 95.2 81.0 134. 6 1532.5 1875-70 _ _ 133. 1 158. 0 95. 6 82.5 1S9. 1 130. 3 1870-77 _ _ _ _ 132. 1 157.2 91.4 80.3 1:39. 8 1530. 1 1877-78 .. _ _ 132.0 157. 6 89.7 86.7 140.1 129.9 1878-70... . . . m. 2 100.1 88.6 81.9 130.4 132.0 1879-80 _ 130. 3 159. 2 92.4 79.2 139. 8 129.2 1880-81 . . . . . . 130. 1 158.7 92.4 82.1 138. 8 133.8 1881-853 _ _ 131.2 160. 0 95.9 82.5 137. 1 136. 2 18853-83 . . . . . 129.8 161.0 95.9 82.5 137. 1 132.6 1883-84 . _ _ _ _ _ _ 129.1 156.0 95.6 85.9 138.6 1533.8 1884-85 _ _ _ 130. 7 163. 1 93.4 87.5 139. 1 131.8 1885-80 . . . . . i:k). 4 161.6 93.4 86.9 140.4 130.8 1880-87 _ :.. . 131.3 165. 9 95.3 87.5 139.5 131.6 1887-88 . . . 132. 3 164.4 95.7 87.6 144.0 130.7 1888-89 _ _ _ m. 7 164.1 95.0 88.9 147.5 135. 7 1889-90 _ _ _ 134. 7 166.0 99.9 88.2 148.0 1535.0 1890-91 _ _ _ _ _ 135. 7 168.1 103.8 92.0 145.8 136.9 1891-953 _ _ _ _ - _ _ 130. 9 169.1 105. 3 94.1 146.8 1539.1 1892-93. _ _ 130. 3 169.0 103. 4 93.0 146.6 138.8 1893-94 . . . . . 139. 5 172. 3 108. 3 97.5 150. 2 1537. 1 1894-95 _ _ _ 1539.5 172.8 100. 5 92.8 150. 8 142.4 1895-90 _ _ _ _ _ 140. 5 175.5 107. 8 92.2 151.9 142.0 1890-97 . . - . 142.0 173. 3 110. 9 96.3 152.8 148.6 1897-98 _ _ 143. 0 174.3 113. 8 97.4 152.8 151. 7 1898-99 _ 143.0 174.0 112.3 98.4 154.5 141.6 1899 1900 . . . 144.3 177.5 112.1 99.8 155.9 141.5 1900-1901 _ _ 144.2 177.2 112.1 96.4 157.5 1453.0 1901-2. . . . 145. 0 177.3 115.8 100.6 156.5 143.9 (49) Average munhfr of days attended in the public schools by each person of school age (i. e., 5 to IS years), 1870-1902. Year. Number of days. Year. Number of days. 1870 . . . . . . 44.7 1899 . 70.0 1880 53. 1 19(K) . 71.8 1890 _ _ _ _ _ _ _ 59.2 1901 . 70.4 1897 . . . . 69.7 1902 . 71.8 1898 .... . . . . . 71.2 (50) Average number of days attended in the public schools by each pupil enrolled, 1870-1902. Year. Number of days. Year. N umber of days. 1870 . 78.4 1899 . - . - 97.3 1880 _ _ _ _ _ 81.1 1900 . . . 9^.0 1890 . ... 86.3 1901 . . . 98.8 1897 _ _ _ 96.53 1902 . ' . 100.1 1898 . . . 98.0 THE bureau’s exhibit AT ST. LOUIS. 1165 AMOUNT OF SCHOOLING RECEIVED BY EACH INDIVIDUAL- PUBLIC SCHOOL INCOME AND EXPENDITURE. (51) Average number of years of schooling of two hundred days each enjoyed by each individual of the population, 1870-1002. In all pub¬ lic and private 1 schools. In public elemen¬ tary and secondary schools. In all p ab- lic and private schools. In public, elemen¬ tary and secondary schools. 1870 . - 3.86 2.91 1897 . 5.09 4. .53 1880 . . 3.96 3.45 1898 . 5.20 4.63 1890 . - 4. 46 3.85 1899 5 09 4.55 1894 . 4.85 4.28 1900 . 5. 23 4.66 1895 . 4. 87 4. ,35 1901 . 5.14 4. .58 1896 . 4. 99 4.43 1902 . 5.16 4.6.5 (52) Proportion of revenue of the public schools derived from different sources. Local taxes. State taxes. Perma¬ nent funds. Other smtrces. United States . . . . . Per cent. 68.5 Percent. 15.4 Per cent. 4.2 Percent. 11.9 North Atlantic division . . . . . . . . 74.0 13. 5 1.0 11.5 South Atlantic division . . . 53. 5 35.1 3.5 7.9 South Central division . •. - - 40.7 38.0 14.5 6.8 North Central division . . . . 72.0 8.1 5. 6 14. 3 Western division . .59.2 27.8 4.0 9.0 (53) Expenditures for public schools by geograpthical divisions, 1^1 and 1902., 1871. 1902. North Atlantic division . . . . $29,796,835 3,781,581 4,854,834 28,430,033 2, 244, 329 $91,242,162 • 14,1.59,390 16,780,141 9.3,6.54,876 19,371,896 South Atlantic division . . . South Central division . . . . . . . N orth Central division . . . Western division . . . . . It is interesting to note that the expenditures in the North Atlantic States have increased in thirty-two years 208 per cent; in the South Atlantic, 274 per cent; in the South Central, 245 per cent; in the North Central, 229 per cent; and in the Western, 762 per cent. The period named has been one of continued growth in the West, and the generous provision for public education has been a feature of the development of that section. 1166 EDUCATION REPORT, 1903, (54) Proportion of expenditures for sites, buildmgs, etc., for superintendents' and teachers' salaries, and for incidental purposes, on account of the public schools. Year. Incidental purposes. 1 Sites, buildings, etc. Superin¬ tendents’ and teach¬ ers’ sal¬ aries. 1890 . Per cent. 16.0 16.8 Per cent. 18.6 17.9 18.8 18.5 17.4 16.7 17.8 17.3 16.2 Per cent. 65. 4 65.3 64.4 63.7 63.3 64.8 63.8 63.6 63.9 64.6 64.0 63.2 63.8 1891 . . . . . . . 1892 _ _ - . - . - . 16.8 1893 - _ _ _ _ - _ _ 17.8 1894 . _ _ _ _ 19 3 1895 - _ _ _ _ 18.5 1896 _ _ _ _ 18.4 1897 _ _ - . . 1898 _ _ _ _ _ _ 19.1 19.9 1899 _ _ _ _ 19.8 15.6 1900 _ _ _ _ _ _ 19.5 16.5 1901 _ _ _ _ _ - . . 18.9 17.9 1902 . . . . 18.4 17.8 (55) A7nount expendsd for ptuhlic schools per capita of the population in 1870-71 and in 1901-2. • Amount expended in 1870-71. Amount expended in 1901-2. United States . . . . . $1. 75 $2.99 North Atlantic States . . . . . 2.38 4 18 South Atlantic States . . . .63 1.32 South Central States . . .73 1.14 North Central Sta,tes . . . 2.14 3.48 Western States . . . . . 2. 15 4.39 ■ -1 (56) Amount expended, for j)uMic education per capita of total population in certain countries. Country . Year re¬ ported. Amount. United States of America... Scotland . ... 1902 1901 $2.99 2.02 England and Wales _ 1901 1.99 Switzerland 1900 1.90 German Empire. . . . 1900 1. 75 Sweden . _ _ 1901 1.39 Ireland _ _ _ 1901 1.36 Country. Year re¬ ported. Netherlands . 1901 . 1900 1901 1900 1900 1901 1897 Belgium _ _ Prance _ _ _ N or way . . . . . . Austria-Hungary . Italy .... Finland. . Amount. $1. 27 1.16 1.09 1.08 .67 .41 .24 THE BUREAU S EXHIBIT AT ST. LOUIS. 1167 PUBLIC SCHOOL PROPEETY. (57) Number of public schoolhousesy 1870-1902, Year. Number. Year. Number. 1870 . 116,312 157,364 178, 222 205,315 1890 . 224,521 239,630 248,279 249,969 1875 . . . . 1895 . . . 1880 . . . - . 1900 . . . 1885 . 1902 . (58) Increase in iialue of public school property y 1870-1902, Year. Increase. Year. Increase. 1870 . $130,383,008 209,571,718 342,531,791 447,321,190 495,912,048 1899 . $523,679,986 550,069,217 576,963,089 601,571,307 1880 . 1900 . 1890 . . . 1901 . 1897 . 1902 . - . 1898 . . . (59) Value of school property per capita of the population y 1872-1902. Total value of school property. Per capita value. 1872. 1902. 1872. 1802. U nited States . .. . _ _ _ _ $159,406,374 $601,571,^ir $3.38 $7.68 North Atlantic States . South Atlantic States . . . 72,332,321 4,395,903 3,498,535 74,055,659 4,823,916 243, 154 033 25,109,''S03 29,875,383 250,303,396 53,132,592 5.69 .71 .55 5.42 4.37 t11. 15 2. 35 2.03 9.30 12.03 South Central States . . . . . . North Central States . . . . . .. Western States . . . . . The increase in the value of school property will be seen by this table to have been 277 per cent in the last thirty years. It will be interesting to note that the largest relative increase has been in the Western division, and the latter is closely followed by the South Central. 1168 EDUCATIO^^ KEPORT, 1903. CITY PUBLIC SCHOOLS. (60) Comparison of city and country schools, 1902. Cities. Country. Cities. Counti’y. Population . . . . School enrollment . . Average attendance _ Teachers _ Buildings . . . Per cent. 33.6 26.3 28.7 20. 6 3.7 Per cent. 67.4 73.8 71.3 79.4 96.3 1 Value of school property... Expenditures for .teaching and supervision. . . Total expenditures for schools _ Percent. 59.3 44.3 47.2 Per cent. 40.7 55.7 52.8 The cities of this chart include those of 8,000 or more people. The Annual Report of the Commissioner of Education for 1902 named 580 of this class. The figurcs^given are taken from that Report. The item of population is estimated. It shows very nearly one out of every three persons to be living in a city. Value of school property in urban communities exceeds by one-half the same item out¬ side of cities, while the number of school buildings is only 3.7 per cent of the whole. This serves to show indirectly the great difference in the character of buildings used in rural and in urban localities. The number of teachers in cities wTl be seen to be relatively small, owing to the superior organization to do the work. 1 (61) Amount expended for public schools for each $1,000 of true valuation of taxable p)roperty in the 20 largest cities in the United States in 1902. City. Amount. City. Amount. New York CiC^ . ' _ _ S3. 81 4.38 1 Pittsburg, Pa . $2.39 3.28 Chicago, Ill... i.. A.-- _ _ _ New Orleans, La . . . Philadelphia, Pa _ _ 2.88 Detroit, Mich . . 2.46 St. Louis, Mo . . 2.57 : Milwaukee, Wis 2. 77 Boston, Mass. _ _ _ 2.64 Washington, D. C 4.64 Baltimore, Md . . . . . 2.30 Newark, N.J . 5.23 Cleveland, Ohio _ _ 3.19 Jersey City, N. J. . . . 3.66 Buffalo, N.Y . 4.79 T.ouisville, Ky 3.03 San Francisco, Cal _ 1.69 Minneapolis, Minn 4.32 Cincinnati, Ohio . . . 3.14 Providence, R. I . . 3.83 This table was computed from information given in the bulletin of the Depart¬ ment of Labor, September, 1902. The total expenditures for schools for the year 1901-2 in the 133 cities of highest rank, according to the same source, was $71,455,059, a figure which represents very nearly one-sixth of the total expendi¬ tures for maintenance of all departments of the Federal Government for the same year. The reduction of the absolute amount expended to the amount per thou¬ sand expended exhibits interestingly what each city is spending for its schools and forms a basis for comparison. It does not necessarily follow, however, that the city of least expenditure has the worst schools, nor the converse, as cities vary a great deal in the matter of economical administration. Another feature worthy of consideration is the fact that the cost of living varies widely in the various cities, and for that reason a different wage scale is established for the payment of teachers. THE bureau’s exhibit AT ST. LOUIS. 1169 KINDERGARTENS-^PRIVATE SCHOOLS. (62) Kindergartens in the United States — Number of schools, of teachers, and of pupils for certain years. Years. Kinder¬ gartens. Teach¬ ers. Pupils. 18T3 . 42 232 544 1,311 2,884 3,244 73 524 1,256 2,532 5,764 5,935 1,252 8,871 25,925 65,296 143, 720 205,432 1880 . 1887 . . . 1892. . . . 1898 . . . . . . . 1802 . Statistics of kindergartens were first collected by the Bureau of Education in 1873, and the work has been continued at intervals since that time. The Annual Report of the Commissioner for 1902 shows that 289 cities of a, minimum poi^ula- tion of 4,000 maintain kindergartens as a part of the regular public school system, there being 2,202 kindergartens in these cities. The table given here shows a total of 3,244 public and private kindergartens. The tendency is toward public foster¬ ing of this important branch of education, the number of cities maintaining kin¬ dergartens having been increased by 100 in the last four years. (63) Private and public schools co^nimred. Elementary schools. Secondary schools. Higher institu tions. Public. Private. Public. Private. Public. Private. Per cent. Per cent. Per cent. Per e'enfr ' Per cent. Per cent. United States . 93.3 6.7 77.0 23. 1' 40.5 59.5 N orth Atlantic States . 90.2 9.8 77. 6 22.4 .31.3 68.7 South Atlantic States . 9.5.4 4.6 54.7 4.5.3 34.3 65. 7 South Central States . 95.1 4.9 58.5 41.5 34.7 65.3 North Central States . . . 93.2 6.8 84.7 15.3 46.4 53.6 Western States . 94.9 5.1 78.3 21.7 68.6 31.4 The comparison of the attendance in the public schools with the corresponding item in the private schools indicates that as between the three grades of educa¬ tion the elementary branch is almost entirely under public control, secondary- education is three-fourths public and one-fourth private, and in the higher insti¬ tutions the attendance in institutions under private control is nearly 50 per cent greater than in similar institutions under public control. These observations apply with a fair degree of uniformity throughout the entire ccuiitry in elemen¬ tary education and in higher institutions with the exception of the North Central and the Western States. The figures relating to secondary schools show that the North Atlantic and Western States vary very little from the average of the whole country. The greatest variation from the average is in the Southern States, where possibly secondary education as a measure of public polity has not received as full sanction as in some other sections. ED 1903- ■74 1170 EDUCATION EEPOET, 1903, EDUCATION OF THE COLORED RACE. (64) Projjortion of the white and of the colored race in the population 5 to 18 uears and proportion enrolled in^mblic schools, 1902. ’ Percentage of the .whole. Per cent of per¬ sons 5 to 18 years enrolled. White. Colored. White. Colored. Alabama . 53 90 Aft in 42. 71 Arkansas . . . 72. 18 4d. iU f>7 CO 69. 24 Delaware . 81* 85 /Ci , ov IQ 1 7 0, 98 70. 88 District of Columbia _ 67*. 53 56. 72 lo. ID ^9 A7 76. 70 69. 09 77.90 57.00 56.39 Florida . . O/v. ‘K jo 92 4 0. 54 7n cn Georgia . - 51 70 4D. /Co AA 9A 70. 59 Kentucky . 87. 19 4o. /C*t 19 21 76. 56 O'Q 1 1 Louisiana . . 5l! 50 liC, Ol 40. 11 71 . 84 Maryland . 79* 75 ^0. ou 9n 51. 85 fUl CiA 32. 36 Mis3issi])iDi . . 40 06 /C\J, OD Qi OU. U4 68. 82 64.69 68.22 66.31 49.58 Missouri. . . 95! 12 Ov. y4 A QQ 83. 23 North Carolina . 65. 28 4, 00 0 4 79 74. 90 South Carolina . dS. 97 04. HQ 74. 12 Tennessee . 75! 85 Ol. uo 9A 1 f; 68. 46 Texas . 78.68 /C*±, ID 21 R2 79. 09 67. 61 fil 79 QC OQ 0/ . DO 63. 41 ■West Virginia . . 01. i ^ OA 9/1 00. /Co 0 cn 70. 2o 54. 11 68.15 VO, 4\J 0. oU 78. 48 (65) Improvement in the education of negroes in the former slave States— Proportion of colored males of voting age ivho could read and write in 1870 and in 1900. State. 1870. 1900. State. 1870. 1900. < Alabama . t Arkansas . J Delaware . . District of Columbia Florida . Georgia.. . Kentucky . Louisiana . Maryland _ Per cent. 7.0 11.6 27.9 25.1 10.8 6.9 14.5 11.9 30.7 Per cent. 40.5 55.2 57.3 73.9 60.6 4.3.6 50.5 38.7 59.5 Mississippi . . . Missouri . North Carolina . South Carolina . Tennessee . Texas. . Virginia. . . West Virginia . Per cent. 10.1 24.6 12.0 17.1 12.8 8.4 9.1 19.8 Per cent. 46.8 68.1 46.9 45.3 52.4 54.9 47.5 6,2.2 The figures of 1870 are those of the first census taken after emancipation. It will be noted that the States bordering on the free States of the North showed by that census the largest proportion of males able to read and write, and with few exceptions the same may be remarked of the later statistics. Georgia shows the largest percentage of increase. THE BUREAU S EXHIBIT AT ST. LOUIS. 1171 EDUCATION IN ALASKA. (66) Appropriation by United States Congress for schools controlled by the Bureau of Education and. for the introduction of reindeer into Alaska. Year. For schools. Iiitro- diiction of rein¬ deer. Year. For schools. Intro¬ duction of i-ein- deer. 1884- - . $25,000 15,000 25,000 40,000 50,000 50,000 50,000 40,000 30,000 30,000 1895-96 . $30,000 30,000 .30,000 30,000 30,000 38,970 26,912 19,743 $7,500 12,000 12,000 12,000 25,000 25,000 25,000 25,000 1886-87 _ _ 1896-97 1887-88 . . 1897-98.. . 1888-89 . . . 189.1-99 . 1889-90 . . . . 1899-1900. . . .. 1890-91 . - . . . 1900-1901 . 1891-92 . 1901-2 _ 1891-93 . 1902-3....'. . 1893-94 . . . $6,OOC 7,500 Total . . 590,625 1.57,000 1894-95 . - (67) Enrollment of children in sch ools of Alaska controlled by the Bureau of Education. Year. Enroll¬ ment. Year. Enroll¬ ment. 1893 . 794 807 1,030 1,197 1,395 1898 . 1,250 1,369 1,723 1,681 1,791 1894 . ^ 1899 . . . . . 1895 . - _ _ _ 1900 . . . . . . . 1896 . 1901 . . . 1897 . - . 1902 . . . In addition to the 38 Government schools under the direction of the Bureau of Education, 12 mission schools and 8 local systems of school^ ,_^C^mamtained in Alaska. The Bureau has not been successful in obtaining ifeliable statistics of these schools owing to the difficulty of communication, but it naay be estimated with fair accuracy that about 3,600 students are enrolled in all classes of schools in the Territory of Alaska. In addition to the students reported as enrolled in the local schools about 100 students are maintained at present out of the Alaska appropriation at the Carlisle Indian School. 1172 EDUCATION KEPOKT, 1903. (68) Showing status of reindeer herds for each year since their introduction into Alaska. Year. Size of herd. Number purchased. Number of fawns born. 1892 . 143 171 124 1893 . 323 79 1894 . 492 120 145 1895 . . . 743 123 276 1896 . . . 1,UC0 1,132 357 1897 . 466 1898 . 1,877 2,538 2,792 3,464 5, 148 6,505 161 625 1899 . . . . 322 638 1900 . . . . . - 29 753 1901 . . . - . - . - . - 500 1,120 1,654 1902 . -- . . . . 30 1903 . 1,695 Congress, in recognition of the growing demand for not only a means of trans¬ portation bnt also a food supply which would be constant, appropriated $3,000 in 1892 for the introduction of reindeer into Alaska. The reindeer thus provided for were purchased in northern Siberia and transported with much difficulty to Alaska. The total amount appropriated for this purpose up to the present time is $157,000. This work, as well as the supervision of schools in Alaska, has teen under the Bureau of Education. This table shows the successful outcome of reindeer culture in far northern Alaska. I THE BUEEAU’S EXHIBIT AT ST. LOUIS. 1173 ORGANIZATION OF THE BUREAU OF EDUCATION. (69) The working force of the Bnreaii, consisting of 46 persons, is divided into 7 administrative divisions or sections, namely: (1) The Commissioner of Education, and the chief clerk and assistants. (2) The division of statistics, the work of which is done by 11 specialists and clerks under the statistician. Its duties are the collection and compi’ ition of statistics of education in the United States for use in the publications and in the correspondence of the Bureau. (3) The division of correspondence and records consists of 9 clerks under the direction of the chief clerk. Its duties are to attend to the routine correspondence of the Bureau, address the labels for mailing documents, and number, file, and index all letters received and letters sent. (4) The division of editorial work is conducted by 8 members, whose duty it is to prepare all matter issued by the Bureau for the printer, to revise manuscript, and to read proof. Included in this division also are the translators and specialists in foreign educational systems. (5) The library and museum division, the work of which is conducted by the librarian, an assistant, and 3 clerks. In addition to the regular work in connec¬ tion with the Bureau’s comprehensive pedagogical library, this division has the duty of the systematic filing of educational reports and college catalogues. (6) Through the United States agent of education in Alaska and his assistants the Bureau has established and manages 33 schools in Alaska, and is introducing the domestic reindeer of Siberia as an industrial department of the schools, a food supply for the natives, and a means of transportation. The number reached 6,505 in 1903. (7) The laborers, numbering 7, have various duties in connection with the details of office work. PUBLICATIONS OF THE BUEEAU OF EDUC^^.flON. (70) The publications of the Bureau consist of — First. An annual report, containing statistics and general information concern¬ ing the educational systems of the States, Territories, and cities; universities and colleges; professional, special, and scientific schools; academies, preparatory schools, and kindergartens, with a summary of the progress of education in for¬ eign countries. Second. Special reports on subjects pertinent to the times. Third. Circulars of information on important questions of educational work or history, which are issued in yearly series. Fourth. Occasional bulletins on matters of current educational interest. (a) Thirty-three annual reports, comprising 46 volumes, have been issued, and another (for the year 1902-3) is in preparation. (b) Twenty-five special reports have been issued. (c) One hundred and twenty-five circulars of information have been issued, and two are com plete in manuscript. (d) One hundred bulletins and other minor documents have been issued. A request for publications from a person unknown to the Bureau should be indorsed by a Senator or Representative in Congress or a superintendent of I schools. 1174 EDUCATION REPORT, 1903. WALL CHARTS. EDUCATION IN THE UNITED STATES OF AMERICA— PROGRESS IN TWENTY-FIVE YEARS. (71) 1877. 1903. Total population, estimated . . . 46,112,700 14,035,800 78, .544, 816 33,316,863 School population (5 to 18 years) , estimated . Public schools. Enrollment of pupils . . 8,965,006 5,436,595 15,935,887 10,999,373 Average daily attendance . Teachers: Male . 114,313 153,738 367,050 $198,5.54,584 $.54,973,776 $79,439,836 133.4 133,393 317,304 439,596 $601,571,307 Female . . . . . . Total . . . Value of school property . . . . Expenditure for instruction . . . . $150,013,734 Total expenditure . . . . . $335,308,465 145 Average number of days in school year . High schools. Institutions . . . . - 1,340 6,759 98,485 8,137 33,318 Teachers . . . - . Students . . . 655,301 Koi'inal schools. Institutions . . 153 383 Teachers . - _ _ _ 1,189 37,765 3,377 Students . 65,068 Universities and colleges. Institutions . . . . 433 530 Professors and instructors . . . 4,865 66,737 17,898 161,075 Students . , . ScTtofils of medic iney law, and theology. Institutions . - . 349 404 Professors and instructors . . . . . 1,799 7,318 48,076 Students . . . . . 16,433 The items used in this table were taken from the Reports of the Commissioner of Education for the years named. The figures shown will be found interesting over and above the mere fact of general progress in the amount of improvement recorded in each particular. Bifiiir THE bureau’s exhibit AT ST. LOUIS. 1175 SEX OE TEACHEES IN THE PUBLIC SCHOOLS OF THE UNITED STATES. (72) state or Territory. Number of teach¬ Percentage of male teachers. ers, 1902. 1902. 1890. 1880. 0,303 457 49 04 Arizona . - . - . . 20 39 4S Arkansas . - . . . 7,723 8,072 3,947 4,318 57 69 78 10 21 34 Colorado . . . . 19 26 36 9 13 23 Delaware . - . - . . . 831 25 31 47 1, 323 2, 799 10,519 1,238 27,180 018 13 13 8 Florida . - . 32 48 62 38 53 65 29 33 57 2-5 33 40 39 10,039 29,073 11. 709 44 51 58 14 21 34 Kansas . . . . . 29 41 45 Kentucky . . . . 9; 501 4,271 0,034 5,030 13, 622 49 50 65 Louisiana . . . - . 32 45 40 Maine . . . . . 14 16 27 Mai’yland . . . - . - . 21 28 43 Massachusetts . . . . . 9 10 13 Michigan 10,054 12, 005 19 22 29 Minnesota . . . . . . - . 10 24 36 Mississippi . . . . 8,515 10,347 1,221 9,029 319 40 50 61 Missouri . . . . . . . . . . 34 44 58 Montana . . . 10 23 39 Nebraska . . 19 27 41 Nevada _ _ _ _ 12 16 47 N e w Hampshire . . . . . . 2,370 9 10 17 New Jersey.- . . . . . . . . 7,938 710 13 18 29 N ew Mexico . . . . . . . . . . 54 62 78 New York . . . . . . . . 30,030 8,731 4,583 20,410 2,915 4. .5ft? . 14 17 26 N orth Carolina . . . . . .. 46 59 71 North Dakota _ _ _ _ _ _ _ _ _ _ _ 26 28 41 Ohio _ _ _ _ 38 43 48 Oklahoma . . . . . . Oregon . , ■ 2.5 43 48 Pennsylvania . . . . ,S0.04ti' 28 34 46 Rhode Island . . . . . 2,002' 5,832 5, 052 9 13’ 20 South Carolina . . . . . . . ' 44 50 GO South Dakota . . . . . 20 29 41 Tennessee . . . . . 9,484 10,170 1,593 3,900 9,008 4, 159 7,300 13,150 570 52 62 74 Texas . . . . . . . . . . 44 61 75 Utah . . . - . - - . - . 35 47 55 Vermont . . . . . 12 12 17 Virginia . 30 42 02 Washington . . . . . . . . . 25 41 37 West Virginia . 54 63 75 W isconsin . . . . . 17 20 22 29 Wyoming . . . . . 10 44 1 United States . . . 439,590 28 85 43 1176 EDUCATION EEPORT, 1903. ESTIMATED NUMBER OF PUPILS IN THE SEVERAL GRADES OF THE PUBLIC SCHOOLS IN THE UNITED STATES IN 1902. (73) Elementary: First grade - - - 5, 149, 296 Second grade _ 2, 912, 462 Third grade - 2, 426, 263 Fourth grade _ 2, 168, 956 Fifth grade _ 1,288,114 Sixth grade _ 700,885 Seventh grade _ 405, 693 Eighth grade - 323, 607 Total elementary _ _ _ _ _ 15, 375, 276 High school: First year _ _ _ _ _ _ 243, 433 Second year - - - 147, 192 Third year _ 101,903 Fourth year _ 73, 596 Total high school _ 566, 124 These estimates are based on the returns from localities throughout the country from which reliable statistics could be obtained, and it is believed that they are approximately correct. It has been found impossible to collect complete statistics giving enrollment by grades owing to various causes. AGES OF CHILDREN IN THE PUBLIC SCHOOLS IN 1900. 4 , (74) Ages. Number in the United States. 1 Estimated number in j the .public schools. Per cent in the public schools. y pa.rH . . . . 1,808.569 1,832,613 1,782,918 1,780,445 1,669,578 1,740,628 1,583,131 1,637,509 1,550,402 1,568,564 1,533,018 1,561,503 1,489,146 728,708 1,3.50,027 1,455,882 1,531,054 1,546,395 1,547,929 1,466,620 1, 445, 143 1,251,844 l,o60,874 776,266 567,625 394,269 228,584 40.3 6 years . . . - . - . 73.7 7 years . . . . . . . 81.7 8 years . . . 86.0 9 years . - . - . . 92.6 10 years - - . . . . 88.9 li years . . . - . 92.6 12 years . - . . - . - . 88.3 13 years . . . - . 80.7 14 years . . . . . . . . 67.0 1.5 years . . . . . . . . 50.6 16 years _ _ _ _ - . 36.4 17 years . - . . . - . - . 26.5 18 years _ . . . - . Total . . . . . . 21,538,024 15,341,220 71.2 The number of children of each age specified was obtained from the census reports of 1900, while the number of children of each age enrolled in the public schools is the result of estimates made in the Bureau of Education. The basis for these estimates was derived by careful study of the relation of enrollment to the total number of children of each age in various sections of the country. THE BUREAU S EXHIBIT AT ST. LOUIS. 1177 AVERAGE AGE OF PUPILS ON ENTERING ON THE WORK OF EACH GRADE, OR YEAR’S WORK, OF THE CURRICULUM. (75) Grades. Estimated number in grade. Average age. Elementary: First grade . 5,149,296 2,9 2,462 2,426,263 2, 168,956 1,288,114 700,885 405, 693 323,607 243,433 147, 192 101,903 73,596 Years. 6 n 9 10 11 12 13 m 15^ 16.1 Second grade... . . . . . . Third grade _ _ _ _ _ Fourth grade . . . . . . . . Fifthgrade . . . . . . . . . . . Sixth grade . . Seventh grade . . . . Eighth grade . High school: First year . . . Second year . . . . . . . . . . Third year . . . . . . . Fourth year . . . . . . . . . Total . . . . . . . . . 15,941,400 8f GRADUATES OF PUBLIC NORMAL SCHOOLS. (76) state. 1880. 1890. 1902. i State. 1880. 1890. 1902. Alabama . 16 97 73 Nebraska . 40 82 106 Arizona . . . 2 25 New Hampshire. . 21 34 Arkansas 5 New Jersey .... 37 136 306 California 172 207 206 New Mexico . 25 Colorado . _ _ . 74 New York . . 643 954 1,693 Connecticut . . . 37 T07 178 North Carolina . 9 ^9 66 District of Columbia _ 39 40 128 North Dakota . 19 Florida . 25 Ohio . . 150 183 Georgia . . . 89 Oklahoma . . . 93 Idaho _ - 28 Oregon . . « . . 34 ' 45 Illinois . . 47 129 421 Pennsylvania . 4T4 525 1,699 Indiana 44 72 120 Rhode Island . 19 37 Iowa . 30 73 152 South Carolina . . 31 30 K’a.n sas 11 53 143 South Dakota . 10 65 Kentucky . 36 45 Tennessee . 31 108 Louisiana . 8 109 Texas . 40 82 54 Maine 122 117 164 ! Ulah . . . . 17 Maryland , . . 50 68 85 Vermont . . . 92 68 119 Massachusetts 270 411 506 Virginia . 48 84 83 Michigan . 55 116 338 Washington . 3 69 Minnesota . . ... 85 191 323 West Virginia . 44 70 49 Mississippi . . 8 4 25 Wisconsin . 118 137 510 INXissouri - 205 131 113 Montana . 4 United States . 2,943 4,413 8,598 In the decade from 1880 to 1890 the number of normal graduates increased 50 per cent and in the twelve years following 94 per cent. It will be seen that the numbers in nearly every State show substantial increases over the figures for the preceding date. In addition to public normal schools several other classes of schools maintain normal departments, the Report of the Commissioner of Educa¬ tion for 1902 showing that 234 public and private colleges and universities and 725 public and private high schools maintain normal-training departments. The private normal schools number 109. The Report named estimates that the grad¬ uates from these sources raise the total number of normal graduates for the year to 15,000. 1 1178 EDUCATION REPORT, 1903. AMOUNT EXPENDED FOR EVERY"' $1,000 OF TRUE VALUE OF PROPERTY BY THE LARGEST CITY IN EACH OF 36 STATES. (77) City. For all pur¬ poses. For schools. New York, N.Y . . $19. 89 11.88 $3. 81 4.38 Chicago, Ill . J Philadelphia, Pa _ 16. 59 2.88 St. Louis, Mo. .. 14.71 2.56 Boston, Mass . 19.00 2.64 Baltimore, Md . Cleveland, Ohio . 12.39 12.23 2.30 3.19 San Francisco, Cal . . . New Orleans, La . 8. 65 29. 55 1.69 3.28 Detroit, Mich . 11.48 2.46 Milwaukee, Wis . 13.55 2.77 Washington, D. C . 21.17 4.64 Newark, N.J . . . 24.04 5.23 Louisville, Ky . . . . 16.39 3.03 Minneapolis, Minn . . 17.28 4.32 Providence, R. I . . . Indianapolis, Ind . 17.97 8.80 i 3.83 2.88 Denver, Colo . . . 14.06 5.05 City. New Haven, Conn ... Omaha, Nebr . Memphis, Tenn . Portland, Oreg . Atlanta, G a . Richmond, Va . Seattle, Wash . Wilmington, Del . Des Moines, Iowa . . . . Manchester, N. H _ Charleston, S. C _ Salt Lake City, -Utah San Antonio, Tex _ Kansas City,Kans ... Portland, Me . Wheeling, W. Va _ Birmingham , Ala . . . . Little Rock, Ark . For all pur¬ poses. For schools. $14.60 $3.85 15.88 4.31 14.49 2. 22 6.64 1.86 14.72 2. 11 14.78 1.45 15. 63 3.69 15.32 4.45 13.08 . 4.80 13. 96 2.78 17.33 2.21 16. 41 5. 49 9.05 2.34 14.89 3.16 15.02 3.02 13. 11 2.82 14.00 1.72 5.08 1.94 The figures given in this table were deduced from statistics collected by the Bureau of Labor for the year 1902. It registers fairly what each city named is relatively doing for education. It will be noted that the sums named are strictly for maintenance and operation, all items of capital outlay being excluded. PROGRESS OF PUBLIC AND PRIVATE HIGHER EDUCATION IN THE UNITED STATES IN TWENTY YEARS. Institutions . . College teachers . College students . . Graduate students . Endowment funds . Material equipment . . Annual income: From nation . From State . . . From private endowment From fees _ _ _ _ Miscellaneous _ _ Total income . . (78) 1883, 1902. Per cent of increase. Public . . . Private . . (Public ... (Private -. jPublic ... tPrivate . . iPublic ..- (Private.- iPublic... \Private .. (Public ... (Private .. 62 310 913 2,926 9,664 27,661 146 385 $15,422,809 $39,273,940 $15,477,806 $38,457,422 102 428 3,667 7,043 39,385 61,679 1,713 4,033 $35,089,318 $151,248,312 $56,878,293 $153,085,664 65 38 302 141 308 123 1,073 i 948 i 128 2 5 t 267 398 ; Public . .. Private . . (Public... tPrivate .. jPublic . .. tPrivate .. (Public ... tPrivate .. (Public tPrivate jPublic tPrivate $827,661 $951,713 $44,240 $158,130 $2,369,686 .$270,078 $2,075,184 $2,979,707 $951,713 $141,0)7 $684,912 $6,325,444 $1,693,281 $9,385,497 $1,440,206 $2,015,987 $13,802,394 $17,867,965 THE BUKEAU’S EXHIBIT AT ST. LOUIS. 1179 FEDERAL AID TO COLLEGES OF AGRICULTURE AND MECHANIC ARTS. (79) state or Territory. Alabama.- . Arizona _ Arkansas . . California _ Colorado... . Connecticut _ Delaware . . . Florida. . . Georgia . — Idaho _ Illinois . . Indiana _ Iowa - - Kansas . — Kentucky _ Louisiana _ Maine . . Maryland . . Massachusetts . . . Michigan . . Minnesota _ Mississippi _ Missouri . . Montana . . Nebraska . . Nevada . . New Hampshire New Jersey . N ew Mexico _ New York . . North Carolina.. North Dakota .. Ohio . Oklahoma _ Oregon _ Pennsjdvania ... Rhode Island . . . South Carolina _ South Dakota _ Tennessee. . . Texas . . Utah . Vermont _ Virginia . . Washington _ West Virginia.. Wisconsin . Wyoming . . Total . In lands. In money— Total to June act of 1890. 30, 1904. $253,500 130,000 741, 452 240,145 135,000 83,000 154.300 242, 202 900,000 613, 427 340,000 594,488 492,381 165,000 182,313 118.300 118,000 219,000 1,069,454 570,576 449,659 409.881 192,500 318,000 93,000 80,000 116,000 688,576 125,000 1,059,482 524,146 131,556 427,291 50,000 191,800 804,585 396,000 209,000 269,696 135,500 516,468 900,000 90,000 303,460 111,450 15,955,588 $320,000 320,000 320,000 320,000 320,000 320,000 320,000 320,000 320,000 272,000 320,000 320,000 320,000 320,000 320,000 320,000 320,000 320,000 320,000 320,000 320,000 320,000 320,000 272,000 320,000 320,000 320,000 320,000 320,000 320,000 320,000 320,000 320,000 289,000 320,000 320,000 320,000 -.-^•^5'^,000 \ 320, 000 \320, 000 320,000 320,000 320,000 289,000 320,000 320,000 320,000 15,202,000 $573,500 320,000 450,000 1,061,452 560. 145 455,000 403,000 474. 300 562, 202 1,172,000 933, 427 660,000 914,488 812,381 485,000 502,313 438. 300 438,000 539,000 1,389,454 890,576 769,659 729, 881 464.500 633,000 413,000 400,000 436,000 320,000 1,003,576 445,000 1,379,48.2 844.146 289,000 451,550 747,291 370,000 511,800 1,124,585 716,000 529,000 589,696 455.500 836, 468 1,189,000 410,000 623,460 431,450 31,157,588 GOVERNMENT REINDEER IN ALASKA. (80) Year. Fawns surviv¬ ing. Pur¬ chased. Size of herd at end of year. 1892 . . . . . . . . . . 171 171 1893. . . . . . - . . . 79 124 346 1894 . . . . . . . . . . 145 120 588 1895. . . . - . . 1896 . ... 276 357 123 891 1,100 1,466 1,918 2,693 3, 179 4,002 5,148 6,505 1897 . . . . 466 1898 . . . . . . . . 625 161 1899 . . . . . . 638 322 1900. _ _ _ _ _ _ _ _ 756 29 1901 . . . . . . . 1,110 200 1902 . - . . . . . . . . . . . . 1,654 1,877 30 1903 . . . . 1180 EDUCATION EEPORT, 1903, ELEMENTARY SCHOOL COURSE, APPROVED BY COMMITTEE OF FIFTEEN.® (81) Branches. First year. Second year. Third year. Fourth year. Fifth year. Sixth year. Seventh year. Eighth year. Reading . . 10 lessons a week. 5 lessons a week. Writing . 10 lessons a week. 5 lessons a week. 3 lessons a week. j Spelling lists _ 4 lessons a week. English grammar.. Oral, with composition lessons. f>5 lessons a week with text-book. 5 lessons. Arithmetic.. . Oral, sixty min¬ utes a week. 5 lessons a week with text-book. 5 lessons a week. Geography. . Oral, sixty minutes a & 5 lessons a week with text-book, week. 3 lessons a week. Natural science + hygiene. Sixty minutes a week. United States his¬ tory. 5 lessons a week. United States Con¬ stitution. 65 les¬ sons. ( General hicstory Oral, sixty minutes a week. Physical culture . . Sixty minutes a week. Vocal music . Sixty minutes a week, divided into 4 lessons. Drawing . Sixty minutes a week. Manual training or sewing -t-cookery. One-half day each. « Number of lessons. 1 20+7 daily exercises. 20+7 daily exercises. 20+5 daily exercises. 24+5 daily exercises 27+5 daily exercises. 27+5 daily exercises. 23+6 daily exercises. 23+6 daily exercises. Total hours of reci¬ tations. 12 12 Ilf 13 161 161 m 171 Length of recita¬ tions. 15 min. 15 min. 1 20 min. 20 min. 25 min. 25 min. 30 min. 30 min. « Committee on secondary school studies appointed by the National Educational Association. b Begins in second half of year. 1181 THE bureau’s exhibit AT ST. LOUIS. LIBRARIES. (82) Libraries of 1,000 volumes and over in 1903. State or Territory. Libra¬ ries. Volumes. 58 240,591 31, 197 189,529 2,142,867 468,741 1,824,442 133,755 2, 712,693 87,279 364,196 41,335 3,170,932 9, 200 8 Arkansas . . :85 California . m Colorado . 77 Connecticut . . . 223 Delaware . 17 District of Columbia _ 90 Florida . . . 26 Georgia . 66 Idaho . U Illinois. 395 Indian Teridtory . 5 Indiana . . . . 197 1,175,945 1,100,011 679,205 582,018 380, 984 921,853 Iowa . 233 Kansfts . 145 Kentucky . . 85 Louisiana . 54 Maine . . . 167 Maryland . 89 1,303,964 7,616,994 1,586,709 940,688 196, 400 1,194,247 206, 210 Massachusetts _ 624 Michigan . . 234 Minnesota . . 170 Mississippi . . 46 Missouri . . . 183 Montana . 31 State or Territory. Libra¬ ries. Volumes. Nebraska . . . 82 417,295 Nevada . . 5 3;5,644 New Hampshire . 169 900,296 New Jersey . 200 , 1,464,551 New Mexico . 11 45,361 New York . . . 924 9,079,863 North Carolina . . 84 374, 778 North Dakota . . 25 69, 193 Ohio . . . . 354 2,841,401 Oklahoma _ 11 50,282 Oregon . . . . . 31 152,225 Pennsylvania _ _ 491 4,580,312 Rhode Island . . . 89 851,394 South Carolina . . . 54 :162,653 South Dakota _ _ 37 109,087 Tennessee . 86 454,762 Texas. . 104 420,517 Utah.... . 24 109,210 Vermont . . 119 566,275 Virginia . . 85 532,811 Washington . . 40 233, 152 West Vii’ginia . . 37 152,893 Wisconsin. . . 229 1,257,747 Wyoming . . . 9 57,315 United States . 6,869 54,419,002 (83) Libraries supported by taxation. State or Territory. 1891. 1903. State or Territory. 1903. Alabama . 3 13 N ebraska 5 ’ 46 Arizona . . . 7 Nevada . 1 3 Arkansas . 1 12 New Hampshire 37 108 California . . . . . 23 188 New Jersey . 6 62 Colorado. 8 46 New Mexico 1 7 Connecticut . . 17 80 New York . 113 417 Delaware .. . 1 7 North Carolina 1 20 District of Columbia . 36 46 North Dakota . . . . 1 18 Florida . . . . . 8 Ohio . . . . 37 160 Georgia . 3 15 Oklahoma 10 Idaho . . . 9 Oregon . . . . . 3 9 Illinois . . . . . 68 207 Pennsylvania . 26 131 Indiana 1 2 Rhode Island 20 46 Indian Territory _ _ 33 123 South Carolina . . 2 14 Iowa . . 26 134 South Dakota 3 25 Kansas _ 23 74 Tennessee _ _ 1 12 Kentucky 2 22 Texas . •. . . 9 38 Louisiana _ _ 2 12 Utah _ _ _ 2 11 Maine . . 24 53 Vermont . 5 48 Maryland . 11 15 Virginia . . 4 16 Massachusetts 192 276 Washington . 1 22 Michigan . . 58 150 West Virginia . 2 23 Minnesota . 17 116 Wisconsin . 32 176 Mississ ppi . 4 18 Wyoming . . 3 8 IVlis'^onTi’ 9 63 Montana . 2 22 United States . 879 3,148 1182 EDUCATION REPORT, 1903. (84) Libraries — Volumes per 100 people. State or Territory. 1875. 1903. State or Territory. 1875. 1903. Alabama . . . 5 12 Nebraska . 10 39 Arizona _ _ 13 22 Nevada 29 78 Arkansas _ _ _ 1 14 New Hampshire 57 213 California. _ _ 42 133 New Jersey 26 72 Colorado _ _ _ . 12 77 New Mexico 4 18 Connecticut _ _ _ _ 68 191 New York . 43 118 Delaware . . . .. _ 31 72 N orth Carolina . 9 19 District of Columbia. . . 508 919 North Dakota . 4 19 Florida . . . . . 6 16 Ohio 20 67 Georgia . . . . . . 8 16 1 Oklahoma _ .. 10 Idaho _ _ _ 8 21 Oregon . A . 20 35 Illinois.... . . . . . 15 64 1 Pennsylvania. 31 69 Indiana _ _ _ _ _ 11 46 Rhode Island 81 189 Indian Territory _ _ 2 1 South Carolina 13 26 Iowa _ _ ! . . . 9 50 South Dakota . 4 25 Kansas . . 6 46 Tennessee 9 22 Kentucky . . . 13 26 ! Texas 4 13 Louisiana 15 26 Utah _ _ _ _ _ _ 8 88 Maine . . . . . 33 131 Vermont 36 163 Maryland _ _ 43 105 Virginia _ _ 17 28 Massachusetts... . . 1 129 255 Washington . . 15 35 Michigan _ _ _ _ 1 13 64 West Virginia 6 16 Minnesota _ _ 10 49 Wisconsin 14 59 Mississippi _ _ 3 12 Wyoming. 22 62 M issoui'i 13 37 Montana . 4 74 i United States 26 68 (85) Groivth of libraries — Percentage of increase in volumes. State or Territory. 1875 to 1885. 1885 to 1896. 1896 to 1903, State or Territory. Alabama . ..... . 54 38 105 N ebraska . . Arizona . . . 187 134 79 Nevada . Arkansas . . 519 101 116 New Hampshire. . . California . 153 78 64 New Jersey Colorado . 413 434 56 New Mexico Connecticut . 68 66 66 New York . Delaware . . 47 38 51 North Carolina . District of Columbia ... 58 50 51 North Dakota . . 1 Florida . 77 97 101 Ohio Geoi’gia . 101 23 35 Oklahoma . . Idaho . 279 88 217 Oregon . Illinois . 101 114 74 Pennsylvania . Indian Territory . 327 73 317 Rhode Island . Indiana . . 85 76 80 South Carolina . Iowa . . . i:i6 112 81 South Dakota . Kansas . 298 101 124 Tennessee . . Kentucky . 39 25 83 Texas . . . Louisiana . 3 63 79 Utah Maine . . . 67 53 70 Vei’mont . Maryland . . . • 64 64 32 Virginia . Massachusetts . 64 56 40 , Washington . Michigan . 156 105 63 West Virginia Minnesota . 162 200 101 : Wisconsin . Mississippi . 179 87 18 1 Wyoming . . . Missouri _ _ _ 57 81 74 1 Montana . 876 467 198 United States. . .. 1875 to 1885. 1885 to 1896. 1896 to 1903. 233 181 84 73 92 29 73 81 51 66 84 83 199 1 242 49 77 73 28 50 71 470 441 392 73 59 79 327 73 875 77 101 69 53 56 54 84 50 47 59 36 56 470 441 213 44 76 43 18 128 220 154 111 120 71 76 58 30 11 56 93 516 204 6 54 231 115 72 101 232 138 341 69 70 65 THE BUREAU S EXHIBIT AT ST. LOUIS. 1183 SECONDAEY SCHOOL COTJESE, APPEOVED BY COMMITTEE OF TEN. (86) Year. I. Modern Languages Course. Two foreign laiiguage.s (both modern). English Course. One foreign language (ancient or modern). Periods. French [or German] begun . 5 English . 4 Algebra . 4 IHistory . 4 Physical geography . 3 20 Periods. Latin, or German, or French . 5 English . 4 Algebra . 4 History . 4 Physical geography . 3 20 II. French [or German] . 4 Engiuili . 2 German [or French] begun . 5 Geometry . 3 Physics . 3 Botany or zoology . 3 20 Latin, or German, or French . . 5 or 4 English . . . 3 or 4 Geometry . 3 Physics . 3 History . 3 Botany or zoology . 3 20 III. [French [or German] . 4 English . 3 German [or French] . 4 Astronomy (half year) and meteorology (half year) . 3 History . 2 20 Latin, or German, or French . . 4 Asti'onomy (half year) and meteorology (half year) . . . . . 3 'fas in the Latin-Scientific . 2l . Hi.stoiy<’^^^.ti^j^j^j . ..2/ ^ 20 IV. [French [or German] . 3 in Classical . 21 . Englishj^^^j^.^^j^j . 2f ^ German [or French] . 4 Chemistry . 3 Trigonometry and higher algebra] or 1 . 3 [History . j Geology or physiography (half year)] and 1 .j Anatomy, physiology, and hygiener* (half jmar).' . . ...} 20 Latin, or German, or French . 4 Lnglish|j^dditional . . . . 2/ ^ Chemistry . 3 Trigonometry and higher algebra . 3 History . 3 Geology or physiograpliiY (half year)] t and 1 o Anatomy, physiology, and hygiene]"' ^ (half year) . J 20 1184 EDUCATION EEPORT, 1903. Secondcu'y school course ax)proved hy committee of ten — Continued. Year. Cl.\ssical Course. Three foreign languages (one modern). L-^tin-Sciextipic Course. Two foreign languages (one modern). I. Periods. Latin . 5 English . 4 Algebra . 4 History..- . 4 Physical geography . 3 20 Periods. Latin . 5 English . 4 Algebra.. . 4 History . 4 Physical geography . 3 20 II. Latin. . 5 English . 2 German [or French] begun a . 4 Geometry . 3 Physics . 3 History . 3 20 Latin . 5 English . - . 2 German [or French] begun . 4 Geometry . 3 Physics. . 3 Botany or zoology . 3 20 III. Latin . 4 Greek « . 5 English . 3 German [or French] . 4 Mathematics |} 4 20 Latin . 4 English . 3 German [or French] . 4 MathematiC8{AJ,|ebia^.-............. || ^ Astronomy (half year) and meteorologyl o (half year) . . . / ^ History . 2 20 1 IV. [Latin . 4 Greek . 5 English . 2 German [or French] . 3 Chemistry . 3 Trigonometry and higher algebra) or [ _ 3 History . J 20 Latin . . 4 iTno-iich classical . 21 . English 4 German [or French] . 3 Chemistry . 3 Trigonometry and higher algebra] or > . 3 History . . . j Geology or physiography (half year)] and 1 o Anatomy, physiology, and hygieuef"' (half year) . J 20 rt In any school in which Greek can be better taught than a modern language, or in which local public opinion or the history of the school makes it desirable to teach Greek in an ample way, Greek may be substituted for German or French in the second year of the Classical programme. The committee of ten was appointed by the National Educational Association at the session of 1892, and held its first meeting in November of the same year. Nine conferences on as many different groups of subjects were organized as a result of this meeting. Each of these conferences was likewise composed of ten members, chosen for scholarship and experience. Regard was also had to giv¬ ing equal representation to those experienced in general school affairs and those whose work was of college or university grade. The report of the committee of ten together with the various conference reports was issued in 1894. This was the first concerted movement to bring about a correlation of all the forces in the field of education, and the recommendations embodied in the report of the committee as to courses of study in secondary schools were received with hearty approbation. One authority declares the report “ the most important edu¬ cational document ever issued in the United States.” The four courses of study, each covering four years, are named to correspond with the idea conveyed by the dominant group of studies pursued, viz: Classical course, Latin-scientific course, modern languages course, English course. These courses of study are shown on two charts, each exhibiting two courses. CHAPTER XXIV. LIST OF EDUCATIONAL PERIODICALS IN THE UNITED STATES IN 1903. (1) ARRANGED BY vSTATES. Alabama. Birmingham, Educational Exchange, M., 1903, vol. 8. Huntsville, The Educator, M., 1903, vol. 5. Normal, Normal Index, Y/., 1903, vol. 19. Tuskegee, Southern Letter, M., 1903, vol. 19. Arkansa.'i. Little Rock, Arkansas School Journal, M., 1903, vol. 8. California. Berkeley, University Chi-onicle, Bi-m., 1903, vol. 6. San Francisco, Western Journal of Education, M., 1903, vol. 8. Colorado. Denver, Colorado School Journal, M., 1903, vol. 19. Connecticut. Meriden, Connecticut School Journal, W., 1903, vol. 9. New Haven, Yale Review, M., 1903, vol. 12. District of Columbia. Washington, American Jnnals of the Deaf, Bi-m., 1903, \'ol. 49. Washington, Catholic University Bulletin, Qu., 1903, vol. 9. Washington, University Courier, Qu., 1903, vol. 10. Florida. Gainesville, Florida School Exponent, M.,1903, vol. 11. Tallahassee, Southern School and Home, M., 1903, vol. 2. Illinois. Bloomington, School and Home Education, M., 1903, vol. 23. Charleston, Normal School Bulletin, M., 1903, vol. 1. Chicago, Biblical World, M., 1903, vol. 22. Chicago. Board of Education Bulletin, W., 1903, vol 1. Chicago, Dial (The). M , 1903. vol 35. Chicago, Elementary School Teacher, M., 1903, vol. 4. Chicago, Home Education, M., 1903, vol. 1. Chicago, Journal of Geography, M , 1903, vol 3. Chicago, Kindergarten Magazine, M., 1903, vol lb. Chicago, Manual Training Magazine, Qu., 1903, vol. 5 Chicago, Muse (The), M., 1903, vol. 3. Chicago, Reviewof Catholic Pedagogy, M. 1903, vol. (?), Chicago, School Review, M., 1903, vol. 11. Chicago, School Science, M., 1903, vol. 3. Chicago, Teachers’ Federation Bulletin, W , 1903, vol. 3. iWtnois— Continued. Chicago, University Record, W., 1903, vol. 8. Chicago, University Extension Quarterly, Qu., 1903, vol. 1. Oak Park, Intelligence, Semi-m., 1903, vol. 23. Oak Park, Sc hool Weekly, W., 1903. vol. 9. Taylorsville, School News and Practical Edu¬ cator, M., 1903, vol. 17. Indiana. Indianapolis, Educator-Journal, M., 1903, vol. 4. loiva. Cedar Rapids, The Western Penman, M., 1903, vol. 20. Charles City, Iowa Teacher, M., 1903, vol. 17. Des Moines, Midland Schools, M., 1903, vol. 8. Fort Dodge, Webster County Teacher, M., 1903, vol 13. Keokuk, School Music Monthly, M., 1903, vol. 4. Kansas. Hutchinson, Kansas Educator, M., 1903, vol. 1. Lawrence, Kansas University Science Bulletin, Qu., 1903, vol. 1. Manhattan, Industrialist (The),W., 1903j vol. 30. New Albany, Country School Champion, M., 1903, vol. 7. Topeka, Western School Joi^^ip.l, M., 1903, vol. 20. . Kentuct/ci/. Lexington, Southern School .Journal, M.’ 1903, vol. 14. Louisiana. New Orleans, Teachers' Outlook, M., 1903, vol. 4 Maine. Farmington, Normal (The), M., 1903, vol. 2. Maryland. Baltimore, Johns Hopkins University Circular, M., 1903, vol. 22. Massachusetts. Boston, American Primary Teacher, M., 1903, vol. 22. Boston, Bostonia, Qu., 1903, vol. 4. Boston, Boston Cooking School Magazine, Bi m , 1903, vol. 8. Boston Education, M , 1903, vol. 24. Boston, Home Science ilagazine, M., 1903, vol. 20. Boston, Journal of Education, W., 1903, vol. 68. Boston, Literary World, Semi-m., 1903, vol. 34. Boston, Popular Educator, M., 1903, vol. 21. Boston, Posse Gymnasium Journal, M., 1903, vol 1 1 Boston, Psychic Power through Practical Psy¬ chology, M., 1903, vol. 3. ED 1903 ■75 1185 1186 EDUCATION EEPOET, 1903, ^J(fssac]lnsetts — Continued. Boston, Primary Education, M., 1903, vol. 11. Boston, School Physiology Journal, M., 1903, vol. 13. Bo.ston, Technological Quarterly, Qu., 1903, vol. 10. Cambridge, The People, M., 1903, vol. 5. Salem, Little Folks, M., 1903, vol. 7. Springfield, Kindergarten Review, M., 1903, vol. 14. ^Yorcester, American Journal of Psychology, Qu., 1903, vol. 15. Worcester, School Arts Book, M., 1903, vol. 3. Worcester, Seminary (The), Qu., 1903, vol 10. Michigan. Lansing, Moderator Topics, Semi-m., 1903, vol. ^4. Lansing, Teachers' Sanitary Bulletin, M., 1903, vol. 6. Minnesota. Minneapolis, Minne.sota School Journal, M., 1903, vol 3. Minneapolis, School Education, M., 1903, vol. 2' DELAWARE. Wilmington, George W. Twitmyer. DISTRICT OF COLUMBIA. Washington, A. T. Stuart. FLORIDA. Jacksonville, Georg 3 P. Glenn. Key West, J. V. Harris, e Lake City, T. H. Owens.c Pensa, cola , N . B . Cook . c St. Augustine, R. B. Ruthersford. Tampa, B. C. Graham. c GEORGIA. Albany, S. R. De Jarnette,c L. E. Welsh.d Americiis, J. E. Mathis. Athens, G. G. Bond. Atlanta, W. F. Slaton. Augusta, Lawton B. Evans. Brunswick, N. H. Ballard. Columbus, Carleton B. Gibson. Dalton, B. M. Thomas. Elberton, J. C. Langston. Gainesville, J. W. Marion. Griffin, J. Henry Walker. Lagrange, C. L. Smith. Macon, Jere M.Poitnd. Marietta, E. J. Robeson. Milledgeville, W^. E. Reynolds. Rome, James C. Harris. Savannah , Otis Ashmore . Thomasville, J. C. Wardlaw. Valdosta, R. B. Daniel. Waycross, E. A. Pound. IDATIO. Boise, J. E. Williamson . Pocatello, Walter R. Siders. ILLINOIS. Alton, Robei't A. Haiglii. Aurora: District No. 4 (we,st side), A. V. Greenman, District No. 5 (east side),C. M. Bai’dwell. Beardstown, J. Gladden Hutton. Belleville, George H. Busieck. Belvidere, Arthur J. Snyder. Bloomington, J. K. Stableton. Blue Island, J. E. Lemon. Cairo, Taylor C. Clendenen. Canton, Charles S. Aldrich. Centralia, S. H. Bohn. Champaign, Joseph Carter. Charleston, De Witt Elwood. Chicago, Edwin G. Cooley. Clinton, E. B. Bentley. ILLIN OIS— Continued. Collinsville, Charles H. Dorris. Danville, L. H. Griffith. Decatur, Enoch A. Gastman. Dekalb, Newell D. Gilbert. Dixon, Charles W. Groves. Duquoin, Charles W. Houk. East St. Louis, John Richeson. Edwardsville, Charles W, Parkinson. Elgin, M. A. Whitney . Evanston; District No. 75, Homer H. Kingsley. District No. 74, North Evanston, Nellie E. Trembor.d District No. 78, South Evanston, Fred W. Nichols. Freeport, S. E. Raines. Galena, P. H. Clark. Galesburg, William L. Steele. Harlem, Frank Curtis. Harvey , F. L. Miller. Jacksonville, E. E. W ebster. Jersey ville, J. Pike. Joliet, John J. Allison. Kankakee, F. N. Tracy. Kewanee, A. C. Butler. La Salle, J. B. McManus. Lincoln, B. E. Nelson. Litchfield, C. E. Richmond, Macomb, "W. W. Earnest. Maywood, J. Porter Adams. Mattoon, G. P. Randall. Metropolis City, Edward Longbons. Moline, Gerard T. Smith. Monmouth, B. F. Armitage. Morris, Preston King- Ci>ess. Mount Carmel, W. S. Bojoth. t Mount Vernon, E. E. Vah Cleve. Murphysboro, Edward J. Klemme. Olney , G. D. Wham. Ottawa, W. A. Furr. Pana, Wm. Miner. Paris, H. W’’. Monical. Pekin, O. A. Shotts. Peoria, Newton Charles Dougherty. Peru, Ira M. Ong. Pontiac, Isaac Mitchell. Princeton, M. G. Clark. Quincy, D. B. Rawlins. Rockford, P. R. Walker. Rock Island, Herbert B. Hayden. Springfield, J. H. Collins. Spring Valley, V. R. McKnight. Sterling: District No. 3 (the Sterling schools), H. L. Chaplin. District No. 10 (the Wallace schools), A. Laurie Hill. Streator, John Andrew Long. Taylorville, H. N. Foltz. Urbana, J. W. Hays. Waukegan, Miriam Besleju c County superintendent, rf Principal. a Secretary board of school visitors; post-office, Winsted. 5 Chairman school committee; post-office, Willimantic. 1192 EDUCATION KEPORT, 1903. II. — List of City Superintendents — Continued. INDIANA. low A —Continued . Alexandria, J . G. Collicott. Anderson, John W. Cai-r. Bedford, W. E. Alexander. Bloomington, James K. Beck. Bluffton.W.A.Wirt. Brazil, L. B. O’Dell. Columbus, T. F. Fitzgibbon. Connersville, W. S. Rowe. Crawfordsville, William A.Millis. Decatur, H. A. Hartman. Elkhart, D. W. Thomas. EvansvillOj Frank W. Cooley. Fort WaynOj Justin N. Study. Frankfort, Edwin S. Monroe. Franklin, H. B. Wilson. Goshen, Victor W. B. Hedgepetii. Greenfield, W. C. Goble. Greensburg, Elmer C. Jerman. Hammond, W. H. Hershman. Hartford City, C. H. Dry bread. Huntington, W. P. Hart. Indianapolis, Calvin N. KendaU. Jeffersonville, C. M. Marble. Kokomo, Robert A. Ogg. Lafayette, Russell K. Bedgood. Laporte, John A. Wood. Lawrenceburg, T. H. Meek. Lebanon, Charles A. Peterson. Logansport, Albert H . Douglass. Madison, C. M. McDaniel. Marion, Benjamin F. Moore. Martinsville, J . E. Robinson. Michigan City, Paul A. Cowgill. Mishawaka, J. F, Nuner. Mount Vernon, Edwabd G. Bauman. Muncie, George L. Roberts. New Albany, C. A .. Prosser. Noblesville, John A. Carnagey. Peru , A, A. Campbell . Portland, Hale Bradt. Princeton, Harohl Barnes. Richmond, Thomas A. Mott. Rushville, A. G. McGregor. Seymour , H. C. Montgomery. Shelby ville, James H, Tomlin. South Bend, Calvin Moon. Terre Haute, William H. Wiley. Til) ton, I- L. Conner. Valparaiso, Arthur A. Hughart. Vincennes, Albert E. Humke. Wabash, Adelaide S. Baylor. Warsaw, Noble Harter. Washington, William F. Axtell. Whiting, Robej't L. Hughes. IOWA. Atlantic, Carlos M. Cole. Boone, J. C. King. Burlington, Francis M. Fultz. Cedar Falls, D. M. Kelly. Cedar Rapids, J. J . McCouneU. Centerville, F. E. King. Chariton, J . B. Morris. Charles City, C. A. Kent. Clinton, O. P. Bostwick. Council Bluffs, W. N. Clifford. Creston, O. E. French. Davenport, J. B. Young. Des Moines: East Side, Amos Hiatt. West Side,Sami)el H. Sheakley. Capital Park, R. .J. Hartung. Dubuque, F. T. Oldt. Fairfield, S. A. Power. Fort Dodge, George H. MulUn. Fort Madison, C. W . Cruikshank. GrinneU, D. A. Thornburg. Iowa City, S. K. Stevenson. Keokuk, O. W. Weyer. Lemars, Anson H. Bigelow. Marion, G. E. Finch. Mai-shalltown, William I. Crane. Mason City, Leaiider D. ElUs. Missouri Valley, - . Mount Pleasant, Frank Whittici* Else. Muscatine, W. F. Chevalier. Newton, E. J. H. Beard. Oelwein, L. B. Moffett. Oskaloosa, S. J. Finley. Ottumwa, A. W. Stuart. Perry, J. J. Moser. Redoak, George S. Dick. Sioux City, W. M. Stevens. Washington, R. B. Crone. Waterloo: East Side, F. H. Bloodgood. West Side, A. T. Hukill. Webster City, L. H. Ford. KANSAS. Argentine, H. P. Butcher. Arkansas City, W. M. Fisher. Atchison, Nathan T. Veatch. Coffey ville, William M. Sinclair. Emporia, L. A.Lowther. Port Scott, David M. Bowen. Galena, J. A. Higdon. Hutchison, R. R. Price. Independence, C. S. Risdon. lola. Miss Clifford A. Mitchell. Junction City, Williams. Heusner. Kansas City, M. E. Pearson. Lawrence, Frank P. Smith. Leavenworth, George W. Kendrick. Newton, David F. Shirk. Ottawa, J. H. Adams. Parsons, T. S. Johnson. Pittsburg, A. H. Bushey. Salina, George R. Crissman. Topeka, W. M. Davidson. Wellington, W. M. Massey. Wichita, R.F. Knight. Winfield, J. W. Spindler. KENTUCKY. Ashland, John Grant Crabbe. Bellevue, John Maddox. EDUCATIONAL DIRECTORY. 1193 II. — List op City Superintendents — Coiitiinied. KENTUCKY— Continued. Bowling Green, Edward Taylor. Covington, John Morris. Danville, W. C. Grinstead. « Dayton, E. P. West. Frankfort, S. L Frogge. Henderson, Livingstone McCartney. Hopkinsville, J. B. Taylor. Lexington, M. A. Cassidy. Louisville, Edgar H. Mark. Maysville, E. Regenstein. « Middlesboro, - . Newport, John Burke. Owensboro, McHenry Rhoads. Paducah, C. B. Hatfield. Paris, J. A. Sharon. Richmond, H. H. Brock. Winchester, R. M. Shift’. LOUISIANA. Alexandria, A. M. Hendon. « Baton Rouge, R. C. Gordon. Crowley, J. E. Barry. & Donaldson ville, Richard McCulloch. Lake Charles, John McNeese. Monroe, E. Irving Kearsing. Nev/ Iberia, H. D. Wilcox. New Orleans, Warren Easton. Shreveport, C. E. Byrd (principal high school and acting city superintendent under J. C. Moncure, superintendent Caddo Parish). MAINE. Auburn, Payson Smith. Augusta: Mrs. A. H. D. Hanks (sixperintendent sub¬ urban and high schools). Weston Lewis (principal Williams district). Bangor, Charles E. Tilton. Bath, Edward H. McLachlin. Belfast, John R. Dunton. Biddeford, Royal E. Gould. Brewer, Mrs. Mertie M. Curtis. Calais, P. D. Brown. Eastport, Parker T. Pearson. Ellsworth, W. H. Dresser. Gardiner, Charles O. Turner. Lewiston, I. C. Phillips. Oldtown, Miss Ardelle M. Tozier. Portland, Orlando M. Loi*d. Rockland, H. H. Randall. Saco, John S. Locke. Skowhegan, D. W. Colby. South Portland, L. M. Sanborn. Water ville, El wood T. Wyman. Westbrook, Fred. Benson. MARYLAND. Annaijolis, H. R. Wallis, r Baltimore, J. H. Van Sickle. Cambridge, W. P. Beckwith, d a Principal of high school. & Parish superintendent, r Principal. MARYLAND— Continued. Cumberland, John T. White, d Frederick, Eiihraim L. Boblitz.rf Hagerstown, John P. Fockler.rf MASSACHUSETTS. Abington, W. H. Sanderson. Adams, Francis A. Bagnall. Amesbury, C. S. Lyman. Amherst, Audubon L. Hardy. Andover, Corwin F. F ilmer. Arlington, Frank S. Sutcliffe. Athol, W. Scott Ward. Attleboro, William P. Kelly. Barnstable, F. W. Kingman. Belmont, George P Armstrong. Beverly, Adelbert Leon Safford. Blackstone, Joseph P. McCovey. Boston, Edwin P. Seaver. Bi-aintree, J \. MacDougall. Bridgewater, W. H. Sanderson. Brockton, B. B, Russell. Brookline, George I. Aldrich. Cambridge, Francis Cogswell. Canton, James S. Perkins. Chelsea, B. C. Gregorj'. Chicopee John C. Gray. Clinton, Charles L. Hunt. Concord, William L. Eaton. Danvei’s, Louis A. Pratt. Dartmouth, Charles E. Soule. Dedham, Roderick Whitfesey Hine. Easthampton, W. D. Miller. Easton, Osman C. Evans. Everett, U. G. Wheele .\ Fall River, William C. BateSl Fitchburg, Joseph G. Edgei^y. Framingham, Samuel F. El dgort Franklin, Irving H. Gamwell. Gardner, Judson I. Wood. Gloucester, Freeman Putney. Grafton, Robert O. Small. Great Barrington, GiLnan C. Fisher, Greenfield, G. E. Danforth. Haverhill, Stanley II. Holmes. Hingham, Nelson G. Howard. Holyoke, Louis P. Nash. Hudson, James G. Morrell. Hyde Park, Prank O. Draper. Ipswich, Andrew S. T’ omson. Lawrence, John E. Burke. Leominster, Thomas E. '1 hompson. Lexington, Henry W. Porter. LoweU, Arthur K. Whitcomb. Lynn, Frank J. Peaslee. Malden, Henry D. Hervey. Manchester, George P. I rmstrong. Mansfield, Edwa"d P. Fitts. Marblehead, John B. Gifford. Marlboro, J. Asbury Pitman. Medford, Charles H. Morss. rf County school examiner. e Secretary of school committee. 1194 EDUCATION REPORT, 1903. II. — List of City Superintendents— Continued. MASSACHUSETTS— Continued. Melrose, Fred H. Nickerson. Merrimac, George E. Chickering. Methuen, A. Everett "WTiite. Middleboro, Charles H. Bates. Milford, Charles W. Haley. Millbury , Watson C. Lea. « Milton, Asher J. Jacoby, b Montague, Fi*5nk P. Davison, c Natick, Albert L. Barbour. Needham, - . New Bedford, William E. Hatch. NewburjTjort, William P. Lunt. Newton, Fred W. Atkinson. North Adams, Isaac Freeman Hall. N orthampton, J. H. Carfrey . North Andover, George E. Chickering North Attleboro, James W.Brehant. Northbridge, S. A. Melcher. North Brookfield, Win. A. Hoyt. N orwood, Robei’t J. Fuller. Orange, Edward Dixon. Palmer, Harold M.Dean. Peabody, Albert Robinson. Pittsfield, Eugene Bouton. Plymouth, Francis J. Heavens. Prorincetown, Alvan R. Lewis. Quincy, Prank Ed, son Parlin. Randolph, John E. Bradley. Reading, Melville A. Stone. Revere, Win, H. Winslow. Rockland, James H. Tanquey. Rockport, Harriet A. Wetherell. Salem, John Wright Perkins. Saugus, Charles E. Stevens. Somerville, GorCfon A. Southworth Southbridge,Fred E. Corbin. South Hadley, A. H. Campbell. Spencer, Charles F. Adams. Springfield, Thomas M. Balliet. Stoneham, Charles E. Stevens. Stoughton, Edward P. Fitts. Swampscott, Harold C. Childs, Taunton, C. F. Boyden. Upton, R.O. Small. Wakefield, Alfred C. Thompson. Waltham, William D. Parkinson. Ware, George W. Cox. Warren, O. H. Adams. Watertown, Frank R.Page. Webster, E. W. Robinson. Wellesley, Marshall Livingston Perrin. Westboro, H. C. Waldron. Westfield, Charles L. Simmons. West Springfield, C. E. Brockway. Weymouth, Elmer E. Sherman. Whitman, Henry M. Walradt. Williamstown, Walter G. Mitchell. Winchendon, David B. Locke. Winchester, Robert C. Metcalf. Winthrop, Frank A. Douglas. « Post-oflice, Oxford. ?>East IMilton. MASSACHUSETTS— Continued. Woburn, George I. Clapp. Worcester, Homer P. Lewis. MICHIGAN. Adrian, P. J, Willson. Albion, W. J. McKone. Alpena, George A. Hunt. Ann Arbor, H. M. Slauson. Battle Creek, William G. Coburn. Bay City, John A. Stewart. Benton Harbor, Eugene A. Wilson. Bessemer , Miss A. F. Olcott. Big Rapids, James R. Miller. Cadillac, James Hamilton Kaye. Calumet, H. E. Kratz. Charlotte, M. R. Par melee. Cheboygan, William C. Thompson. Coldwater, Victor Staley. Delray, Frank Cody. Detroit, Wales C. Martindale. Dowagiac, Warren E. Conkling Escanaba, William M. Jolliffe. Flint, R. H. Kirtland. Gladstone, J. H. McDonald. Grand Haven, Edward P. Cummings. Grand Rapids, W. H. Elson. Hancock, Eugene La Rowe. Hillsdale, S. J. Gier. Holland, J.E. Clark. Ionia , C. L . Bemis. Iron Moiantain, L. E. Amidon. , Iron wood, L. L. Wright. Ishpeming, E. E. Scribner. Jack.son, L. S. Norton. Kalamazoo, S. O. Hartv/ell. Lansing, W. D. Sterling. Ludington, Guy D. Smith. Manistee, Samuel W. Baker. Manistique, W. E. Hanson. Marine City, H. A. Markham. Marquette, E. C. Thompson. Marshall, Ralph S. Garwood. Menominee, B. S. Hopkins. Monroe, R. D. Briggs. Mount Clemens, J. B. Estabrook. Muskegon, David Mackenzie. Negaunee, Orr Schurtz. Niles, J.D. Schiller. Norway, E. P. Frost. Owosso, J. W. Simmons. Petoskey , W. M. Andrus. Pontiac, James H. Harris. Port Huron, W. F. Lewis. Saginaw ; East Side, E. C. Warriner. West Side, Phil. Huber. St. Joseph, Ernest P. Clarke. Sault Ste. Marie, E. E. Ferguson. South Haven, A. D. Prentice. Traverse City, I. B. Gilbert. c Post-office, Turners Falls. d Principal. EDUCATIONAL DIRECTORY 1195 II. — List of City Superintendents— Continued. MICHIGAN— Continued. West Bay City, E. D. Palmer.' Wyandotte, F. H. Sooy. ypsilanti, Wm. B. Arbaugh. MINNESOTA. A.lbert Lea, E. M. Phillips. Austin, Andrew Nelson. Brainerd, T. B. Hartley. Crookston, W. F. F. Selleck. Duhith, Robert E. Denfeld. Faribault, George A. Franklin. Fergus Falls, J. A. Vandyke. Hastings, C. W. Meyer. Little Falls, H.E. White. Mankato, Edwin B. Uline. Minneapolis, Charles M. Jordan. Moorhead, C. W. Mickens. New Ulm, E. T. Critchett. Owatonna, P. J. Kuntz. Red Wing, W. F. Kunze. Rochester, Lester S. Overholt. St. Cloud, J. A. Cranston. St. Paul, A. J. Smith. St. Peter , V . R . Wasson . Stillwater, Darius Steward. Winona, Charles R. Frazier. MISSISSIPPI. Biloxi, J. H. Owings. Columbus, Joe Cook. Greenville, E. E. Bass. Hattiesburg, F. B. Woodley. Jackson, Edward L. Bailey. McComb, Henry P. Hughes. Meridian, J. C. Fant. Natchez, J. Reese Lin;ft J. W. Henderson G. W. Brumfield. « Vicksburg, Charles Pendleton Kemper. Yazoo City, Robert Torrey. MISSOURI. Aurora, J. L. Green. Boonville, William Mittelbach. Brookfield,J.U. V/hite. Cape Girardeau, E. E. McCullough. « Carterville, O. N. Waltz. Carthage, J. M. White. Chillicothe,G. A. Smith. Clinton, Arthur Lea. Columbia, R. H. Emberson. Desoto, Jasper N. Tankersley. Fulton, J. C. Humphreys. Hannibal, R. B. D. Simonson. Independence, William L. C. Palmer. Jefferson City, J. W. Richardson. Joplin, J. M. Gwinn. Kansas City, James M. Greenwood. Kirksville, E. E. Funk. Lexington, C. A. Phillips. Louisiana, Elizabeth Whitaker. Macon, William A. Annin. Marshall, J. M. Taylor. MISSOURI— Continued. Maryville, C. M. Lieb. Mexico, D. A. McMillan. Moberly , J. A. Whiteford. Nevada, E. S. Clarke. Poplar Bluff, J. N. Street. Richhill,S. M. Barrett. St. Charles, Joseph Herring. St. Joseph, Edward B. Neely. St. Louis, F. Louis Soldan. Sedalia, G. V. Buchanan. Springfield, Jonathan Fairbanks. Trenton, T. B. Ford. Warrensbui-g , W . E . Moi-i-o w . Webb City, A. G. Young. MONTANA. Anaconda, John W.Dale. Butte, R. G. Young. Great Falls, S. D. Largent. Helena, Randall J. Condon. Missoula, J. G. McKay. NEBRASKA Beatrice, C. A. Fulmer. Fremont, J.L. Laird. Gi’and Island, Robert J. Barr. Hasting.s, J. D. French. K arney, A. O. Thomas. Lincoln, W. L. Stephens. Nebi'aska City, N. Sinclair. Norfolk, D. C. O’Connor. Omaha, W. M. Davidson. Plattsmouth, E. L. Roiise. South Omaha, J. Arno^tt McL^n. York, C. R. Atkinson. NEVADA. ' Reno, W.H. A. Pike. NEW HAMPSHIRE. Berlin, G.H. Whitaker. Concord (.Union district ;, Louis J. Rundlett. Dover, Frank H. Pease. Exeter, John A. Brown, c Franklin, H. C. .Sanborn. Keene (Union district), Thaddeus William Harris. Laconia, J. H. Blaisdell. Littleton, M. C. Smart. Manchester, Charles W. Bickford. Nashua, James H. Fassett. Portsmouth, H. C. Morrison. Rochester, Ernest L. Silver. Somersworth, C. C. Ferguson. NEW JERSEY. Asbury Park, Fred S. Shepherd. Atlantic City, Charles B. Boyer. Bayonne, James H. Christie. Bloomfield, William E. Chancellor. Boonton, M. P. Rcagle. o Bordentown, W’illiam MacFarlaiid.— « Principal. County superintendent. c Clerk of school board. 1196 EDUCATION EE POET, 1903. II. — List of City Superintendents — Continued. NEW JERSEY— Coutiuued. Bridgeton, E. J. Hitchner. Burlington, Wilbur Watts.« Camden, James E. Bryan. Dover, J. Howard Hulsart. b East Orange, Vernon L, Davey. Elizabeth, William J. Shearer. Englev/ood, Marcellus Oakey. Gloucester, Hoi’atio Draper. Hackensack, Isaac A. Demarest. Harrison, James F. Prendergast. Hoboken, A. J. Demarest. Irvington, F. H. Morrell. Jersey City, Henry Snyder. Kearney, Don C. Bliss, c Lambertville, Robert H. Dilts. Long Branch, Christopher Gregory. Madison, A. F. Stauffer. Millville, Silas C. Smith. Montclair, Randall Spaulding. Morristown, W. L. R. Haven. Newark, Addison B. Poland. New Brunswick, V7illiam Clinton Armstrong. Newton, Charles J. Majory. b North Plainfield, H.J. Wightman, Orange, William M. Swingle. Passaic, F. E. Spaulding. Paterson, L. xV. Goodenough. Perth Amboy, S. E. Shull. Phillipsburg. H. Budd Howell. Plainfield, Henry M. Maxson. Princeton, J.^M. Arnold. Rahway, E. C. Broome. Red Bank, S. V. Arrowsmith. Rutherford, Stephen B Gilhuly. Salem, Morris H. i^iti’a'cton. Somerville, H. C. Kr ebs, b South Amboy, R. M. Fitch. South Orange, H. W. Foster. Summit, John K.Lathrop. Town of Union, Otto Ortel.d Trenton, Ebenezer Mackey. Vineland, J. J. Unger. West Hoboken, Robert Waters. W est New York, Wm. M. Van Sickle. West Orange, Edward D. McCollom.* Woodbury, J. E. Frey, b NEW MEXICO. Albuquerque, A. B. Sti’oup. Raton, Wm. M. Heiney. Santa Fe, J.A. Wood, NEW YORK. Albany, Charles W. Cole. xVlbion, Willis G. Carmer. Amsterdam, Harrison T. Morrow. Auburn, Clinton S. Marsh. a Principal. b Supervising principal, c Post-office, Arlington. (i Post-office, Weehawken. c Principal Union School. NEW YORK-Continued. Ballston Spa, A. A. Lavery. b Batavia, John Kennedy. Bath, W. T. Palmer, a ^ Binghamton, G. R. Miller. Buffalo, Henry P. Emerson. Canandaigua, J. Carlton Norris. Catskill, Philo H.Edick. Cohoes, Edward Hayward. Corning: District No. 9, Leigh R.Hunt. District No. 13j A. M. Blodgett. a Cortland, Ferdinand E. Smith. Dunkirk, James C. Van Etten. ElmirUjC. F. Walker. Fredonia, Mary F. Lord r Fulton, J. R. Fairgrieve. Geneva, William H.Truesdale. Glens Falls, E. W. Griffith. Gloversville, James A. Estee. Green Island, James Heatly. Haverstraw, L. O. Markham. Herkimer, Schuyler F. Herron. Hoosick Falls, H. H. Snell. Hornellsville, Elmer S. Redman. Hudson, F. J. Sagendorph. Ilion, Alfred W. Abrams. Ithaca, F. D. Boynton. Jamestown, Rovillus R. Rogers. Johnstown, Frank W. Jennings. Kingston, S. R. Shear. District No. 1 , P. H. Cullen./ District No. 2, - . District No. 3, Henry Powei-sJ District No. 4, William A. McConnell./ Lansingburg, George F. Sawyer. Little Falls, A. J. Merrell. Lockport, Emmet Belknap. Lyons, W. K. Kinney. Malone, Sarah L. Perry. Mamaroneck, George McAndrew.a Matteawan, Earlman Fenner.a Mechanicsville, L. B. Blakeman. Med na, T. H. Armstrong. Middletown, James F. Tuthill. Mount Vernon, Charles E. Nichols. Newark, Charles A. Hamilton.® Newburg, James M. Crane. New Rochelle, Isaac E. Young. New York: ■William H. Maxwell, » city superintendent. Boroughs of Manhattan and the Bronx, Andrew W.Edson.a Borough of Brooklyn, John H. Walsh./i Borough of Queens, Edward L. Stevens, i Borough of Richmond, Hubbard R. Yet- man.4 Niagara Falls, R. A. Taylor. / Post-office, Rondout. 0 Post-office, New York City. b Post-office, Brooklyn, N. Y. * Post-office, Flushing, N. Y. I Post-office, Tottenville, N. Y. EDUCATIONAL DIRECTORY. II. — List op City Superintendents — Continued. NEW YORK— Continvied. North Tarrytown, L. W. Craig.® , North Tonawanda, Frank J. Beardsley. Norwich, Stanford J. Gribson. Nyack, Ira H. Lawton. Ogdensburg, H. H. Southwick. 01ean,Delmer E.Bacheller. Oneida, Avery Warner Skinner. Oneonta, William C. Franklin. Ossining, W. H. Ryan. Oswego, George E. Bullis. Owego, Elmer G. Bridgham. Peekskill: District No. 7 (Drumhill), John Millar. District No. 8 (Oakside), A. D. Dunbar. Penn Yan, Jay Crissey. Plattsburg, S. J. Preston. Port Chester, E. G. Lautman. Port Jervis, John M.Dolph. Poughkeepsie, Wm. Alexander Smith. Renssalaer, A. R. Coulson. Rochester, Clarence F. Carroll. Rome, Lewis N. Crane. Salamanca, Thomas Stone Bell. Sandy Hill, Frances A. Tefft.® Saratoga Springs, Thomas R. Kneil. Schenectady, Samuel B. Howe. Seneca Falls, C. Willard Rice. Syracuse, A. B. Blodgett. Tarrytown, J. V. Sturges.® Tonawanda, Henry Wheaton. Troy,JohnH.Willets. Utica, George Griffith. Waterloo, H. B. Smith.b Watertown, Frank S. Tisdale. Watervliet, Russell H. Bellows. Waverly, E. B. Robbins. Whitehall, Wilber W. Howe. White Plains, W. A. McConnell. Yonkers, Charles E. Gorton. NORTH CAROLINA. Asheville, R. J. Tighe. Charlotte, R. B. Hunter. Concord, Walter Thompson. Durham, J. A. Matheson. Elizabeth CitV, Mrs. L. B. Bradford,® Fayetteville, J. A. Jones. Gastonia, Joe S. Wray. Goldsboro, Thomas R. Foust. Greensboro, Edgar D. Broadhurst. Henderson, J. T. Alderman. High Point, George H. Crowell. Kinston, L. C. Brogden. Newbeim, H. P. Harding. Raleigh, Edward P. Moses. Salisbury, I. C. Griffin. Washington, Harry Howell. Wilmington, - . Winston, Charles F. Tomlinson. NORTH DAKOTA. Fargo, Alfred E. Logie. Grand Foi*ks,J. Nelson Kelley, a Principal. OHIO. Akron, Henry V. Hotchkiss. Alliance, John E. Morris. Ashland, E. P. Dean. Ashtabula, R. P. Clark. Barberton, W. M. Glasgow. Bellaire, J. R. Anderson. Bellefontaine, John W. Mackinnon. Bellevue, E. F. Warner. Bowling Green, N. D. O. Wilson. Bucyrus, J. J. Bliss. Cambridge, C. L. Cronebaugh. Canal Dover, Franklin P. Geiger. Canton, J. M. Sarver. Chillicothe, M. E. Hard. Cincinnati, F. B. Dyer. Circleville, C. L. Boyer. Cleveland ; Edwin F. Moulton, superintendent. Starr Cadwallader, director. Columbus, Jacob A. Shawan. Conneaut, C. T. Northrop. Coshocton, H. S. Piatt. Dayton, Edwin N. Brown. Defiance, R, W. Mitchell. Delaware, Horace A. Stokes. Delphos,T. W .Shimp. Dennison, H. Z. Hobson. East Liverpool, Robert E. Rayman. Elyria, W. R. Comings. Findlay , J. W. Zellar. Fostoria, W. S. Robinson. Fremont, W. W. Rosa Gabon, I. C. Guintber. Gallipolis, S. H. Layton, Glenville,H.H. Cully. Greenville, John W.Swartfe. Hamilton, S. L, Rose. ' Hillsboro, F. H. Warren. Ironton, S. P. Humphrey. Jackson, J. E. Kinnison. Kent, A. B. Stutzman. Kenton, Charles J. Britton. Lancaster, H. A. Cassidy. Lima, Charles C. Miller. Lorain, F. D, Ward. Mansfield, C. L. Van Cleve. Marietta, Elmer W. Jordan. Marion, H. L. Frank. Martins Ferry, J. H. Snyder. Massillon, Edmund A. Jones. Miamisburg, W. McK. Vance. Middletown, Arthur Powell. Mount Vernon, John K. Baxter, Nelsonville, Aaron Grady. Newark, F. Martin Townsend. Newburg, B. F. Stevenson. New Philadelphia, G. C. Maurer Niles, Frank J. Roller. Norwalk, A. D. Beechy. Norwood, W.S. Cadman. Oberlin, Ward H. Nye. Painesville, F. H . Kendall. Piqua, C. W. Bennett. Supervising principal, 1198 EDUCATION REPORT, 1903. II. — List of City Superintendents— Continued. OHIO— Continued. Pomeroy, C. T. Coates. Portsmouth, .J. I. Hudson. Ravenna, F. A. Merrill. St. Marys, J. D. Simkins. Salem, Jesse L. Johnson. Sandusky, H. B. Williams. Shelby, W.S. Lynch Sidney, H. R. McVay. Springfield, John S. Weavei-. Steubenville, Edward M.Van Cleve. Tiffin, Charles A. Krout. Toledo, William Wallace Chalmers. Troy, Ralph M. Brown. Uhrichsville, L. E. Everett. Urbana,!. N. Keyser. Van Wert, J. P. Sharkey. Warren, C. E. Carey. Washington C. H.,E. Lincoln MendenhalL Wellston, Ezekiel Wallace Patterson. Wellsville, James L. MacDonald. Wooster, Charles Haupert. Xenia, Edwin B. Cox. Youngstown, N. H. Chaney. Zanesville, W. D. Lash. OKLAHOMA. Guthrie, Frank E. Buck. Oklahoma, Ed. S. Vaught. Perry, A. K. Gassom. OREGON. Astoria, A. L. Clark. Baker City, J. A. Churchill. Eugene, A. F. Bechdolt. Pendleton, E. B. Cf^akliu. Portland, Frank Rigler. Salem, L. R. Travel*. PENNSYLVANIA. Allegheny, John Morrow. Allentown, Francis D. Raub. Altoona, D. S. Keith. Archbald, W. A. Kelly. Ashland, William C.Estler. Ashley, E. D. Bovard. « Bangor, John W. Gruver. t> Beaverfalls, Edward Maguire. Bellefonte, David O.Etters. Bethlehem, Fred W. Robbins. Bloomsburg,L. P. Sterner, a Braddock, Grant Norris. Bradford, E. E. Miller. Bristol, Louise D. Baggs. Butler, John A. Gibson. Carbondale, Elmer E. Garr. Carlisle, John C. Wagner. Carnegie, W. S. Bryan. l> Catasauqua,H, J. Reinhard.& Chambersburg, Samuel Gelwix. Charleroi, J. A. Snodgrass. Chester, A. Duncan Yocum. Cle.n’field,H. E. Trout. Coatesville, W. T. Gordon. a Supervising principal. PENNSYLVANIA-Continued. Columbia ^ Daniel Fleisher. Connersville,J.P. Wiley. Conshohocken, E. B. Ziegler. Corry , W. W. Fell. Danville, U. L. Gordy. Dickson City, M. J. Lloyd. Dubois, J. H. Alleman. Dunmore, C. F. Hoban. Duquesne, H. E. Winner, b Easton, William W. Cottingham. Edwardsdale, J. O. Hermann. Erie, H. C. Missimer. Etna, J. Q. A. Irvine, b Forest City, C. T. Thorpe, b Franklin, N. P. Kinsley. Freeland, E. F. Hanlon. Greensburg, E. J. Shives. Greenville, James J. Palmer. Hanover, Thomas F. Chrostwaite. Hai'risburg, Lemuel O.Foose. Hazleton, David A. Harman. Homestead, James M. Norris Huntington, E. R. Barclay. Indiana, James F. Chapman. Jeannette, John W. Anthony. Johnsonburg, G. B. Gerberich. a Johnstown, J. M. Berkey. Kane, T.E. Lytle. Kittanning, D. R. Sumstine. Lancaster, R. K. Buehrle. I Lansford, A. A.Killian. i Latrobe, A. A. Streng. b Lebanon, R. T. Adams. Lehighton, N. S. Murphy, a Lewistown, W. F. Kennedy. « Lockhaven, John A. Robb. Luzerne, Theron G. Osborne. McKeesport, J. Burdette Richey. McKees Rocks, F. H . Powers, b Mahanoy City, William N. Ehrhart. Mauchchunk, James J. Bevan. c Meadville, Ulysses G. Smith. Middletown, H.J. Wickey. Millvale, J. C. R. Johnston, b Milton, A. Reist Rutt. Minersville,H. H. Spayd.o Monongahela City, C. H. Wolford. Mount Carmel, Samuel Halsey Dean. Mount Pleasant, S. Grant Miller.?' Nanticoke, John William Griffith. New Brighton,.!. W. F. Wilkinson. Newcastle, J. W. Canon. New Kensington, Bird S. Hunnell. Norristown, Joseph K. Gotwals. Oil City, C. A. Babcock. Olyphant, M. W. Cummings. Philadelphia, Edward Brooks. Phoenixville, Harry F. Leister. Pittsburg, Samuel Andrews. Pittston, Robert Shiel.« Plymoeath,E. H. Scott. Pottstown, Wm. W. Rupert. Pottsville, B. F. Patterson. c County superintendent. & Principal. EDUCATIONAL DIEECTORY 1199 II. — List of City Superintendents— Continued. PENNSYLVANIA— Continuecl. Piinxsiitawney, C. H. Donnell. Reading, Charles S. Foos. Renovo, Oden C. Gortner « Roche.ster, Rufus Dai'r.?> St. Clair, Thomas G. Jones. St. Marys, J.J.Lynch.o Sayre, I. F. Stetler.a Scottdale,P. N. 0.sborne.& Scranton, Geo. W. Phillips. Sewlckley,F. E.Fickinger. Shamokin, Jos. Howerth. Sharon, S. H. Hadley. Sharpsburg, C. C. Kelso Taylor,M.J. Lloyd. Titusville, Henry Pease. Towanda, H. G. Padget.a Tyrone, I. C. M. Ellenberger. Uniontown, H. F. Brooks. Warren, W. L. McGowan. Washington, W. D. Brightwell. Waynesboro, J. Hassler Reber. Westchester, Addison L. Jones. West Pittston, L. P. Bierly.& Wilkesbarre, James M. Coxighliu. Wilkinsburg, James L. Allison. Williamsport, Charles Lose. Wilmerding, W. G. Gans.t' York, Atreus Wanner. RHODE ISIiAND. Bristol, John Post Reynolds. Burrillville, Leroy G. Staples. c Central Falls, Wendell A. Mowry. Coventry, William R. Potter. Cranston, Valentine Almy Cumberland, C. C. Richardson. East Providence, Allen P. Keith. Johnston, William H. Starr. for Colored Students. Delaware Col ege _ _ _ _ Catholic University of America _ Columbian University . Gallaudet College . Georgetown Univei’sity . . Gonzaga College . . . Howard University . St. John’s College . . . John B. Stets^ n University . University of Florida _ St. Leo College . . Florida State College. . . Rollins College . . . University of Georgia . . Atlanta Bapfst College . Atlanta University . Morris Brow n College . . Bowdon College . . . . . . N orth Georgia A gricultural College Mercer U niversity . . . . Emory College . . . Clark University . Nannie Lou War then Institute . Young Harris College . University of Idaho.. . Hedding College . . . Illinois Wesleyan University . St. Viateur’s College . Blackburn College . Carchage College.. . St. Ignatius College . . St. Stanislaus College . . . University of Chicago . James Millikin University.. . . Ai’stin College . Evangelical Proseminary . Eureka College . Northwestern University . Ewing College . Knox College . Lombard College . . . Greenville College . Illinois College . . Lake Forest College . McKendree College . ED 1903- Address. Eastlake, Ala. Greensboro, Ala. St. Bernard, Ala. Springhill, Ala. University J Ala. Tucson, Ariz. Arkadelphia, Ark. Do. Batesville, Ai-k. Clarksville, Ark. Conway, Ark. Fayetteville, Ark. Little Rock, Ark. Berkeley, Cal. Claremont, Cal. Los Angeles, Cal. Do. Do. Oakland, Cal. Pasadena, Cal. San Francisco, Cal. San Jose, Cal. Santa Clara, Cal. Stanford University, Cal. Boulder, Colo. Colorado Springs, Colo. Denver, Colo. University Park, Colo. Hartford, Conn. Middletown, Conn. New Haven, Conn. Dover, Del. Newark, Del. Washington, D. C. Do. Do. Do. Do. Do. DeT^d, Fla. Laae City, Fla. St. D eo, Fla. ’ Tallahassee, Fla. Winterpark, Fla. Athens, Ga. Atlanta, Ga. Do. Do. Bowdon, Ga. Dahlonega,Ga. Macon, Ga. Oxford, Ga. South Atlanta, Ga. Wrightsville, Ga. Young Harris, Ga. Moscow, Idaho. Abingdon, Ill. Bloomington, Ill. Bourbonnais, Ill. Carlinville, Ill. Carthage, Ill. Chicago, Ill. Do. Do. Decatur, Ill. Eflflngham.Ill. Elmhurst, Ill. Eureka, Ill. Evanston, Ill. Ewing, Ill. Galesburg, Ill. Do. Greenville, Ill. Jacksonville, Ill. Lake Forest, Ill, Lebanon, Ill. -76 1202 EDUCATION REPORT, 1903. III.— College Presidents— Continued. 1. — CoUeges f or men and coeducational colleges of liberal arts — Continued. Name of president. Rev. J . L. Goodknight , D. D . Rer. Thos. H. McMic haol, D. D. . . . Rev. H. J. Kiekhoefei-, Ph. D . Rev. John Miller, O. S. B., rector . Rev. Anselm Mneller. O. S. F . Gustav A. Andreen, Ph. D . Rev. Samiiel Macke, O. S. F., rec¬ tor. Rev. Stanley A. McKay, D. D - W. R. Shuey, A. M . . Rev. C. A. Blanchard, D. D . William L. Bryan, Ph. D . Rev. Win. P. Kane, LL.D . . Rev. Martin Luecke _ Rev. William T. Stott, LL.D . Rev. E.H. Hughes, S.T.D . D.W. Fisher, LL.D.. . . W. E. Garrison, Ph. D . -. Rev.L.J. Aldrich, D.D . Rev. A. Morrissev, C. S. C . Robert L. Kelly, Ph.M . Rev. A. Schmitt, O. S. B . Rev. John H. Shilling, Ph. D., acting. J.H.Scott,A.B . Rev. A. Grant Evans . Rev. S. B. McCormick, D. D . J. Frederick liirsch,A.M . O. Kraushaar . . D.P. Smith . . . Rev. C. K. Preus.. . Rev. J. K. Richardson, S. T. D _ Hill M.BelLA.M . Rev. John P. Carroll, D. D . . Rev. T. J. Bassett, D.D . Rev. Dan F. Bradley, D.D . Rev. F. W. Grossman, A. B . Charles E. Shelton, LL. D . Geo. E. MacLean .Iy,L.D . Ernest R. Dewsnup, A. M. . . Carlyle Summer hell, A. M . . Rev. E. S. Havighorst, D.D . Rev. JohnW. Handier, S. T. D _ Rev. Wm. F. King, LL. D . A. Rosenberger, A. B. . . L. A. Garrison, A. B.,vice-pres _ Rev, W. S. Lewis, D. D . Rev. E. E. Reed, D. D . . . George N. Ellis, A. M . Rev. L. Bookwalter, D. D . . . Millard F. Troxell. D. D. . Rev.l. Wolf, O.S.B., D.D . Rev. L. H. Murlin, D.D . Rev. J.C. Miller, D.D . Amos A. Davis, A. M . P. O. Bonebrake, A. M . Rev. D. S. Stephens, D. D., chan¬ cellor. Prank Strong, Ph. D . T. W. Bellingham, Ph. D . J.D.S. Riggs, L.H.D . Rev. James McCabe, S.J . Thomas W. Roach, A. M . Rev. F. M. Spencer, D.D . Rev. Norman Plass, D.D . Rev.N. J. Morrison, LL.D . Edmund Stanley, A. M . Rev. A. W. Meyer . George P. Cook, Ph. D . Rev. J. P. Faulkner, A. M . Rev. Wm. G. Frost, Ph. D . Frederick W. Hinitt, Ph. D . J. J. Taylor, LL. D . Rev. Geo. J. Burnett, A. M . . A. C. Kuykendall, A.B . . Rev . Buri-is A . J enkins, A. M . , B. D University or college. Lincoln College . Monmouth College . Northwestern College . St. Bede College . St. Francis Solanus College . Augustana Colleg3 . St. Joseph’s College . Shurtleff College . University of Illinois . Westfield ‘College . Wheaton College . Indiana University . Wabash College... . Concordia Col.ege . . Fi anklin College . De Pauw University . . . Hanover College . Butler College . Union Christian College . Moores Hill College . . University of Notre Dame . Earlham Codege . St. Meinrad College . Taylor University . Indian University . HenryKend 11 College . Co3 College . . Charles Citv College . . W ar tburg College . . . : . Amity College . Luthei- College . Des Moines College . Drake University . . St. Joseph’s College . Parsons College . . . . Upper Iowa University. . Iowa College . . . Lenox College . Simpson College . . State U iversity of Iowa . . . Graceland College . Palmer College . German College . . . Iowa Wesleyan University . Cornell College . . . Penn College . Central University of Iowa . Morningside College . Buena Vista College. . Tabor College . . . Western College . . Midland College . St. Benedict’s College . Baker University . . College of Emporia . Highland University . Campbell College . Kansas City University . University of Kansas . . Kansas Christian College . Pethany College . Ottawa University . St. Mary’s College . . Kansas Wesleyan University . Cooper Memorial College . . Washbxirn College . Fairmount College . Friends University . St. John’s Lutheran College . Southwest Kansas College . . Union Cdlege . Berea College . Central University of Kentucky . . . Georgetown Oollege . Liberty Colleg . South Kentucky College . . Kentucky University . Address. Lincoln, Ill. Monmouth, Ill. Naperville, Ill. Peru, Ill. guincy.Ill. ock Island, Ill. Teutopolis, Ill. Upper Alton, Ill. Urbana, Ill. Westfield. Ill. Wneaton, Ill. Bloom mgton, Ind. Crawfordsvi le.lnd. Fort Wayne. Ind. Franklin, Ind. Greencastl ,Ind Hanover, Ind. Irvington, Ind. Merom,Ind. Moores Hill, Ind. Notre Dame, Ind. Richmond, Ind. St. Meinrad, Ind. Upland, Ind Bacone, Ind. T. Muscogee, Ind. T. Cedar Rapids, Iowa. Charles City, Iowa. Clinton, Iowa. College Springs, Iowa. Decorah, Iowa. Des Moines, Iowa. Do. Dubuque, Iowa. Fairfield, Iowa. Fayette, Iowa. Grinnell,Iowa. Hopkiuton, Iowa. Ind;anola,I...wa. loxva City, Iowa. Lamoni.Iowa. Legraud, Iowa. Mount Pleasant, Iowa. Do. Mount Vernon, Iowa. Oskaloosa,Iowa. Pella, Iowa. Sioux City, Iowa. Storm Lake, Iowa. Tabor, Iowa. Toledo, Iowa, Atchison, Kans. Do. Baldwin, Kans. Emporia, Kans. Highland, Kans. Holton, Kans. Kansas City, Kans. Lawrence, Kans. Lincoln, Kans. Lindsborg, Kans. Ottawa, Kans. St. Marys, Kans. Salina, Kans. Sterling, Kans. Topeka, Kans. Wichita, Kans. Do. Winfield, Kans. Do. Barbourville, Ky . Berea, Ky. Danville, Ky. Georgetown, Ky. Glasgow, Ky. Hopkinsville, Ky. Lexington, Ky. EDUCATIONAL DIRECTORY. 1203 III. — College Presidents— Con tinned. 1. — Colleges for men and coeducafional colleges of liberal co’fs— Continued. Name of president. University or college. Address. J. K. Patterson, LL. D . William H. Harrisoiij A. M . Rev. Michael Jaglowicz, C. R . Rev. John L. Weber, Litt. D . Thomas D. Boyd, LL. D . Rev. M. Thouvenin, S. M . Rev. Henry B. Carre, A. B., B. D . . Rev. Henry S.Maring,S. J . - R. W. Perkins, Ph. D . Frederic H. Knight, Ph. D . Oscar Atwood, A. M . . . Rev. Wm. D. Hyde, LL. D . Rev. G. C. Chas3,LL. D . George E. Fellows, LL. D . Rev. Charles L. White, D. D . Thomas Fell, LL. D . Ira Remsen, LL. D . Rev. John F. Quirk, S. J . Rev. John O. Spencer, Ph. D . . James W. Cain, LL.D _ R. W. Silvester . . Rev. Brother Abraham . . Rev. C. B. Schrantz, S. S . Rev. Wm. L. O’Hara, LL. D _ Rev. James I’raser , Ph. D _ Rev. Thomas H. Lewis, D. D . Rev. George Harris, LL. D . Rev. William Gannon, S.J.. . Rev. W. E. Huntington, Ph. D _ Charles W. Eliot, LL. D . . Rev. Samuel H. Lee, A. M . Rev. Elmer H. Capen, LL. D _ Rev. Henry Ho kins, D. D . G. Stanley Hall, LL.D _ _ Rev. Joseph F.Hanselman,S. J... Rev. Thomas H. Lewis, D. D . Samuel Dickie, LL. D . Rev. August F. Bruske, D. D _ James B. Angell, LL. D . Rev. Louis J. Kellinger, S.J . Joseph W. Mauck, LL. D . Gerrit J. Kollen, LL .D . A. G. Slocum, LL. D . Rev. P. Engel, O. S. B. , Ph. D . . Georg Sverdrup _ _ _ _ Cyrus Northrop, LL. D.. . Rev. W m. H. Sallmon, A. M . Rev. John N . Kildahl _ _ Rev. Geo. H. Bridgman, LL. D _ James Wallace, Ph.D . Rev. M. Wahlstrom, Ph. D . . Rev.E. W. Van Aken, A.M.,B.D. Rev. Wm. T. Lowrey , D. D _ Rev. Wm. W. Foster, jr.,D. D . Rev. W.B.Murrah, LL.D . . R . B . Fulton , LL‘. D . , chancellor . . . Ernest W. Dow, Ph. D. . . Rev.B. W. Baker, Ph.D.. . Carl Johann, LL. D . . . Rev. J.E. Dillard, A. B . . Richard H. Jesse, LL. D . . Rev. James C. Morris, D.D... . John J. Rice, acting . Rev. C. C. Heme2iway , Ph. D . Jere T. Muir, LL. D . Rev. J.P. Greene, LL.D . Rev. Wm. H. Black, D. D . W. W. Thomas . . L.M. McAfee, LL.D . Rev. Brother Justin . . . Rev. W. B. Rogers, S. J . . W. S. Chaplin, LL. D., chancellor . Rev. Homer T. Puller, Ph. D . Rev. J. A. Thompson, D. D . Rev. Geo. B. Addicks, D.D. . State College of Kentucky . Bethel College . St. Mary’s College . . Kentucky Wesleyan College . Louisiana State University . Jefferson College . Centenary College of Loiiisiana.... College of the Immaculate Concep¬ tion. Leland University . New Orleans University. . . Straight University. . . ." . Tulane University . Bowdoin College . Bates College . . . University of Maine . . ... Colby College. . St.John’s College . Johns Hopkins Univei-sity . 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 UnWensity . . . Harvard University . . . French-American College . Thfts College . . Williams College . . . Clark University. . . . College of the Holy Cross _ _ Adrian College . . . Albion College. . . Alma College . . University of Michigan. . . Detroit College . . . . . Hillsdale College . . . Hope College . . . . Kalamazoo College . . Olivet College . . . St. John’s University . . Augsburg Seminary . University of Minnesota . Carleton College . . . St. Olaf College . Hamline University . Macalester College . . ’ . Gustavus Adolphus College . Parker College _ _ _ _ Mississippi College . . Rust University . . . Millsaps College . . University of Mississippi . Southwest Baptist College . Pike College.. . Missouri V/esleyan College . Christian University . Clarksburg College . . . University of Missouri.. . Central College . Westminster College . Pritchett College . T>agrange Coll ge . . . William Jewell College . . Missouri Valley College . Morrisville College . Odessa College . Park College . Christian Brothers College . St. Louis University . Washington University . Drury College . Tarkio College . . Central Wesleyan College . . Lexington, Ky. Russellville, Ky. St. Marys, Ky. Winchester, Ky. Baton Rouge, La. Convent, La. Jackson, La. New Orleans, La. Do. Do. Do. Do. Brunswick, Me. Lewiston, Me. Orono, Me. Waterville.Me. Annapolis, Md. Baltimore, Md. Do. Do. Chestertown, Md. Collegepark, Md. Ellicott City, Md. Do. Mount St. Marys, Md. New Windsor, Md. Westminster, Md. Amherst, Mass. Boston, Mass. Do. Cambridge, Mass. Springfield, Mass. Tufts College, Mass. Williamstown, Mass. Worcester, Mass. Do. Adrian, Mich. Albion, Mich Alma, Mich. Ann Av^obi.'. Mich. D^froit, Mich. Hcllsdale, Mich. mjlancl,Mich. Kalamazoo, Mich. Olivet, Mich. CoPegeville, Minn. Minneapolis, Minn. Do. Northfield, Minn. Do. St. Paul, Minn. Do. St. Peter, Minn. Winnebago City, Minn. Clinton, Miss. Holly Springs, Miss. Jackson, Miss. University, Miss. Bolivar, Mo. Bowling Green, Mo Cameron, Mo. Canton, Mo. Clarksburg, Mo. Columbia, Mo. Fayette, Mo. Fulton, Mo. Glasgow, Mo. Lagrange, Mo. Liberty, Mo. Marshall, Mo. Morrisville, Mo. Odessa, Mo. Parkville,Mo. St. Louis, Mo. Do. Do. Springfield, Mo. Tarkio, Mo. Warrenton, Mo. 1204 EDUCATIOlSr EEPOBT, 1903. III.— College Presidents— Continued. 1. — Colleges for men and coeducational colleges of liberal arts — Continued. Name of president. University or college. Address. Oscar J. Craig, Ph. D . Rev. D. R. Kerr,Ph. D . W. P. Aylsworth, LL. D . C. C. Lewis . Rev. David B. Perry, D. D _ Rev. Geo. Suthe "land, D. D . , Rev. E. Van Dyke Wight, A. M. ..i r.ev. E. B. Andrews, LL. D., chan- i cellor. i University of Montana . Bellevue College . . Cotner University . Union College . . Doane College . Grand Bland College _ Uastings College . . University of Nebraska Missoula, Mont. Bellevue, Nebr. Bethany, Nebr. College View, Nebr. Crete, Nebr. Grand Island, Nebr. Hastings, Nebr. Lincoln, Nebr. Rev. M. P. Dowling, S. J _ Rev. D. W.C. Huntington, LL. D., chancellor. Creighton LTniversity. Nebraska Wesleyan U Omaha, Nebr. niversity _ : University Place, Nebr. Rev. Wm. E. Schell, D. D . Rev. J. E. Stubbs, LL. D . Rev. W. J. Tucker, LL. D . . Rev. Abbot H.lary, O. S. B., D. D.. Rev.J. W.Fox,S.J . Rev. G. Bien, O. S. B., director _ Austin Scott, LL.D . Woodrow Wilson, LL.D . . Rev. John A. Stafford, S. T. L _ William G. Tight, Ph. D . Rev. B. C. Davis, Ph. D _ _ Rev. Joseph F. Butler, O. F. M _ Rev. Lawrence T. Cole, Ph. D _ C. H. Levermore, Ph. D . Henry S. Snow, LL. D _ Brother Raphael. O.S.F . Rev. Patrick McHale, C. M . . . Rev. Aloysius J. Pfeil, S. J _ Rev. Almon Gunnison, LL. D . Rev. M. W. Stryker, LL. D. . . Rev. L. C. Stewardson,^LL. D _ Rev. Geo. E. Merrill, LL.D . . J. G. Schurman, LL. D . i Rev. D.W. Hearn, S.J . . , John H. Finley, LL. D _ Nicholas M. Butler, LL. D _ Rev. Brother Jerome, F. S. C . Rev. Geo. A. Pettit, S. J . . Rev. H. M. MacCraeken. LL.D., chancellor. Rev.W.F. Likly,C.M . . Rev. Rush Rhees,LL. D . Rev. A. V. V. Raymond, LL. D _ Rev.J. R. Day,LL. D., chancellor . Rev. Leo Haid, D. D., O. S. B . ; F.P. Venable, LL.D . . Rev. D. J. Sanders, D.D . . Henry L. Smith, Ph. D . Rev. John C. Kilgo, D.D . . Rev. W. W. Staley, D. D . . . L. Lyndon Hobbs, A. M _ Rev. R. L. Fritz, A. M . . Rr'v. George A. Snyder . Chas. F. Meserve, LL. D.... . Rev. William H. Goler, D.D . Rev. C. E. Taylor, D. D . James M. Robeson . . Rev. John H. Morley, LL. D . W. Morrifleld, A. M . Rev. E. P. Robertson, D.D . - Rev. A . B. Church, D.D . Rev. Albert B. Riker, D. D _ Alston Ellis, LL. D... . . Rev. G. A. Reeder, DD., chancel¬ lor. Rev. C. Riemenschneider, Ph. D .. Rev. David McKinney, D.D . Rev. Albert A. Dierckes,S. J . Chas. W. Dabrey, LL. D . Rev. John I. Zahm, S.J . Rev. C. F. Thwing, LL D . Rev.L.H.Schuh,Ph.D - . Rev. W.O. Thompson, LL.D . P. W. McReynold . Rev. C. I. Brown, A. M . Rev. Wm. F. Peirce, L. H. D . York College . State University of Nevada . Dartmouth College . . . St. Anselm’s College . . St. Peter’s College . . . St. Benedict’s College . . . Rutgers College _ _ _ _ _ Princeton University . . . . Feton Hall College . . University of New Mexico... . Alfred University . . . . St. Bona venture’s College _ _ St. Stephen’s College . . Adelphi College _ _ _ _ Polytechnc Institute of Brooklyn.. St. Francis College _ _ _ St. John’s College . . . Canisius College . . . . St. Lawrence University . . Hamilton College . . . Hobart College . . Colgate University . . . Cornell University . . . College of St. B’rancis Xavier.. . Colh^go of the City of New York... Columbia University. . . . . Manhattan College . . . St.John’s College . New York University . Niagara University . . . University of Rochester . Union College . . . . . Syr cuse University . . St. Mary’s College . Univei sitj;^ of North Carolina . Biddle Uni-' ersity _ _ 1 avidsoii College . . . Trinity College _ _ _ Elon College. _ _ _ _ Guilford ('ollege . . . . Lenor Co'lege . . . . Catawba College . . . Shaw University . . . Livingstone Col'ege . . . Wake Forest College . Weaver ville College . . . Fargo College . . . University of North Dakota. . Red Ri' er ’galley LTniversity . Buchtel College . . Mount Union College . Ohio University . Baldwin University . German Wallace College . Cedarville College . St. Xavier College . University of Cincinnati- . . St. Ignatius College . Wesb'vn Reserve University . . Capital University . Ohio State Univei*sity . . . Defiance College . Ohio Wesleyan University _ _ Findlay College . . . Kenyon College . York, Nebr. Reno, Nev. Hanover, N. H. Manchester, N. H. Jersey City,N. J. Newark, N.J. New Brunswick, N.J. Princeton, N. J. South Orange, N. J. Albuquerque, N. Mex. Alfred, N.Y. Allegany N.Y. Annandale, N. Y. Brooklyn, N.Y. Do." Do. Do. Buffalo, N.Y. Canton, N. Y. Clinton, N.Y. Geneva, N.Y. Hamilton, N. Y. Ithaca, N. Y. New York, N.Y. Do. Do. Dc. Do. Do. ‘ Niagara University, N.Y. Rochester, N. Y. Schenectady, N. Y. Syracuse, N. Y. Belmont, N.C. Chapelhill, N. C. Charlotte, N.C. Davidson, N. C. Durham, N. C. Elon College, N.C. Guilford College, N. C. Hickory, N. C. Newton, N.C. Raleigh, N.C. Salisbury, N.C. Wake Forest, N. C. Weaverville, N. C. Fargo, N. Dak. University, N. Dak. Wahpeton, N. Dak. Akron, Ohio. Alliance, Ohio. Athens.Ohio. Berea, Ohio. Do. Cedarville, Ohio. Cincinnati, Ohio. Do. Cleveland. Ohio. Do. Columbus, Ohio. Do Defiance, Ohio. Delaware, Ohio. Findlay, Ohio. Gambler, Ohio. EDUCATIONAL DIRECTOEY, 1205 III . — College Presidents — Continued. 1. — Colleges for men and coeducational colleges of liberal arts — Continued. Name of president. University or college. Address. Rev. Emory W. Hunt, LL. D . J. A. Beattie, LL. D . Rev. C. H. Eckhardt . . Rev. Alfred T. Perry, D.D . Rev. N.B. Kelly, D.D . L. J. Graham, A. M . . Rev. Henry C. King, D.D . Rev. Guy P. Benton, D.D . Rev. G. W . MacMillan, Ph. D . Rev, J. M. Davis, Ph. D . James H. Beal, Sc. D . Rev. Charles G. Heckert, D.D _ Rev. Charles E. Miller, D.D . George Scott, Litt. D . Rev . J oshua H . J ones, D.D . Rev. Albert J. Brown, D.D . Rev. Louis E. Holden, LL.D . Stephen P. Weston, Ph. D . D.R.Boyd,Ph.D . Wallace H. Lee, LL.D . Rev. C.C. Poling. Ph.D . Prince L. Campbell, A. B . Wm. N. Ferrin.LL. D . A. M. Brumback, A.M . Edwin McGrew, M. S . Rev. B. E. Emerick, A. M.. . . Rev. John H. Coleman, D.D . John A. Brashear, Sc. D., acting chancellor. Rev. J. W. A. Haas, D. D . Rev. H. U. Roop, Ph. D . . Rev. Leander Schnerr, O. S. B _ Rev. Arthur Staples, A.M . Rev. W. P. Johnston, D.D . Rev. Aug. Schultze, L. H. D . Rev. G. E. Reed, LL. D . Col. C.E. Hyatt, C.E . Rev. Hemw T. Spangler, D.D _ Rev. E. D. Warfield, LL. D . Samuel G. Hefelbower, A. M . Rev. T. B. Roth, D.D . Rev. I. C. Ketler , Ph. D . . . . Isaac Sharpless, LL. D . I. H. Brumbaugh, A. M. , acting . . . Rev. J. S. Stahr,Ph. D.. . . John H. Harris, LL. D _ Rev. Isaac N. Rendall, D.D . Re V . W m . H. Crawford , D . D . . Rev. James D. Woodring, D.D _ Rev. R. G. Ferguson, D. D . . . Rev. R. E. Thompson, S. T. D _ Brother Wolf red . . C. C. Harrison, LL. D., provost _ Rev. M. A. Hehir, C. S. Sp . Rev. George W.Enders,D.D _ Thomas M. Drown, LL. D . G.W. Atherton, LL.D . Joseph Swain, LL.D . . Rev. L. A. Delurey, O. S. A . C.P. Ball, A.M . . Rev. J.D. Moffat, LL.D.. . A.E. Turner, A.M . Rev. W. H. P. Faunce, LL. D . Harrison Randolph, LL. D . A. E. Spencer, A. M . Rev. D. H. Johnson, D.D . Benjamin Sloan, LL.D . Rev. Francis Y. Pressly , D.D . Rev. Edward M. Poteat, D.D - Geo. B. Cromer, LL. D . Rev. L. M. Dunton, D.D . Henry N. Snyder, A. M . Rev. C.H. French, D.D . . Rev. Thomas Nicholson, D.D - Rev. I. P. Patch . . . Garrett Droppers, A. B . Rev. H. K. Warren, LL.D _ Rev. J.H. Race, D.D . Denison University . . Hiram College . Lima College . . . . Marietta College . . . Franklin College . . . . Muskingum College. . Oberlin College . . Miami University. . . Richmond College . . Rio Grande College . . . Scio College . . Wittenberg College . . Heidelberg University. . . Otterbein University . . . Wilberforce University . Wilmington College . . . University of Wooster . . . Antioch College . . . University of Oklahoma _ Albany College . . . Dallas College . . . University of Oregon . Pacific University . McMinnville College _ _ Pacific College . . . Philomath College . . . . Willamette University . . Western University of Pennsyl¬ vania. Muhlenberg College . Lebanon Valley College _ _ St. Vincent College . . Beav.er College . . . Geneva College . Moravian College . Dickinson College _ _ Pennsylvania Military College . Ursinus College _ _ _ _ Lafayette College . Pennsylvania College _ _ Thiel College . . Grove City College . . . Haverford College . . . . Juniata College . Franklin and Marshall College _ Bucknell University . . . Lincoln University . . Allegheny College . . . Albright College . . . Westminster College . . Central High School . La Salle College . . . . University of Pennsylvania . Holy Ghost College . . Susquehanna University . Lehigh University . . Pennsylvania State College . Swarthmore College . Villanova College . . . Volant College _ _ _ Washington and Jefferson College.. Waynesburg College . Brown University . College of Charleston . . Presbyterian College of South Caro¬ lina. Allen University . . . South Carolina College . Erskine College . . . Furman University . . . Newberry College . Claflin University . . . Wofford College . Huron College . Dakota University . . . . Redfield College . University of South Dakota - Yankton College . Grant University . Granville, Ohio. Hiram, Ohio. Lima, Ohio. Marietta, Ohio, New Athens, Ohio. New Concord, Ohio. Oberlin, Ohio. Oxford, Ohio. Richmond, Ohio. Rio Grande, Ohio. Scio, Ohio. Springfield, Ohio. TifiSn, Ohio. Westerville, Ohio. Wilberforce, Ohio. Wilmington, Ohio. Wooster, Ohio. Yellow.springs, Ohio Norman, Okla. Albany, Oreg. Dallas, Oreg. Eugene, Oreg. Forestgrove, Oreg. McMinnville, Oreg. Newberg, Oreg. Philomath, Oreg. Salem, Oreg. Allegheny, Pa. Allentown, Pa. Aiinville, Pa. Beatty, Pa. Beaver, Pa. Beaverfalls, Pa. Bethlehem, Pa. Carlisle, Pa. Chester, Pa. Collegeville, Pa. Easton, Pa. Gettysburg, Pa. Gyeenviif%,Pa. Grov^^ City, Pa. Havetrford, Pa. Hunti ngdczi, Pa. Lancaster, Pa. Le-wisburg, Pa, Lincoln University, Pa.’ Meadville, Pa. Myerstown, Pa. New Wilmington, Pa. Philadelphia, Pa. Do. Do. Pittsburg, Pa Selinsgrove, Pa. South Bethlehem, Pa. State College, Pa. ^ Swarthmore, Pa. Villanova, Pa. Volant, Pa. Washington, Pa.' Waynesburg, Pa. Providence, R. I. Charleston, Si. C. Clinton, S. C. Columbia, S. C. Do. Duewest, S. C. Greenville, S. C. Newberry, S. C. Orangeburg, S. C. Spartanburg, S. C. Huron, S. Dak. Mitchell, S. Dak. Redfield, S. Dak. Vermilion, S. Dak. Yankton, S. Dak. Athens, Tenn. 1206 EDUCATIOIs^ EEPORT, 1903. III. — College Presidents — Continued. 1. — Colleges for men and coeducational colleges of liberal arts — Continued. Name of president. Rev. George D. Booth _ _ G.F. Nicolassen, Ph. D., vice- chancellor. Rev. J. E. Lowery, A. M . G. M. Savage, LL. D . M.D. Jeffries _ _ Rev. R. W. McGranahan, D. D _ D. E. Mitchell, A. B _ J.B. Reed. . Rev. Samuel T. Wilson, D. D . . Brother Icarion _ _ _ H. R. Garrett, A. M... . . Rev. James G. Merrill, D. D _ Rev. Peter B. Guern-ey , A. M . James D. Porter, LL. D _ _ Ja7nes H. Kirkland, LL. D. , chan¬ cellor. Rev. Jay B. Hamilton, D. D _ B. Lawton Wiggins, LL. D., vice- chancellor. W. N. Billingslev, A. M . . O. C. Hulvey, A. M . _ Rev. S. A. Coile, D.D _ Rev. James T. Cooter, A. M _ Rev. John T. Boland, C. S. C . Wm. L . Prather ,LL.D _ J.H.Grove,A.M.... . . Rev. George H. Mac \dam, D. D . . Rev.H. A. Boaz, A. M . . . Rev. D. Murphy, S.J . . Robert S.Hyer,LL.D., regent ... W.I. Gibson, A. M _ _ Rev. M. W. Dogan, Ph. D . Ely V. Zollars, LL. D _ _ _ Rev. Thomas S. Clyce,D. D _ Samuel P. Brooks, LL. D _ _ Rev. I. M. Burgan, D. D . . L.C.Kirkes _ _ James H. Linfo.rd^ B. S _ _ Joseph T. KingsbuY-y.Ph. D . Rev. George Bailey ,Ph.D . . Rev. M. H. Buekham, LL. D _ Ezra Brainerd,LL.I) . . Rev. Allan D. Brown, LL. D _ Robert E. Blackwell, A. M _ W. B. Yount . . . E. A. Alderman, LL. D _ Rev. R. G. Waterhouse, D.D _ Rev. J. W. Rosebro, D.D _ George H. Denny, Ph. D . . P. W. Boatwright, LL. D . M. Mac Vicar, LL. D _ _ Rev. John A. Morehead, D.D _ L.G. Tyler, LL.D . . . A.C.Jon s,Ph.D . . Thomas F. Kane, Ph. D _ Rev. R. J. Crimont, S. J . . Edwin M. Randall _ F.B. Gault, Ph.D . . . . Rev. S. B. L. Penrose, A. B. . D.W.Shaw,A.M . T. E. Cramblet . . . D. B. Purinton,LL. D . . . Rev. S. Plantz, Ph. D . . . Rev. Edward D. Eaton, LL.D . Rev. H. A. Muehlmeier, D.D . Charles R. Van Hise, Ph. D . Rev. Wm. C. Daland, D. D . Rev. M. J.F. Albrecht. . Rev. Alexander J. Burrowes, S. J. Rev. Richard C. Hughes, D.D . Rev. A. F. Ernst.. . Rev. Charles W. Lewis, D.D . University or college. Address. King College . . . Southwestern Presbyterian Uni¬ versity. Hiwassee College . Southwestern Baptist University .. Carson and N ewman College Knoxville College . . University of Tennessee . Cumberland University . Bethel College . Marj^ville College . Christian Brothers College. . . Milligan College.. . Fisk University . Roger Williams University . . Univer.sity of Nashville..." . Vanderbilt University . Bristol, Tenn. Clark SAulle, Tenn. HiAvassee College, Tenn. Jackson, Tenn. Jefferson City, Tenn. Knoxville, Tenii. Do. Lebanon, Tenn. McKenzie, Tenn. Maryville, Tenn. Memphis, Tenn. Milligan, Tenn. Nashville, Tenn. Do. Do. Do. Walden UniA’ersity _ University of the Soiith Do. SeAvanee,Tenn. Burritt College . . . Sweetwater College . . . . Greeneville and Tusculum College . Washington College . St. Edward’s College . . . UniAWsity of Texas . Howard Payne College. . Fort AVorth University.. . . Polytechnic College . . . St. Mary’s Unh^ersity _ South Avestern University.. . Burleson College . . Wiley UniA^ersity . . . . . Texas Christian University . Austin College. . . . .' . Baylor Unwersity . Paul Quinn College _ _ _ _ Trinity UniA^ersity . . . . Brigham Young College . University of Utah . . W estminster College. . . . . University of A^ermont _ _ Middlebury College . . . . . Norwich UniA’^ersity . . . Randolph-Macon College. . BridgeAvater College . University of A^irginia . Emory and Plenry College. . Fredericksburg College . . Hampden-Sidney College _ AVashington and Lee University ... Richmond College . Virginia Union IJniversity . Roanoke College . . . College of AVilliam and Mary . Vashon College . UniA’^ersity of Washington. . Gonzaga College . . . . . University of Puget Sound . Whitworth College . AVhitman College. . . . . Morris Haiwey College... . Bethany College . . West AHrginia University . LaAvrence LTniversity ..." . . Beloit College . Mission House . . . UniA^ersity of AVisconsin . Milton College . Concordia College . Marquette College . Ripon College . . . . NortliAA'^estern University . . University of Wyoming _ _ Spencer, Tenn. SAveetwat er, Tenn. Tusculum, Tenn. AV ashington College, Tenn. Austin, Tex. Do. BroAvn Avood , Tex . Port AA^orth,Tex. Do. GalA^eston,Tex. GeorgetoAvn, Tex. Greenville, Tex. Marshall, Tex. North Waco, Tex. Sherman, Tex. Waco, Tex. Do. Waxahachie, Tex. Logan, Utah. Salt Lake Citv,Utah. Do. Burlington, A^t. Middlebury, Vt. Northfield,AH. Ashland, Va. Bridgewater, Va. Charlottesville, Va. Emory, Va. Fredericksburg, A^'a. Hampden-Sidney, A^a. Lexington, Va. Richmond, Va. Do. Salem, Va. Williamsburg, Va. Burton, Wash. Seattle, AVash. Spokane, Wash. Tacoma, Wash. Do. Walla AValla, Wash. Barboursville, W. Va. Bethany, W.Va. Morgantown, W. Va. Appleton, Wis. Beloit, Wis. Franklin, Wis. Madison, Wis. Milton, AVis. MilAvaukee, Wis. Do. Ripon, Wis. AVatertoAvn, Wis. Laramie, Wyo. EDUCATIONAL DIRECTOKY. 1207 III. — College Presidents— Coritiiined. 2. — Colleges for ivomeii. Name of president. College. Addre.ss. C.J. Owens, LL.D . Rev. Edgar M. Glenn, D. D . Miss Mary Lyon . Rev. Robert G. Patrick, D. D . Jas. D. Wade, A. M . Rev. T. Peyton Walton . Rev. B. F. Giles, A. M . - . R. J.Holston,A.M . . . Jolin Massey, LL. D . W.W. Rivers, A. M . Mrs. C. T. Mills . - Sister Mary Bernardine . Sister Georgiana . . . . . . Miss Rutherford'. . . . Chas. C. Cox, Ph. D . . Rev. Homer Bush, A. M . Rev. Thomas L. Bryan. . . C. H. S. Jackson, A. M . . A. W. Van Hoose; H. J. Pearce . .. Rufus W. Smith, A. M . M. W. Hatton, A. M . . Du Pont Guerry . . T. J. Simmons, A. M.. . Rev. Joseph R. Harker, Ph. D . Rev. C. W. Leffingwell, D. D., Julia H.’Gulliver,Ph. D . Rev. F. R. Millspaugh, D. D . Rev. Benj. F. Cabell . . . John C. Acheson, A. M . Th. Smith, A. M . Rev. Edmund Harrison, A. M . Mrs. L.W. St. Clair . Geo. J. Ramsey, LL. D . Rev. C.C. Fisher, A. M . Mrs. J. B. Skinner . . J. Byron La Rue . . . B. E. Atkins, A. M . . B. J. Pinkerton . Rev. F. W. Lewis, A. B . . . G. W. Thigpen, A. M . T.S.Sligh,A.M . . . . Brandt V. B. Dixon, LL. D _ Rev. Wilbur F. Berry . . O.H.Perry,A.B . Mary Theophila . Rev. John F. Goucher, LL. D _ J.H.Apple,A.M . . liev.J.H. Turner, D.D . C.C.Bragdon,LL.D _ _ Miss Agnes Irwin, dean . . Rev. L. Clark Seelye, LL. D. . . Mary E. Woolley, Litt. D . Miss' Caroline Hazard, Litt. D _ B. G. Lowrey, A. M . Rev. I. W. Cooper, D. D . . Rev. John L. Johnson, LL. D . Hon. A. A. Kincannon . J. A. Sanderson, principal . L.T.Fitzhugh,A.M . J. L. Logan . . . . J. W. Beeson, A. M . Hon. J ames R. Preston, A. M . Rev. J. W. Malone, D. D . Mrs. Thida D. Moore . . Rev. L. S. J ones, A. M . Mrs. W. T. Moore . Rev. S. F. Taylor, D.D . Rev. Hiram D. Groves . . Rev. J. M. Spencer . . Edward W. White, A. M . Alfred F. Smith . . . . C. M. Williams, A. M . . . Anniston College . Athens Female College . Union Female College . Judson College . . Marion Female Seminary.. . Alabama Synodical College for Women. Central Female College . . Tuscaloosa Female Cmlege . Alabama Conference Female Col¬ lege. Central Baptist College . Mills College . . . . . College of Notre Dame . . Trinity College . Lucy Cobb Institute . Southern Female College. . . Audrey/ Female College . . . Dalton Female College . . Monroe Female College . . Brenau College _ _ _ Lagrange Female College . Southern Female College . Wesleyan Female College . . Shorter College . . . . Illinois Woman’s College . . St. Mary’s School . . Anniston, Ala Athens, Ala. Enfaula, Ala. Marion, Ala. Do. Talladega, Ala. Tuscaloosa, Ala. Do. Thiskegee, Ala. Con wav, Arl:. Mills College, Cal. San Jose, Cal. Washington, D. C. Athens, Ga. College Park,Ga. Cuthbert,Ga. Dalton, Ga. Forsyth J Ga. Gainesville, Ga. Lagrange, Ga. Do. Macon, Ga. Rome, Ga. Jacksonville, Ill. Knoxville, Ill. Rockford College . . College of the Sisters of Bethany .. Potter College . . Caldy^ell College . Beaumont College. . Bethel Female College . Hamilton Female College . Sayre Female Institute . Miller sburg Female College . Jessamine Female Institute . Owensboro Female College . Logan Female College . . Stanford Female College . Silliman Collegiate Institute . Louisiana Female College . Mansfield Female College . H. Sophie Newcomb Memorial Col¬ lege. Maine W'esleyan Seminary and Female College. Westbrook Seminary . Notre Dame of Maryland. . Woman’s College of Baltimore . Woman’s College . . . Kee Mar College . . . Ma,ryland College for Young Ladies Lasell Seminary for Young Women Radcliff e College . Smith College . . Mount Holyoke College. . . . Wellesley College . Blue Mountain Female College _ Whitworth Female College . Hillman College . . . Industrial Institate and College _ Central Miss ssii pi Institute . Belhaven College for Young Ladies McComb Female Institute . Meridian Female College . Stanton College for Young Ladies . Woman’s College . . Chickasaw Female College . Port Gibson Female College . Christian College . Stephens College . . Howard Payne College . Synodical Female College . . . L'exington College for Young Women. Central Female College . Liberty Ladies College . . Rockford, Ill. Topeka, Kans. Bowling Green, Ky. Danville, Ky. Harrodsburg, Ky . Hopkinsville, Kj-. Lexington, Ky. ' Do. Millersbxu’g, Ky . Nicholasvillo, Ky. Owensboro, Ky . Russellville, Kv. Stanford, Ky. ' UJittiCoii.La. K^atclre.La. Mlansfield. La. New Orleans, Lp„. Kents Hill, Me. Woodfords, M*e. Baltimore, Md. Do. Frederick, Md. Hagerstown, Md. Lutherville, Md. Auburndale, Mass. Cambridge, Mass. Northampton, Mass. South Hadley, Mass. Wellesley, Ma'^s. Blue Mounta'n, Miss. Brookhaven, Miss Clinton, Miss. Columbus, Miss. French Camp, Miss. Jackson, Miss. McComb, Miss. Meridian, Miss. Natchez, Miss. Oxford, Miss. Pontotoc, Miss. Port Gibson, Miss. Columbia, Mo. Do. Fayette, Mo. Fulton, Mo. Lexington, Mo. Do. Liberty, Mo. 1208 EDUCATION REPOKT, 1903. III. — College Presidents— Continued. 2. — Colleges for women — Continued. Name of president. College. Address. J.W. Million, A. M . Mrs. V. A. C. Stockard . . Rev. George F. Ayres, Ph. D . Rev. George M. Ward, LL. D . Truman J. Backus, LL. D . Rev. A. C. Mackenzie, D. D - Laura D. Gill, A. M. , dean . Rev. J. M. Taylor, LL. D . Rev. C. B. King, A. M . S. A. Wolff ^.M _ _ - . Mrs. Lucy H. Robertson - - A. J. Bolin, A. M . . M. S. Davis, A. M . . . John C. Scarborough, A. B . F. P. Hobgood, A. M . . Rev. R. T. Vann, D. D . Rev. John H. Clewell, Ph. D . Rev. John H Thomas, D.D . Leila S. McKee, Ph. D . . Miss Mary Evans, Litt. D _ Rev. J. W. Knappenberger, A. M . Rev. J. Max Hark, D.D . Rev. S. B. Linhart, A. M . . Miss M. Carey Thomas, LL.D - M. H. Reaser,Ph. D. . E. E. Campbell, Ph. D . Rev. Samuel A. Martin, D.D _ Rev. W. W. Daniel, D. D . . Miss Euphemia McClintock, A. B. Rev. James Boyce. . . Lee D. Lodge, Ph. D . A. S. Townes . . Edward C. James, Litt. D _ Robert P. Pell, A.B . Rev. B. G. Clifford, Ph.D.. . . Rev. R. G. Waterhouse, D.D . W. L. Abbott . T. E. Allen and J. H. Chiles . . . Z.K. Griffin, B.S . . . Rev. A. B. Jones, LL. ip . Miss V. O. Wardlaw, A. M . . C.A.Folk,A.B. . . . J. D. Blanton, LL. D._ _ _ Rev. B.F. Haynes, D.D . Rev. C.T. Carlton, A.B . . W. A. Wilson, D. D . James E. Willis . Rev. J. E. Harrison, A.B . A. Q.Nash,C. E . . Rev. W. M. Dyer, A. M . . Miss Kate M. Hunt, A.B . J. T. Henderson, A. M . Rev. H. W. Tribble, D.D. . R. E. Hatton, Ph. D . . Miss Matty L. Cocke _ .... Rev. A. B. Warwick . W.W. Smith, LL.D . . . Rev. J. J. Scherer, D.D . . Arthur K. Davis, A. M . . Rev. James Nelson, D.D _ _ Rev. R. L. Telford, D.D . Miss Ellen C. Sabin, A. M . Hardin College . Cottey College for Young Ladies... Lindenwood College for Women ... Wells College _ _ _ Packer Collegiate Institute . Elmira College . Barnard College . . Vassar College . . . . . Elizabeth College . Gaston College . . . . Greensboro Female College _ Claremont Female College . Louisburg Female College . . . Chowan Baptist Female Institute . . Oxford Female Seminary _ Baptist Female University _ Salem Female Academy and College Oxford College . . W estern College . . . . . Lake Erie College . . . . . Allentown College for Women _ Moravian Seminary and College for Women. Blairs ville College . Bryn Mawr College _ _ Wilson College . . . Irving Female College . . Pennsylvania College for Women.. Columbia Female College . . Presbyterian College for Women .. Due West Female College . Limestone College _ _ Greenville College for Women _ Greenville Female College _ _ Converse College . . . . Clifford Seminary.. . . Williamston Female College . Sullins College _ Brownsville Female College . Tennessee Female College . . Howard Female College . Memphis Conference Female Insti¬ tute. Soule Female College . Boscobel College . . . Ward Seminary . . Martin Female College . . Synodical Female College . . Carlton College . . . . Baylor Female College... . Chappell Hill Female College . San Antonio Female College . Mary Nash College _ _ .• . Martha Washington College _ Stonewall Jackson Institute. . Southwest Virginia Institute . Rawlings Institute . Roanoke Female College . Hollins Institute . . . . Valley Female College . Randolph-Macon Woman’s College. Marion Female College . . Southern Female College . Woman’s College . Lewisburg Female Institute. . Milwaukee-Downer College . Mexico, Mo. Nevada, Mo. St. Charles, Mo. Aurora, N.Y, Brooklyn, N.Y. Elmira, N.Y. New York, N.Y. Poughkeepsie, N. Y. Charlotte, N. C. Dallas, N.C. Greensboro, N. C. Hickory, N. C. Louisburg, N. C. Murfreesboro, N. C. Oxford, N. C. Raleigh, N.C. Salem, N. C. Oxford, Ohio. Do. Painesville, Ohio. Allentown, Pa. Bethlehem, Pa. Blairsville,Pa. Bryn Mawr, Pa. Chambersburg, Pa. Mechanicsburg, Pa. Pittsburg, Pa. Columbia, S. C. Do. Duewest, S. C. Gaffney, S. C. Greenville, S. C. Do. Spartanburg, S. C. Umon,S.C. Williamston, S. C. Bristol, Tenn. Brownsville, Tenn. Frankhn, Tenn. Gallatin, Tenn. Jackson, Tenn. Murfreesboro, Tenn. Nashville, Tenn. Do. Pulaski, Tenn. Rogersville, Tenn. Bonham, Tex. Belton, Tex. Chapelhill, Tex. San Antonio, Tex. Sherman, Tex. Abingdon, Va. Do. Bristol, Va. Charlottesville, Va Danville, Va. Hollins Wa. Luray, Va. Lynchburg, Va. Marion, Va. Petersburg, Va. Richmond, Va. Lewisburg, W. Va. Milwaukee, Wis. 3. — Schools of technology. Charles C. Thach, A. M . Barton O. Aylesworth, LL.D _ Victor C. Alderson, Sc. D . Rev.R. W.Stimson, A. M . . Lyman Hall, LL.D _ _ Rev. Fi'ank W. Gunsaulus, D. D .. W.E. Stone, Ph.D . Carl L. Mees,Ph.D . Alabama Poljrtechnic Institute . Colorado Agricultural College . State School of Mines . Connecticut Agricultural College . . State School of Technology _ Armour Institute of Technology . . . Purdue University . . . Rose Polytechnic Institute . AubuiTi, Ala. Port Collins, Colo. Golden, Colo. Storrs, Conn. Atlanta, Ga. Chicago, Ill. Lafayette, Ind. Terre Haute, Ind. EDUCATIONAL DIRECTORY 1209 III, — CoLEEGE Presidents — Continued. 3. — Schools of technology — Continued. Name of president. College. Address. Rev. Albert B. Storms, D.D . . Ernest R. Nichols, A. M . Capt. W. H. Brownson, U. S. N., superintendent. H.H.Goodell,LL.D . . H. S. Pritchett, LL. D . Edmund A. Engler,LL.D . . J.L. Snyder, Ph.D . . . F.W. McNair, B.S . J.C.Hardy,A.M. . . . W. H. Lanier, A. B . . . Rev. James Reid, A. B . . . N athan R . Leonard, A.M.. . W.D. Gibbs, M.S . . . Alexander C. Humphreys, Sc. D.. Luther Poster, M. S. A . Charles R. Keyes, Ph. D., director W. S. Aldrich, M. E., director _ Palmer C. Ricketts, C. E . Gen. A. L. Mills, U. S. A., supt . James B. Dudley, A. M . George T. Winston, LL. D _ J. H. Worst, LL.D . Iowa College of Agriculture and Mechanic Arts. Kansas Agricultural College . United States Naval Academy . Ames, Iowa. Manhattan, Kans. Annapolis, Md. Massachusetts Agricultural College Massachusetts Institute of Tech¬ nology. Worcester Polytechnic Institute . .. Michigan Agricultural College . Michigan College of Mines _ _ Mississippi Agricultural and Me¬ chanical College. Alcorn Agricultural and Me¬ chanical College. Montana College of Agriceilture and Mechanic Arts. Montana State School of Mines . New Hampshire College of Agri¬ culture and Mechanic Arts. Stevens Institute of Technology ... New Mexico College of Agriculture and Mechanic Arts. New Mexico School of Mines . Clarkson School of Technology .... Rensselaer Polytechnic Institute .. United States Military Academy... Agricultural and Mechanical Col¬ lege for the Colored Race. North Carolina College of Agricul¬ ture and Mechanic Arts. North Dakota Agriciiitiiral College. Amherst, Mass. Boston, Mass. Worcester, Mass. Agricultural College, Mich. Houghton, Mich. Agricultural College, Miss. Westside,Miss. Bozeman, Mont. BiTtte, Mont. Durham, N. H. Hoboken, N. J. Mesilla Park, N. Mex. Socorro, N. Mex Potsdam, N. Y. Troy, N. Y. West Point, N. Y. Greensboro, N. C. West Raleigh, N. C. Agricultural College, N. Dak. Charles S. Howe, Ph. D . . Angelo C. Scott, A. M . . Thomas M. Gatch,Ph. D . K.L. Butterfield, A. M . Asbury Coward, LL. D., supt. P. H. Mell, Ph.D.. . Rev. James Chalmers, LL. D . Robert L. Slagle, Ph. D . David F. Houston, LL.D . W. J. Kerr, Sc. D . . J. M. McBryde, LL. D . . . Scott Shipp, LL.D., supt. E. A. Bryan, LL.D . . Case School of Applied Science _ Oklahoma Agricultural and Me¬ chanical College. Oregon Agricultural College . . . Rhode Island College of Agricul¬ ture and Mechanic Arts. South Carolina Military Academy . > Clemson Agricultural College _ South Dakota Agricultural College. State School of Mines . ..j Agricultural and Mechanical Col¬ lege of Texas. Agricultural College of Utah . Virginia Agricultural and Me¬ chanical College and Polytechnic Institute. Virginia Military Institute _ Washington Agricultural College and School of Science. Cleveland, Ohio. Stillwater, Okla. Corvallis, Oreg. Kingston, R. I. I Charleston, S. C. College, S. C. Brqfokings, S. Dak, RaJ')id City, S. Dak. Coll'i?g:e pStation, Tex. Logan, Utah. Blacksburg, Va. Lexington. Va. Pullman, Wash. IV.— Principals op Normal Schools. Public normal schools. Location. Name of institution. Principal. . ALABAMA. Florence _ _ State Normal College . Marshall C. Wilson C. W. Daugette Miss Julia S. Tutwiler. Wm. B. Paterson. W. H. Councill. E. M. Shackelford. .Tacksou villa . do . Livingston . . . Montgomei'y . Normal . . . . . . Troy . Alabama Normal College for Girls. State Normal School for Colored Students. Agricultural and Mechanical Col¬ lege for Negroes. State Normal College . .* _ ARIZONA. Flagstaff . Tempe . Northern Arizona Normal School.. Tempe Normal School of Arizona.. ■ A. N. Taylor. A. J. Matthews. 1210 EDUCATION REPORT, ]903. IV.— Principals of Normal Schools— Continued. Public normal schools — Continued. Location. Name of institution. Principal. ARKAKSAS. Mount Ida. Pine Bluif . CALIFORNIA. Chico . Los Angfeles. .. San Diego . San Francisco. San Jose . COLORADO. Greeley . CONNECTICUT. Bridgeport . . New Britain New Haven . Willimantic . DISTRICT OF COLUMBIA. Washington. Do . FLORIDA. De Funiak Springs . . . Tallahassee . . Athens . College . Douglas . Milledgeville. Albion _ Lewiston . ILLINOIS. Carbondale . Charleston . Chicago, Station O _ Normal. Indianapolis. Terre Haute Cedarfalls. Woodbine. Emporia Hays _ KENTUCKY. Frankfort . Louisville . LOUISIANA. Natchitoches. New Orleans. Mount Ida Normal Academy. Branch Normal College . California State Normal School. State Normal School . . - do . . - do . . . _ do . . Colorado State Normal School .. Bridgeport Training School... Normal Training School . State Normal Training School _ do . Washington Normal School No. 1. Washington Normal School No. 2. Florida State Normal School . Florida State Normal and Indus¬ trial College. State Normal School . Georgia State Industrial College... Southern Normal Institute . Georgia Normal and Industrial College. State Normal School. _ do . Southern Illinois State Normal University. Eastern Illinois State Normal School. Chicago Normal School . Northern Illinois State Normal School. Illinois State Normal University... Indianapolis Normal School.. Indiana State Normal School. Iowa state Normal School . Woodbine Normal and Commer¬ cial School. State Normal School... . Western Branch State Normal School. State Normal and Industrial Insti¬ tute for Colored Persons. Louisville Normal School.. . Louisiana State Normal School _ New Orleans Normal School . . John H. Pierce. Isaac Fisher. Chas. C. Van Liew. Edward T. Pierce. Samuel T. Black. Frederick Burk. Morris Elmer Dailey. Z. X. Snyder. Besse E. Howes. - Marcus White. Arthur B. Morrill. George P.Phenix. Anne M. Goding. Lucy E. Moten. H. E. Bennett. Nathan B. Young. E. C. Branson. R. R. Wright. J. Walter Hendricks. J, Harris Chappell. Horace Ellis. Geo.E. Knepper. D. B. Parkinson. L.C.Lord. Arnold Tompkins. John W. Cook. David Felmley. M.E. Nicholson. William W. Parsons. Homer H. Seerley. M. A. Reed. Jasper N. Wilkinson. William S.Picken. James S. Hathaway. W.J.McConathy. B.C. Caldwell. Miss Margaret C. Han¬ son. EDUCATIONAL DIRECTORY 1211 IV.— Principals of Normal Schools— Continued. Public no nial sc^iools — Continued. Location. Name of institiTtion. Principal. MAINE. Castine . . Farmington . . . Fort Kent . . ... . Gorham . . Springfield . . MARYEANI). Eastern State Normal School . Farmington State Normal School.. Madawaska Training School . State Normal School . . Springfield Normal School . Albert F. Ric hardson. George C. Pnrington, Mary P. Now’.and. W.J.Corthell. Miss Ava H. Chad bcmr, e. Baltimoi’e Maryland State Normal School E. B. Pretty jnan. MASSACHUSETTS. Boston . Do . Bridgewater . Fitchburg _ Framingham . Hyannis . Lowell . North Adams Salem _ Westfield . Woi’cester _ Boston Normal School . . . Massachusetts Normal Art School.. State Normal School . _ do . _ do . . . . . . . do . Training School for Teachers _ State Normal School . . . . Training School for Teachers . _ do . _ do . Wallace C. Boyden. George H. Barilctt. Albert G. Boyden. John G. Th 311: p on. Henry Whittemore. Yf m. A. Baldwin. Gertmide Edmund. F. F. Murdock. 'SV. P. Beckwith. CDreiife A. Brodeur E. Plarlow Russell. MICHIGAN. Detroit . . Marquette . . Mount Pleasant _ Ypsilanti . . ^Yashington Normal School _ State N ormal School . . . . . Central State Normal Sch-'ol... Michigan State Normal School. Chas. L. Spain. Dwight B. Y7aldo. Chas. T. Grawn. Leivis H. Jones. MINNESOTA. Duluth .... Mankato . Moorhead , St. Cloud . St. Paul _ Winona . .. State Noi-mal School, do _ do . . . . . _ do . Teachers’ Training School. State Normal School _ E. W. Bohannon. Chas. H. Cooper. Frank A. Weld. W. A. Shoemaker. Miss B. M. Phelan. J.F.Millspaugh. MISSISSIPPI. Abbeville . . Blue Springs _ Sherman . . . Walnut Grove . . Abbeville Normal School . . Blue Springs Normal College . Mississippi Normal Institute . Mississippi Central Normal School. D'.-U. Langston. John Bundle. MISSOURI. Cape Girardeau . Kirksville . . . Warrensburg . . . . MONTANA. Dillon . . . . State Normal School . State N ormal School ( first district) . State Normal School (second dis¬ trict). W. S. Dearmont. John R. Kirk E. B. Craighead. Montana Normal School Henry H. Swain. NEBRASKA. Peru... . . . NEW HAMPSHIRE. Plymouth - - NEAV JERSEY. Jersey City - Newark . . . . Paterson . . . Trenton . . . NEW MEXICO. Las Vegas . . . . Silver City - Nebraska State Normal School _ W. A. Clark. State Normal School . J. E. Klock. Teachers’ Training School . Newark Normal and Training School. Paterson Normal Training School.. New Jersey State Normal and Model Schools. Joseph H. Bi-ensinger. VC S. Willis. Jesse D. Burks. James M. Green. New Mexico Normal Universitj' ... Edmund J. Yert. Normal School of New Mexico . C. M. Light. NEW YORK. New York State Normal College... State Normal and Training School. Albany _ Broclqiort. ^Vm. J. Milne. Charles T. McFarlane. 1212 EDUCATION EEPORT, 1903. IV. — Principals op Normal Schools — Continued. Public normal schools — Continued. Location. Name of institution. NEW YORK— continued. Brooklyn . . Buffalo .... Do . Cohoes .... Cortland .. Fredonia .. Geneseo . . . Jamaica... Now Paltz. New York. Do . Oneonta... Oswego.... Plattsburg Potsdam .. Rochester . Syracuse .. Training School for Teachers . City Tra ning School for Teachers. Bufelo Normal School (State) . Cohoes Training School . . State Normal and Training School. _ do _ Geneseo State Normal School . Normal and Training School. . State Normal School . . New York Training School for Teachers. Normal College of the City of New York. State Normal School _ _ Oswego State Normal and Train¬ ing School. State Normal School _ _ State Normal and Training School. Rochester Training School . . Syracuse High School, Normal De¬ partment. NORTH CAROLINA. Elizabeth City Fayetteville... Franklinton... Greensboro ... Plymouth . Salisbury . State Colored Normal School . _ do . . . . . Albion Academy and State Normal School. State Normal and Industrial School Plymouth State Normal School _ State Normal School . NORTH DAKOTA. Mayville ... Valley City. State Normal School. _ do . . . OHIO. Akron . Cleveland . ..-1 Columbus . Dayton . Toledo . Perkins Normal School _ _ Cleveland Normal and Training School. Columbus Normal School . . Dayton Normal School . . Toledo Normal Training School _ OKLAHOMA. Alva . Edmond . Langston . OREGON. Ashland . . . . Drain . IMonmouth . . . Weston. . PENNSYLVANIA. Bloomsburg . . . California . . . . Clarion . . East Stroudsburg . Edinboro . Indiana . . . Kutztown . Lockhaven . . Mansfield . Millersville . Philadelphia . . . Pittsburg . . . . Northwestern Territorial Normal School. Territorial Normal School _ Colored Agricultural and Normal University. Southern Oregon State Normal School. Central Oregon State Normal School. State Normal Scl ool. . Eastern State Normal School . State N ormal School . Southwestern State Normal School. Clarion State Normal S( hool . East Stroudsburg State Normal School. State Normal School _ _ _ _ Indiar a Normal School of Pennsyl¬ vania. Keystone State Normal School . Central State Normal School . Mansfield State Normal School . First Pennsylvania State Normal School. Philadelphia Normal School for Girls. Pittsburg High Schol, Normal De¬ partment. Principal. Emma L. Johnston. James M. Cassety. Mary E. Wilcox. Francis J. Cheney. F. B. Palmer. John M. Milne. A . C. McLachlan. Myron T. Scudder. A. S. Downing. Thomas Hunter. Percy I. Bugbee. Isaac B. Poucher. Geo. K. Hawkins. Thomas B. Stowell. Richard A. Searing. G. A. Lewis. P. W. Moore. E. E. Smith. Rev. J. A. Savage. Charles D. Mclver. Chas. M. Eppes. J. O. Crosby Joseph Car hart. George A. McFarland. Lee R. Knight. J. W. McGilvrey. Margaret W . Sutherland Grace A. Greene. Mrs. E. C. Hard. T. W. Conway. Frederick H. Umholtz. Inman E. Page. Benj.F.Mulkey. J. H. Orcutt. Edwin De Vore Ressler. Robert Carver Fi'ench. Judson P. Welsh. Theo. B. Noss. Samuel Weir. E. L. Kemp. John F. Bigler. D. J. Waller, jr. A. C. Rothermel. J. R. Flickinger. Andrew T. Smith. E. Oram Lyte. J.M. Willard. Jane Ralston. EDUCATIONAL DIEEOTOEY 1213 IV.— Principals of Normal Schools— Continued. Public normal schools — Continued. Location. Name of institution. Principal. PENNS YtiVANi A— continued. Shippensburg . . Slippery Rock . Westchester . RHODE ISLAND. Providence. . SOUTH CAROLINA. Rockhill . . SOUTH DAKOTA. Cumberland Valley State Normal School. Slippery Rock State Normal School. State Normal School . G.M.D. Eckels. Albert E. Maltby. George M. Philips. Rhode Island State Normal School. Charles S. Chapin. Winthrop Normal College. D.B. Johnson. Madison _ Spearflsh . . Springfield State Normal School. _ do . . . do . . W. H. H. Beadle. F. L. Cook. J. S. Frazee. TENNESSEE. Nashville, Peabody Normal School James D. Porter. TEXAS. Denton . . . Detroit . Huntsville . Prairie View . UTAH. Cedar City . . Salt Lake City . North Texas Normal School . Detroit Normal School. . . Sam Houston Normal Institute . Prairie V iew State Normal and In¬ dustrial College. J.S. Kendall. W. A. Dean. H. C. Pritchett. Ed. L. Blackshear. Southern Branch of the State Nor- Nathan T. Porter, mal School. State Normal School . . . Wm. IVI. Stewart. VERMONT. Castleton . Johnson . . Randolph Center State Normal School. _ do . . _ do . VIRGINIA. Farmville . Hampton . . Petersburg.. . State Female Normal School . Hampton Normal and Agricultural Institute. Virginia Normal and Industrial In¬ stitute. Philip R. Leavenworth. John L. Alger. Charlfeg^H, Morrill. J. L. Jarman. H. B.Frissell. J.H. Johnston. WASHINGTON. Cheney _ Ellensburg Whatcom . State Normal School _ do . . _ do . . Lewis B. Alger. W.E. Wilson. Edward T.Mathes. WEST VIRGINIA. Athens . Fairmont . . Glenville . Huntington .... Institute . Shepherdstown West Liberty . . West Virginia State Normal School. State Normal School . . . _ do . Marshall College, State Normal School. West Virginia Colored Institute ... Shepherd College, State Normal School.^ West Liberty State Normal School. Geo. M.Ford. W. L. McCowan. John C. Shaw. Lawrence J. Corbly. J.McH. Jones. J. G.Knutti. Lorain Fortney. WISCONSIN. Menominee . . . Milwaukee ... Oshkosh . Platte ville _ River Falls... Stevens Point Superior . Wausau . Whitewater.. Dunn County Teachers’ Training School. State Normal School . . do . . do . - . River Falls State Normal School... State Normal School . Superior State Normal School . Marathon County Training School. State Normal School . W.L. Morrison. Charles McKenney. R. H. Halsey. D. McGregor. W.J. Brier. Theron B. Pray. I. C. McNeill. O.E. Wells. Albert Salisbury. 1214 EDUCATION EEPORT, 1903. ly.— Pkincipals of Normal Schools— Continued. Private normal schools. Location. Name of institution. Principal. AliAUAMA. Falkville Fort Payne Hiintsville . Mobile _ Snow Hill . Tiiskegee. . A){KANSAS. Falkville Normal College . North Alabama College . Central Alabama Academy . Emerson Normal Institute . . Snow Hill Normal and Industrial Institute. Tuskegee Normal and Industrial Institute. E. L.Hays. Edwin R. Eldridge. R. G. Robinson Rev. A. T. Burnell. W.J. Edwards. B. T. Washington. Jamestown... Mount Ida _ Pea Ridge _ S\ilph\ir Rock Arkansas Normal College . . Mount Ida Normal Academy . Pea Ridge Masonic College..' . Sulphur Rock College . . J.L. Graham. A. J. Den’on. S.C. Paris i. W. B. Knight. COLORADO. Denver . DISTRICT OF COLUMBIA. Denver Normal and Preparatory School. Fred. Dick. Washington.^. Do . FLORIDA. Jasper . Orange Park _ GEORGIA. Augusta _ Cornelia . . . . Macon _ _ _ Social Circle . . Thomasville^ . . Waynesboro . Kindergarten Normal Training School. National Kindergarten Training School. Miss Susan P. Pollock. Mrs. Anna E. Murray. Jasper Normal Institute . Orange Park Normal and Manual Training School. R.D.Hall. Rev. Walter S. Eaten. Haines Manual and Industrial In¬ stitute. Cornelia Normal Institute . . Ballard Normal School . Negro Normal and Industrial School. Allen Normal and Industrial School. Haven Normal Academy . Miss Lucy C. Laney. C.H. Clyde. George C. Burrage. James A. Love. Abbie B. Howland. W.H. Bryan. ILLINOIS. Addison . Dixon . . Galesburg . Hoopeston . . . Macomb . . Oregon . . . . Rushville.. . . . INDIANA. Cory don . . . . Covington . . . . Danville... . Indianapolis . Marion . . . Rochester . . Valparaiso . German Evangelical Lutheran Teachers’ Seminary. Northern Illinois Normal School. .. Galesburg Kindergarten Normal School. Greer College _ _ _ _ _ Western Illinois Normal School and Business Institute. Wells School foi Teachers . Rushville Normal and Business College. E.A. W.Krauss. J.B.Dille. M. Evelyn Strong. J. M. Clary. I.F. Meyer. H. W. Sullivan. Maxwell Kennedy Ohio Valley Normal School . . Indiana Normal School . . Central Normal College . Indiana Kindergarten and Primary Normal Training School. Marion Normal College _ _ Rochester Normal University . Northern Indiana Normal School.. E.S. Hallett. Olive E. Coffeen. Jonathan Rigdon. Eliza A. Blaker. C. W. Boucher. Win. H.Banta. H.B. Brown. lOV, A. Bloomfleld . Denison . Tjemars . . Newton . . Perry . Shenandoah . KANSAS. Marysville . . Salina . . . . . Southern Iowa Normal Institute... Denison Normal School . Lemars Normal College . Newton Normal College . Perry Normal School . Western Normal College, Shenan¬ doah Commercial Institute and Musical Conservatory. A. T. Downey. W. C. Van Ness. Herman FI. Thoren G W.Worinley. Will M. Tarr. J. M. Hussey. Modern Normal College .. Salina Normal University J. G. Ellenbecker. Charles Swisher. KENTUCKY. Blaine _ Hardinsburg Blaine Normal School . I Breckinridge Normal College G. Milton Elam. Andrew Driskell. EDUCATIONAL DIRECTORY 1215 IV.— Principals op Normal Schools— Continued. Private vormal schools — Continued. Location. Name of institution. Princiiial. KENTUCKY — continiiecl. Hazard . Lexington . . . Madisonville Middleburg . Morehead ... Waddy . Hazard Baptist Institute . Chandler N ormal Sch '>ol . Western Kentucky Normal School. Middleburg Normal College _ Morehead Normal School . Central Normal College . A. S. Petrey. Fannie J. Webster. H. Evelyn Brooks. J. W. Davis. P.C. Button. E.J. Paxton. MAINE. Lee Lee Normal Academy MAKYLAND. Walter P. Vining. Ammendale . . . Baltimore . . . . MASSACHUSETTS. Ammendale Normal Institute . Brother Austin. Baltimore Normal School (colored) . George Harrison. Boston (1069 Boylston) Boston . . Waltham . . . MICHIGAN. Owosso . . . . Petoskey . . Proebel School, Kindergarten Nor¬ mal Classes. Kindergarten Training School _ Notre Dame Training School _ Annie C. Rusk. Lucy Wheelock. Sister Constantine. Oakside School _ Graves Normal Academy Mrs. L. E. Gould. M. O. Graves. MINNESOTA. Madison . , New Ulm, Normal School of the United Nor- O. Lokensgaard. wegian Lutheran Church. Dr. Martin Luther College . John Schaller. MISSISSIPPI. Shelby... Tougaloo MISSOURI. Chillicothe Laddonia . . Stanberry _ NEBRASKA. Fremont . . . Santee . . Wayne _ _ Shelby Normal School . . J. M. Williamson. Normal Department Tougaloo Fi-ank G. Woodworth. University. Chillicothe Normal Business and Shorthand College. Laddonia Normal Institute . . Stanberry Normal School . . Arl/^'Moore. W- M. Jones. D. S. Robbins. Fremont Normal School.. . Santee Normal Training School _ Nebraska Normal College . . W. H. Clemmons. Alfred L. Riggs. J.M.Pile. NEW YORK. New York _ _ NORTH CAROLINA. Teachers College. James E. Russell. Asheville _ Charlotte . . . . Henderson . Liberty _ Raleigh _ Wilmington Win ton . Normal and Collegiate Institute ... Rowan Normal Industrial Institute Henderson Normal Institute _ Liberty Normal College . . . St. Augustine’s School.. . . Gregory Normal Institute . Waters Normal Institute . Rev. Thos. Lawrence. C. S Somerville. J. A. Cotton. Thos. C. Amick. Rev. A. B. Hunter. Geo. A. Woodward. C. S. Brown. OHIO. Ada . . Canfield . Dayton . FoAoria . . Lebanon. . . New Philadelphia Tremont City _ Woodville . . Ohio Northern University . Northeastern Ohio Normal College. St. Mary’s Academjr . Ohio Normal Training School . National Nor.mal University . Joh'n ;»?. K hhn’s Normal School . 'Western Normal UniyeVsiVy . ‘.Tfeachers’ Seminary _ . L. A. Belt. C. O. Allaman. Brother Michael. Win. E. Ashcraft. J. Oscar Creager. John P. Kuhn. B. L. Barr. Theo. Mees. PENNSYLVANIA- Ebensburg . , . *•*. _ Ebensburg Normal Institute . :! Li S. Jones. Muncy _ _ . Lycoming County Normal School..! H; A. Spotts. 1216 EDUCATION REPORT, 1903. IV. — Principals of Normal Schools — Continued. Private normal schools — Continued. SOUTH CAROLINA. Charleston . . Do . Frogmore . . . . . Greenwood _ _ Lancaster . - . / SOUTH DAKOTA Sioux Falls _ TENNESSEE. Avery Normal Institute . Wallingford Academy . . Penn N ormal and Industrial School Brewer Normal School . . . Lancaster Normal and Industrial Institute. Lutheran Normal School. Morrison A. Holmes. Rev. David Brown. Miss Ellen Murray. Rev. J. M. Robinson. M.D.Lee. Rev. A. Mikkelsen. Chattanooga . Dickson _ Fountain City. Hornbeak _ Huntington . . Jonesboro _ Memphis _ Morristown . . Chattanooga Normal University... Tennessee Normal School . Tennessee Normal College . . West Tennessee Normal College ... Southern Normal University . Warner Institute _ _ _ Le Moyne Normal Institute _ Morristown Normal Academy . Samuel Hixson. T. B. Loggins. W. S. Bryan. ’ W. L. Willingham. A. E. Booth. P. L.La Cour. A. J. Steele. Judson S. Hill. TEXAS. Commerce _ _ _ Cumby . . . VIRGINIA. Lawrenceville . . Reliance . . . . Richmond _ _ rJtuart . . - _ _ WEST VIRGINIA. Harpers Ferry . . . Summersville _ WISCOIiSJN. Milwaukee . . . St. Francis . . . East Texas Normal College . W.L.Mayo. Independent Normal College . Geo. A. Cur lee. St. Paul Normal and Industrial School. Shenandoah Normal College . Hartshorn Memorial College . Stuart Normal School . . Rev. James S. Russell. Rev. I. P. Smith. Lyman B. Tefft. M. W. Royall. Storer College _ Summersville Normal School Henry T. McDonald. P. H. Murphy, J. L. Stew¬ art. N ational German- American Teach- Emil Dapprich . ers Seminary. Catholic Normal School of the Holy Rev. M. J. Lochemes. Family and Pio Nono College. O ■ h. •-ia-'. 1 'Ai '- '■% - I-' ■i 1,^ ■.r.' ' ' »'■ 4i». * :f ili ^ ‘ W/ 'V*. r. -- Date Due ,1 i i Remington Ranc Inc. Cat. no. 1139 I L111.A3 3 VILLANOVA UNIVERSITY *1903,001 9346 00027393 0 U.S* Bureau of Eduor-tion Aiinual report, 1903